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AUTHOR Bailey, Paul; Beazley, Lea J. TITLE The Old New . New River State Park: An Environmental Education Learning Experience Designed for Grades 7 and 8. INSTITUTION State Dept. of Environment, Health, and Natural Resources, Raleigh. Div. of Parks and Recreation. PUB DATE 1999-00-00 NOTE 133p.; For the previous edition, see ED 376 040. AVAILABLE FROM New River State Park, P.O. Box 48, Jefferson, NC 28640. PUB TYPE Guides Classroom Teacher (052) EDRS PRICE MF01/PC06 Plus Postage. DESCRIPTORS Biology; *Environmental Education; Grade 7; Grade 8; Hands on Science; Junior High Schools; *Parks; *Resource Allocation; Science Activities; Science Programs; *Water Quality IDENTIFIERS North Carolina

ABSTRACT This activity guide, developed to provide hands-on environmental education activities geared to New River State Park in North Carolina, is targeted for grades 7 and 8 and meets curriculum objectives of the standard course of study established by the North Carolina Department of Public Instruction. Three types of activities are included: pre-visit, on-site, and post-visit. The on-site activity is conducted at the park, while pre- and post-visit activities are designed for the classroom. Major concepts included are: water quality, biotic index, indicator species, metamorphosis, native aquatic species, stewardship of natural resources, watersheds, and natural resource management. Includes a vocabulary list, scheduling worksheet, parental permission form, North Carolina Parks and Recreation program evaluation, and information about New River State Park.(CCM)

******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement PERMISSION TO REPRODUCE AND UCATIONAL RESOURCES INFORMATION DISSEMINATE THIS MATERIAL HAS CENTER (ERIC) BEEN GRANTED BY hi.document has been reproduced as received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality.

TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this document do not necessarily represent INFORMATION CENTER (ERIC) official OERI position or policy. 1

New River State Park An Environmental Education Learning Experience Designed for Grades 7 & 8 New River State Park An Environmental Mutation Learning Experience Designed for Grades 7 & 8 "The care of the River is not a question of , but of the human heart." Tanaka Shozo

"We are born of water and need to be sustained by it."

Lyall Watson, The Water Planet, A Celebration of the Wonder of Water Funding for the original printing of this Environmental Education Learning Experince

was contributed by . C P&L

5 Other Contributors...

Park volunteers;

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.

500 copies of this public document were printed at a cost of $3,993 or $7.99 per copy

®Printedon recycled paper. 10-98 6 iv This Environmental Education Learning Experience was developed by

Paul Bailey Lead Interpretation and Education Ranger, New River State Park & Lea J. Beazley, Interpretation and Education Specialist North Carolina State Parks

N.C. Division of Parks and Recreation Deiiartment of Environment and Natural Resources AIM James B. Hunt, Jr. NCDENR Wayne McDevitt Governor Secretary

7 Table of Contents

1. Introduction Introduction to the North Carolina State Parks System 1.1 Introduction to New River State Park 1.2 Introduction to the Activity Packet for New River State Park 1.6

2. Activity Summary 2.1 Correlation Chart 2.2

3. Pre-Visit Activities #1 Keys to Knowledge 3.1 #2 Knowing the New 3.2 #3 Pointing Out Pollution 3.3

4. On-Site Activities #1 Life in the Fast Stream 4.1 Part IWhat's In the Water? 4.1.2 Part IICalculating Water Flow of the New River 4.1.10 #2 Riparian Ramble 4.2

5. Post-Visit Activities #1 Judge and Jury 5.1 #2 New Development? 5.2 #3 Reality Check Rural Development 5.3

6. Vocabulary 6.1

7. References 7.1

8. Forms 8.1

9. Notes 9.1 Introduction to the North Carolina State Parks System

reserving and protecting The North Carolina State As one of North Carolina's pNorth Carolina's natural Parks System has now been principal conservation agen- resources is actually a rela- established for more than cies, the Division of Parks tively new idea. The seeds three quarters of a century. and Recreation is responsible of the conservation What started out as one smallfor the more than 147,000 movement were planted plot of public land has grownacres that make up our state early in the 20th century into 58 properties across the parks system. The Division when citizens were alerted state, including parks, manages these resources for to the devastation of Mount recreation areas, trails, rivers,the safe enjoyment of the Mitchell. Logging was public and protects and destroying a well-known preserves them as a part of landmark the highest peak the heritage we will pass on east of the Mississippi. As to generations to come. the magnificent forests of An important component this mile-high peak fell to of our stewardship of these the lumbermen's axe, lands is education. Through alarmed citizens began our interpretation and 'to voice their environmental education objections. Governor services, the Division of Locke Craig joined them in -Parks and Recreation strives their efforts to save Mount to offer enlightening Mitchell. Together they programs which lead to an convinced the legislature to _ lakes and natural areas. This understanding and pass a bill establishing vast network of land boasts appreciation of our natural Mount Mitchell as the first some of the most beautiful resources. The goal of our park of North Carolina. scenery in the world and environmental education That was in 1915. offers endless recreation program is to generate an opportunities. But our state awareness in all individuals parks system offers much which cultivates responsible more than scenery and stewardship of the earth. recreation. Our lands and waters contain unique and valuable archaeological, geological and biological resources that are important parts of our natural heritage. For more information contact: N.C. Division of Parks and Recreation P.O. Box 27687 Raleigh, NC 27611-7687 919/ 733-4181 http://ils.unc.edu/parkproject/ ncparks.html 9

New River State Park, NC 1. 1 October 1998 Introduction to New River State Park

he New River is believed Numerous species of trees New River into the National Tto be one of the oldest and wildflowers grow along Wild and Scenic River System rivers in North America. Its the wooded banks of the river. and thus ended the threat of the meandering nature is typical ofOccasionally American river being dammed. a river flowing on flat land chestnut sprouts can be found, The National Wild and before the Appalachians were but white , hickory and Scenic River System was created. During mountain are the most common designed to protect the natural building about 500 million trees. and scenic values of free- years ago, the river had enough The New River area of flowing rivers while providing force to cut down into the earth, northwest North Carolina and the opportunity and facilities following its original course. As southwest was being for public use and enjoyment several miles of rock have been used as a hunting ground by of those waterways. eroded away since then, the Native Americans when the The required criteria for exact location and appearance Of fffst European settlers arrived Wild and Scenic River the river have changed over time. in the late 1600s. These early designation are that the river The New River begins in settlers were from Virginia. must: the Boone/Blowing Rock area,They established an be free flowing; flowing northward through independent and isolated way be long enough to provide North Carolina, Virginia and of life, farming the mountain a meaningful recreational West Virginia. In West valleys. Many of the farms in experience; Virginia, the New joins the the area have been in the same have a sufficient volume Gauley River to form the family for over 200 years. of water to permit full . The In 1962, the Appalachian enjoyment of water-related Kanawha flows into the Ohio Power Company applied to the activities; River which then flows into Federal Power Commission have a high water quality the . to build two on the river. to support The New River is home to The dams would have flooded fish and some unique animal life. The 42,100 acres in Virginia and wildlife. Kanawha darter, Kanawha North Carolina and would minnow and a species of riffle have forced over 2,500 people beetle are found only in the to move. New River. The hellbender, This plan was opposed by an unusually large salamander many of the area's farmers which can grow to 30 inches and land owners. Opposition in length, is also found in the grew into a national river. Despite its fierce soundingmovement. Through a long name, large size, and the folldore period of nationwide publicity that it is poisonous, this creature and legal battles, a bill to is harmless. More common ani- federally protect the river mals found in or along the emerged. banks include ducks, beavers, On August 30, 1976 turkeys, deer, ospreys, ground- President Ford signed the bill hogs, foxes and muskrats. which placed 26.5 miles of the

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It must also have one of the threaten the river's quality. Bychoose to design and conduct following characteristics rated being familiar with the causes their own activities or make as outstandingly remarkable: and effects of water use of the park's scenic; degradation, we can find ways environmental education recreational; to reduce or eliminate these activity packets. A park ranger geologic; threats. will be happy to meet with fish and wildlife; your group upon arrival to The Park as an answer any questions the historic; Outdoor Classroom cultural, or other similar students may have, or values. New River State Park welcome the group and present abounds with natural history a short talk. Park staffwill New River State Park and is an excellent place to make every effort to protects nearly 1,600 acres teach ecology, environmental accommodate persons with along the river, including three issues, biology, conservation, ,disabilities. Please contact the park access sites. These sites earth science, literature, park office at least two weeks provide public access to the . mathematics and recreation. in advance to make river, as well as camping, The park is rich in cultural arrangements for a class visit. picnicking, fishing and nature resources and provides a study. The Wagoner Road wonderful outdoor classroom Park Facilities Access is off Highway 88. for learning about the history Picnic Areas The U.S. 221 Access is off of of the New River, water Highway 221 North. The At the Wagoner Road quality, endangered species Access area there are two Alleghany County Access is and many other themes. Here, accessible only by canoe at picnic areas with 20 picnic students have an opportunity this time. tables. There is also a picnic to explore these and many shelter which may be reserved The river has been other subjects through hands- for a fee. There are 12 tables recognized for its outstanding on study. located at the U.S. 221 Access. water quality. ,Many of the Groups are encouraged There are three picnic tables at animals that make their home to visit the park during all the Alleghany County Access; in the river need the high seasons of the year for hikes, however, this site is accessible quality water to survive. exploration, nature study and only by canoe. Development, pesticides and other activities. Leaders may water withdrawal could

New River State Park, NC 1.3ii. October 1998 Camping Access area. Pit toilets are 4. Group coordinators should At the Wagoner Road available at the Alleghany discuss park rules and Access area there are nine County Access.. behavior expectations with primitive sites, located 200 Nature Trail adult leaders and participants. yards down river from the Safety should be stressed. Th-ere is a self-guided nature parking lot. There are 12 5. The group.leader is trail at the Wagoner Road primitive campsites located responsible for parental Access area. At the 221 and at the U.S. 221 Access. The permission forms. An Alleghany Access areas, there Alleghany County Access has example is located on page 8.2. are short hiking trails. eight canoe-in only campsites. 6. The group leader should be Playfield Before the Trip aware of the group's medical and health needs. A large open area, suitable 1. To make a reservation, for many play activities, is contact the park at least two 7. If you will be late or need located below the parking area weeks in advance. to cancel your trip, notify the at the Wagoner Road Access 2. Complete the Scheduling' park immediately. area. (No horseshoes; contact Worksheet, located on page 8. Research Activity Permits a ranger for appropriate 8.1, and return it to the park as may be required for activities activities.) soon as possible. in which samples are to be Restrooms 3. Group coordinators should taken from the park. Contact visit the park without the the park to determine if Restrooms with running participants prior to the group research activity permits are water and wheelchair trip: This will enable you to needed. accessibility are available at become familiar with the 9. Complete the pre-visit the park office located at the facilities and park staff, as well activities in this Environmental Wagoner Road Access. They as.to identify themes and work Education Learning Experience are also available at the 221 out potential problems. packet.

McCafkny Aquatic Entomology. 0 Ed I[toga. Jonas and Barilat Publiabetb. Rcimnind by pmmission.

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12 New River State Park, NC 1.4 October 1998 While at the Park 5. All plants and animals are 3. Relate the experience to 1. Complete the on-site protected within the park. classroom activities through activities in this EnvironmentalInjuring or removing plants or reports, projects, presentations Education Learning animals is prohibited in all displays, and demonstrations. Experience packet. state parks. Removal of rocks 4. Give tests or evaluations, is also prohibited. This allows if appropriate, to determine 2. When hiking and studying future visitors the same in New River State Park, if students have gained the opportunity to enjoy our desired information from the please be safety conscious. natural resources. Some sections of the park's experience. trails are fairly strenuous. 6. Picnic only in the 5; Please complete the Proper footwear should be designated picnic areas. Helpprogram evaluation sheet, worn and water should be keep the park clean and located on page 8.3, and send carried. Also, hazards such as natural by not littering and byit to the park. bees, snakes, ticks, poison ivy picking up any trash left and extreme weather behind by others. conditions exist. These 7. In case of accidents or Park Information hazards can cause problems if emergencies, contact the park New River State Park staff immediately. you are not prepared. Students P.O. Box 48 with any medical conditions Following the Trip- Jefferson, NC 28640 should be monitored closely Tel: 336-982-2587 by the adult leaders. 1. Complete the post-visit activities in this Environmental, FAX: 336-982-3943 3. Be as quiet as possible Education Learning while in the park. This will E-mail: neri @ skybest. com Experience packet. 110 help you get the most out of the experience, while 2. Build upon the field Hours of Operation increasing the chance of experience and encourage Nov. - Feb. 8:00 a.m.6:00 p.m. observing wildlife. participants to seek answers to questions and problems March, Oct. 8:00 a.m.7:00 p.m. 4. On hikes, walk behind the Apr, May,Sept. 8:00 a.m. - 8:00 p.m. encountered while at the leader at all times. Running is June - Aug. 8:00 a.m. :9:00 p.m. park. not permitted. Please stay on the trails!,

13 New River State Park, NC 1.5 October 1998 Introduction to the Activity Packet for New River State Park

The Environmental Education Learning The first time a vocabulary Education Learning Experience The Old New word is used in an activity it Experience, The Old New River will acquaint students appears in bold type. Its River, was developed to with the following major definition is listed in the back provide environmental concepts: of the activity packet. A list education through a series of Water quality of the reference materials hands-on activities geared to Biotic index used in developing the New River State Park. This Indicator species activities follows the activity packet, designed for Metamorphosis vocabulary list. grades 68, meets established Native aquatic species This document was curriculum objectives of the Stewardship of natural designed to be reproduced, in North Carolina Department of resources part or entirety, for use in Public Instruction. The packet Watersheds North Carolina classrooms. includes three types of The New River If you wish to photocopy or activities: River basin adapt it for other uses, please 1) pre-visit activities Watershed credit the N. C. Division of 2) on-site activities Water pollution Parks and Recreation.- 3) post-visit activities Point source pollution NOTE: On-site activities, The on-site activities will Nonpoint source conditions permitting, will be be conducted at the park, pollution held on the banks of and in the while pre-visit and post-visit Human impact river. Students will be activities are designed for the Land use planning expected to wade in shallow classroom. Rural development rocky areas. They should dress appropriately (long pants and The pre-visit activities Natural resource management tennis shoes) and bring a should be completed prior to change of clothes. The the park visit to prepare students may encounter ticks, students for the on-site poison ivy and snakes. This is activities by giving them the not likely to happen as long as necessary introductory they stay in appropriate areas. background and vocabulary. We encourage you to use the post-visit activities to reinforce concepts, skills and vocabulary learned in the pre-visit and on-site activities. Although these activities may be performed independently, we encourage you to do them in a series to build upon the students' newly gained knowledge and experience.

The Environmental McCaffeny: Aquatic BotomMogy. MAY I Boston: Jones end Bartlett Publubms. - Repented by permomon. 1 4 New River State Park, NC 1.6 October 1998 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 The Keys To Knowledge (page3.1.1) Introduce your students to the use of dichotomous identification keys through a series of fun activities. In Part 1, students will use a simple key to identify unknown tree leaves. In Part 2, the students will use a more complex key to identify pictures of macroinvertebrates found in the New River. Major Concepts: Part I Dichotomous key How to use a key Importance of keys for identification Part II Basic taxonomy Learning Skills: Observing, classifying and communicating Reading informational materials (scientific keys) Objectives: Part I Define dichotomous key and explain why it is used. Use a simple key to identify five unknown leaves. Part II Define taxonomy. Key out at least one macroinvertebrate using a simple key.

#2 Knowing the New (page3.2.1) This activity is designed to develop an awareness of the location and land area of the New River Basin. Using maps and a worksheet, students will study the path of the New River and its tributaries, measure distances between different points on the river, and trace the river from its headwaters to the ocean. Major Concepts: The New River River basin Watershed Learning Skills: - Observing, communicating, and inferring Reading and interpreting maps Estimating distances Creative writing

New River State Park, NC 2.1. 1 1 5 October 1998 Objectives: Locate the New River on a map and identify the states through which it flows. Using a ruler, string, and a map scale, calculate straight-line distances and river miles on a map. Trace, on a map, the movement of a drop of water from a point on the New River to the Gulf of Mexico. Identify major river basins and states that the water drop would pass through. Write a story about an imaginary journey down the New River to the Gulf of Mexico. *3 Pointing Out Pollution (page 3.3.1) This activity is designed to help students define water pollution, understand the difference between point and nonpoint source pollution, and identify on a topo map some potential sources of water pollution. Additionally, it will help them understand the concept of watersheds and become familiar with the New River Basin in North Carolina. Major concepts: Watershed Water pollution Point source pollution Nonpoint source pollution Learning Skills: Communicating, classifying, inferring, predicting Applying and expanding on information Group participation, map reading Problem-solving, measuring Objectives: Define water pollution. Describe the difference between point and nonpoint source'pollution. Using a legend, correctly locate specific features on a topo map such as rivers, towns, and the boundaries of a watershed. Draw inferences about human activities, from a topo map and predict possible effects on specific watersheds. II. On-Site Activities #1 Life in the Fast Stream (page 4.1.1) Get wet, have fun, and learn while doing it. In Part 1, "What's In the Water?" students will use different methods to collect and identify aquatic organisms. In Part 2, "Calculating Water Flow of the New River," students will learn a simple method for determining water flow and use this information to explore the ways that human and natural factors affect water flow and water quality. They will also be asked to think of ways they can influence local government to protect water quality. Major Concepts: Part I Water quality Aquatic- sampling Indicator species Aquatic habitats

1 6 New River State Park, NC 2.1.2 . October 1998 Species identification Biotic index Human influence on water quality Part II Water flow Human influences on water flow and aquatic life Natural influences on water flow and aquatic life Water quality Stewardship

Learning Skills Observing,-classifying, and communicating Interpreting data and making inferences Calculating water velocity

Objectives Part I Describe three characteristics of an aquatic macroinvertebrate. Key out five macroinvertebrates. Define indicator species. Name three indicator species and explain how they are used to determine water quality. Calculate the biotic index. List three or more ways humans affect aquatic life. . Part II Calculate the rate of water flow. List three human actions and three natural influence on 'water flow. Explain the relationship between water quantity and quality. Describe three problems that can result frr water quantity extremes and three from water quality changes. Discuss two ways people can help protect rivers and water quality.

#2 Riparian Ramble (page. 4.2.1) In this activity, educators will guide students along the New River Nature Trail, a one- mile loop trail that goes through the woods and along the banks of the New River. The purpose of the hike is to provide students with a series of hands-on activities that will help them appreciate the natural and cultural history of the area. Major Concepts: Water quality Watershed Stewardship

Learning Skills: Observing, communicating, inferring Collecting, analyzing and evaluating information Map reading

New River State Park, NC 2.1.317 October 1998 Objectives: Make field observations and inferences regarding past land use'along the New River. Compare Native American use of the New River Basin with that of the European settlers. Use a topographic map to find elevation and flood levels in the.field. Explain the designation "wild and scenic river" and how it relates to development in the watershed today. III. Post-Visit Activities *1 Judge and Jury (page5.1.1) In this role play activity, the students will learn about land use conflicts and stewardship. Major concepts: Stewardship Cultural conflicts Land use changes Learning Skills: Communicating, inferring, predicting Organizing and analyzing information Participating effectively in creative interpretation Objectives: Present rational points in a debate over land use. List three reasons for preserving and protecting the river corridor. List three reasons for developing all or part of the river corridor.

#2 New Development? (page5.2.1) The purpose of this activity is to encourage students to wrestle with development, local economy, and stewardship of natural resources. The students will use the South Fork New River watershed as a microcosm Of environmental concerns in making management deci- sions. They will arrange conflicting land uses on a watershed map and attempt to balance economic development with the need to protect water quality. Major concepts: RiVer basin Water quality Land use planning Resource management Stewardship Learning Skills: Observing, predicting, communicating Decision-making, participating effectively in civic affairs Responding critically and creatively to environmental problems

18

New River State Park, NC 2.1.4 October 1998 Objectives: Name two species in the New River Basin that are listed as endangered, threatened or special concern. Define endemic and list one example of an endemic species in the New River Basin. Predict positive and negative effects of at least five potential land uses on the South Fork New 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 watershed map. Describe at least three ways that individuals can contribute to improving water quality in their watershed or river basin. /1 Reality Check Rural Development (page 5.3A) This activity gives students the opportunity to study an actual development project currently underway along the shores of the New River near the state park. In Part I, the students analyze a news article to find the "players" and their differing values add beliefs regarding the development. In Part II, students gather facts and opinions about this issue and generate solutions. Major concepts: Environmental issues Water quality Land use planning River basin management Stewardship Learning Skills: Observing, communicating, inferring, predicting Problem-solving, participating effectively in civic affairs Assessing the validity and accuracy of ideas Objectives: Analyze a news article about a land use issue in the New River Basin. Distinguish between facts and opinions, and make inferences regarding the beliefs and values of the individuals and groups interviewed by the reporter. Collect and organize facts and opinons about a current environmental issue by using interviews, surveys, questionnaires and opinionnaires. Work in groups to develop solutions to a current environmental issue. The solutions should be based on the facts the students have gathered and should represent a win- win approach for the major interest groups they have identified.

New River State Park, NC 2.1.5' 1 9 October 1998 Correlation Chart

Note to classroom teachers: The following Correlation Chart shows how each activity in this Environmental Education Learning Experience (EELE) correlates with the North Carolina Department of Public Instruction (DPI) objectives in science, mathematics, 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 your DPI Teacher Handbook for each subject area to get a complete description of the objectives in that subject area.

Pre-Visit Activity #1: The Keys to Knowledge, p. 3.1.1 Grade Science English Lang. Arts Soc. Studies Mathematics

6 2.1, 2.2, 2.3, 2.5, 1.1, 1.2, 1 .3, 2.1, 6.1 2.2, 2.3, 3.1

7 2.1, 2.2, 2.3, 2.5 1.1,1.2, 1 .3, 2.1, 2.2, 2.3, 3.1

8 2.1,,2.2, 2.3, 2.5 1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 3.1

Pre-Visit Activity *2: Knowing the New, p. 3.2.1 Grade Science English Lang. Arts Soc. Studies Mathematics 6 2.1, 2.3, 2.4, 2.5, 1.1, 1.2, 1.3, 3.1, 3.2, 4.2 4.1, 4.2 2.6, 4.2 2.1, 2.2, 2.3, 4.1 Skill Goal I

7 2.1, 2.3, 2.4, 2.5, 1.1, 1.2, 1.3, 3.1, 3.2, 4.2 4.1, 4.2, 5.2 2.6, 4.2 2.1, 2.2, 2.3, 4.1 Skill Goal I

-

2.1, 2.3, 2.4, 2.5, 1.1, 1.2, 1.3, 1.1, 1 .2, 1.3 4.1,5.2 2.6, 4.2, 6.1 2.1, 2.2, 2.3, 4.1 Skill Goal I

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A. ,New River State Park, NC 2.2.1 Octc:ber 1998 Correlation Chart

Pre-Visit Activity #3: PointingOut Pollution, p.3.3.1 Grade Science English Lang. Arts Soc. Studies Mathematics 6 1.1, 2.1, 2.2, 2.3, 1.1, 1.2, 1.3, 4.1, 4.3, 5.1, 2.4, 2.5, 2.6, 2.1, 2.2, 2.3, 5.2 217, 4.1, 4.2, 4.3, 5.1, 6.3

7 1.1, 2.1, 2.2, 2.3, 1.1, 1.2, 1.3, 4.1, 4.2, 5.1, 2.4, 2.5, 2.6, 2.1, 2.2, 2.3, 5.2, 5.3 2.7, 4.1, 4.2, 4.3, 5.1, 6.8

8 1.1, 2.1, 2.2, 2.3, 1.1, 1.2, 1.3, 1.1, 1.2, 1.3, 4.1, 4.3, 5.1, 2.4, 2.5, 2.6, 2.1, 2.2, 2.3, 11.2, 5.2 2.7, 4.1, 4.2, 4.3, Skill Goals I,II & IV 5.1, 6.6

On-Site Activity #1: Life in the Fast Stream, p. 4.1.1 , Grade Science English Lang. Arts Soc. Studies Mathematics 6 2.1, 2.2, 2.3, 2,4, 1.1, 1.2, 1.3, 4.1, 4.2, 4.3, 4.4, 2.5, 2.6, 2.7, 2.9, 2.1, 2.2, 2.3, 4.5, 4.6, 5.1, 5.2, 3.1, 3.3, 3.5, 4.1, 3.1, 3.2, 3.3 ' ' 5.3, 5.4, 5.5, 6.2, 4.2, 5.1, 6.1, 6.3 6.5, 6.6, 6.7 , 7 2.1, 2.2, 2.3, 2,4, 1.1, 1.2, 1.3, 4.1, 4.2, 4.3, 4.6, 2.5, 2.6, 2.7, 2.9, 2.1, 2.2, 2.3, 5.1, 5.2, 5.3, 5.4, 3.1, 3.3, 3.5, 4.1, 3.1, 3.2, 3.3 5.5, 7.2, 7.3 4.2, 5.1, 6.8

2.1, 2.2, 2.3, 2,4, 1.1, 1.2, 1.3, 4.1, 4.2, 4.3, 4.5, 2.5, 2.6, 2.7, 2.9, 2.1, 2.2, 2.3, 5.1, 5.2, 5.3, 5.4, 3.1, 3.3, 3.5, 4.1, 3.1, 3.2, 3.3 5.5 4.2, 5.1, 6.6, 6.7

21

New River State Park, NC 2.2.2 October 1998 CorrelationChart . On-SiteActivity#2: Riparian Ramble, p. 4.2.1, Grade Science English Lang. Arts Soc. Studies Mathematics

6 2.1, 2.4, 2..6, 1.1, 1.2, 1.3, 2.7, 4.1, 4.2, 4.3, 2.1, 2.2, 2.3, 5.1, 6.3 3.1, 4.1, 4.2

7 2.1, 2.4, 2.6, 1.1, t2, 1.3, 2:7, 4.1, 4.2, 4.3, 2.1, 2.2, 2.3, 5.1, 6.8 3.1, 4.1, 4.2

2.1, 2.4, 2.6, 1.1, 1.2, 1.3, 1.1, 1.2, 1.3, 2.7, 4.1, 4.2, 4.3, 2.1, 2.2, 2.3, 2.1, 2.2, 3.1, 3.2, 5.1, 6.6 3.1, 4.1, 4.2 11.2, 11.3 Skill Goals I & II

Post-Visit Activity #1: Judge and Jury, p. 5.1.1 Grade Science English Lang. Arts Soc. Studies Mathematics

6 1.1,2.1,2.4, 1.1,1.2,1.3, 2.6,2.7,4.1, 2.1,2.2,2.3, 4.2,5.1,6.3 3.1,3.2,3.3, 4.1,4.2,4.3

7 1.1,2.1,2.4, 1.1,1.2,1.3, 2.6,2.7,4.1, 2.1,2.2,2.3, 4.2,5.1,6.8 3.1,3.2,3.3, 4.1,4.2,4.3

8 1.1,2.1,2.4, 1.1,1.2,1.3, 1.3, 8.2, 11.2 2.6,2.7,4.1, 2.1,2.2,2.3, Skill Goals I,II, 4.2,5.1,6.6 3.1,3.2,3.3, III & IV . 4.1,4.2,4.3

New River State Park, NC 2.2.3 October 1998 Correlation Chart

Post-Visit Activity *2: New Development?,p. 5.211 . Grade Science English Lang. Arts Soc. Studies Mathematics

, 6 1.1,2.1,2.3,2.4, 1.1,1.2,1.3,2.1, 2.6,2.7,4.1,4.2, 2.2,2.3,3.1,3.2, 5.1,6.3 3.3,4.1,4.2,4.3

7 1.1,2.1,2.3,2.4, 1.1,1.2,1.3,2.1, 2.6,2.7,4.1,4.2, 2.2,2.3,3.1,3.2, 5.1,6.8 3.3,4.1,4.2,4.3

. _

1.1,2.1,2.3,2.4, 1.1,1.2,1.3,2.1, 1.1, 1.2, 1.3, 1.5, 2.6,2.7,4.1,4.2, 2.2,2.3,3.1,3.2, 8.2, 11.2 5.1,6.6 3.3,4.1,4.2,4.3 Skill Goals I,II, Ill, & IV

Post-Visit Activity *3: Reality Check Development on the New,p. 5.3.1 Grade Science English Lang. Arts Soc. Studies Mathematics

6 1.1, 1.4, 2.1, 2.2, 1.1, 1.2, 1.3, 2.1, 2.3, 2.4, 2.6, 2.2, 2.3, 3.1, 3.2, 2.7, 2.9, 4.1, 4.2, 3.3, 4.1, 4.2, 4.3 4.3, 5.1, 6.3

1.1, 1.4, 2.1, 2.2, 1.1, 1.2, 1.3, 2.1, 2.3, 2.4, 2.6, 2.2, 2.3,3.1, 3.2, 2.7, 2.9, 4.1, 4.2, 3.3, 4.1, 4.2, 4.3 .

4.3, 5.1, 6.8 .

8 1.1, 1.4, 2.1, 2.2, 1.1, 1.2, 1.3, 2.1, 1.1, 1.2, 1.3, 1.5, 2.3, 2.4, 2.6, 2.2, 2.3, 3.1, 3.2, 11.2 2.7, 2.9, 4.1, 4.2, 3.3, 4.1, 4.2, 4.3 Skill Goals I,II, Ill, 4.3, 5.1, 6.6 & IV

23

New River State Park, NC 2.2.4 October 1998 Pre-Visit Activity #1 The Keys To Knowledge

Curriculum Objectives: Materials: Educator's Information Grade 7 Provided by educator: Communication Skills: lis- Per student: "Key it Out" work- he purpose of this two-part tening, reading, vocabulary sheet, "Key to 10 Common Tactivity is to introduce the and viewing comprehension, Leaves," pencil use of a simple dichotomous study skills using environ- Per group: "Key to Aquatic identification key. Students mental sources Macroinvertebrates of the will learn what a dichotomous Guidance: being responsible New River," "Aquatic Life" in a group, develop an aware- illustrations, ruler key is, why keys are useful and ness of alternative points of how to use a simple identifica- view tion key. Science: scope of life science, Major Concepts: Part I will give students an organization and variety of Part I living things, plant and ani- introduction to die use of a mal communities Dichotomous key simple tree identification key. Social Studies: evaluate, How to use a key In Part IL the students will key organize and analyze infor- Importance of keys for out several macroinvertebrates mation, draw conclusions identification using the same key they will Grade 8 Part II use in the on-site activity Communications Skills: lis- Basic taxonomy "Life in the Fast Stream." tening, viewing, reading and vocabulary comprehension, Objectives: study skills using environ- mental sources Part I Science: adaptation, ecology Define a dichotomous Social Studies: evaluate, key and explain why it is organize, and analyze infor- used. mation, draw conclusions Use a simple key to iden- Location: Classroom tify five unknown leaves. Part 11 Group Size: 30 students, class size Define taxonomy. Key out at least one Estimated Time: macroinvertebrate Part I: 20 30 minutes using a simple key. Part II: 30 50 minutes

Appropriate Season: Any

......

C-s - 7 = McCaffeny Aquatw Emornobgy 0 1981 Illo.on M, . And B.snlen Pubk.her, Repneucd by pcnnw.ton.

- New River State Park, NC 3.1.1 March 1994 Mc CaTerty luptlk Esdornoloyy. lb 1981 Boa. lobe. mad Bartlett Pablashers. Reyna., by pennisioc

Instructions for Part I: Instructions for Part Suggested Extensions: Have the students read the Divide the class into groups I. Divide the class into six Student's Information. Dis- of four or five. Give each groups and give each group a cuss taxonomy and how organ-group a copy of the "Aquatic picture of a macroinvertebrate. isms are divided into naturally Life" illustrations and a copy Instruct each group to identify related groups. Define a key of "Key To Common Macro- their organism. Have each and explain how keys work. invertebrates of the New group share with the class how Discuss why keys are useful. River." As a class, work the organism was identified. Give each student a copy through the key to identify 2. Have the students do the of the "Key to 10 Common animal number 1, then have Aquatic Project WILD activity Leaves." Have students work the students work within their "Are You Me?" For more independently through this groups to identify the rest of information, contact the park key to identify each of the 10 the macroinvertebrates. When staff. leaves. As a class, go over the the groups are finished, have 3. Have students create mac- answers and discuss any diffi- each group share how they roinvertebrate "flash cards" culties encountered. identified one of their macro- from the Aquatic WILD activ- invertebrates. Discuss any ity "Are You Me?" to learn difficulties encountered and identification. reinforce the importance of keys.

New River State Park, NC 3.1.2 March 1994 o understand why keys For example, let's trace the tions to aid in identification. Tare necessary, we need taxonomic Once you know the name of to know some basics about classifications of a dragonfly. an organism, then you can look taxonomy. Taxonomy is the Dragonflies belong to the up information about it. branch of biology that deals kingdom Animalia. From hereDichotomous Keys: with the classification of they are divided into the phy- organisms into established lum Arthropoda, which con- Most keys are dichoto- categories. The word tax- tains all insects and their rela- mous, which means dividing onomy comes from the Greek tives. Next, they are placed in or branching into two parts. words mean-ing "arrange- the class entitled Insecta. In A dichotomous key, therefore, ment" and "law". Through North America alone, there is a key that divides the charac- taxonomy, organ-isms are are 88,600 species of insects. teristics that describe an organ- arranged into related groups The class Insecta is further ism into two choices. At each based on similarities in mor- divided into groups called level of the key, you pick the phology, anatomy, physiol- orders. In North America, choice that best describes the ogy, genetics, ecology and there are 27 orders, each order organism you are trying to distribution. containing closely related in- identify. All organisms are grouped sects. Dragonflies are in the How a Key Works: order Odonata. They are fur- into large groups known as Here's how a dichotomous kingdoms. There are five ther divided up into families, key works. A list of character- major kingdoms: then genus and finally species. istics arranged as a series of Worldwide there are about 1) Animalia (mammals, either/or statements is used for 4,500 species of dragonflies, insects, birds, reptiles, etc.); identifying plants and animals. while in North Carolina there 2) Plantae (plants); For each pair of statements, are only 186 species. To dis- 3) Fungi (mushrooms, choose the one that best de- cover what species we have in scribes the item you're identi- molds, yeasts, etc.); North Carolina, we would use 4) Protista (some algae and fying. For example, if you an identification key. protozoans); and were handed a leaf from a 5) Monera (bacteria and Keys: tree to identify, you would blue-green algae). A key is an essential tool start at the top of the tree iden- These kingdoms are further used by people studying the tification key with these two divided into more closely science of taxonomy. It is choices: i-elated groups down to defined as "an ordered list of 1. Leaves not long or a specific organism. significant characteristics of needle-like. 16. a group of organisms used to 2. Leaves long and needle- identify unknown organisms." like. Simply put, a key is a list of Of course, a pine leaf (or characteristics that describe needle) is long and needle-like an organism. Keys are used so you would choose option by scientists and students to number 2 and continue to the identify unknown organisms. next choice under that side of Keys often use a combination the dichotomous key. of pictures and written descrip-

26 New River State Park, NC 3.1.3 March 1994 & needle-like Leaf long Key to 10 Common Leaves (Tree Leaves) Leaf not needle-like Leaves in grouPsless of thari 2; 7 cm long Virginia pine Leaves inmore groups than of 7 5; cm long White pine Edge of leaf Leaf with lobes Edge of leaf Leaf without lobes without teeth 1 with teeth 1 withLeaf teethedge Leaf without teeth petiole 3.5 cm or longer Leaf with 5 lobes; Sweet gum petiole shorter than 3.5 cm Leaf with 3 lobes; Red maple Eachwith tooth spine Teeth without spines Catawba rhododendron 1Petiole cm or oflonger leaf Petiole of leaf less Whitethan oak1 cm American holly Tip River birch Leaf petiole less Sassafrasthan 2 cm Leaf petiole longer Tulip poplarthan 2 cm Coarse-toothed Fine-toothed 1 Wavy-edged Spine LobeSinus Blade 1 Centimeters Single-toothed MidribVein 2 7 1 21 11 31 41 51 21 61 Inches 71 31 81 91 101 41 111 121 5 Doubled-toothed 1- Petiole Leaf Base 2 3 Key To Aquatic Macroinvertebrates Macroinvertebratesof the New River I With shells Without shells Pollution Tolerance Legend Index Value , Shell innearly shape uniform (rounded) I Double shell Shell [longerthan wide Spiral shell I Single shell Coiled shell (M)(T)( I-Moderate ) -Tolerant- Intolerant GrouplllGroup III -.... 0 .Q11111 Freshwater clam (M) Freshwater mussel (I) I Pouch snail (I) Obvious legs Ramshorn snail (I) --It No obvious legs Three pairs of legs More than three pairs of legs Caterpillar-like 1 Worm-like Two pairs of wings I No wings I enlarged abdomen tapered atDistinct both ends head, suction disks No distinct head, body Body with 1 suctionBody disks without I Beetle-like 1 extending over abdomen Thin bo4 with wide Body with 1 hardened I Entire body i at both ends Hind shortappearance 1 legs i water surface Active on spread legs 1 Active under exoskeleton, flattened Body whiteor without to greenish a portable with case soft/cylindrical Body1 dark, head with Black fly larva (T) Crane fly larva (M) Leech (T) Freshwater worm (T) water surface #1111111111111104 lateralprominent appendagesgill pinchers tufts at base of I' no gill tufts Lobster-like t:. ,\ Shrimp-like bodyto side, flattened swims with legs , ° I 1° Caddisfly larva (I) Whirligig beetle adult (M) Water strider adult (M) Water scorpion adul (M) appendagessmall roundNo tail-like i appendages Tail-like 1 - Dobsonfly larva (I) Fish fly (I) Crayfish (M) Scud (M) Swims on back Hind legs long Crawls on rocks, Two tailed % Long conspicuous Threl tailed i Short inconspicuous two long oar-like legs black body Riffle beetle larva (I) Water penny 0 tail appendages Tail appendages bnstle-like 1 i Tailbroad appendages At oar-fike i tail appendages Backswimrner adult (M) Riffle beetle adult (I) Stonef11;nymph (I) Mayfly nymph (I) - , Damselfly nymph (M)1:9171trz Dragonfly nymph (M) 191I1 I*: Jew ne Dram P1011.1.0. McOrbar Aquffe Estaes.00. Rertowl by peemiwin. 1994 March - 3.1.5 NC Park, State River New

7. 8.

9.

6. 5. 4.

Leaves Common 10 IC Aquatic Life Illustrations

1.

2. 3.

4.

5. 6.

Ibb.Caftaty Feiomob7y. 911981 Bodo. /Imes and Banku Iblubers. Rerribeed by Tema.. Reprinted by wrmission.

New River State-Park, NC 3.1.7 March 1994 Answer Sheet to 10 Common Leaves

1. Catawba rhododendron

4. White 5. Tulip poplar 6. River birch

9. Virginia pine

Red maple 7. American holly

3 10. White pine

New River State Park, NC 3.1.8 March 1994 Answer Sheet to Aquatic Life Illustrations

1. whirligig beetle

sof tOrAman

2. , crayfish \\40041.41.1 3. water penny I/ 411 1 41P.

4. mayfly nymph

5. freshwater mussel 6. caddisfly larva

Mete-coy Eatomolom n19,11 Lt.. lows*. 1131.11Pa.... Rep...di, Reprinted hy permissinn. 3 4 New River State Park, NC 3.1.9 March 1994 Pre-Visit Activity #2 Knowing the New

Major Concepts: Objectives: Instructions: The New River Locate the New River on a1. Photocopy the three map River basin map and identify the sections and worksheet for Watershed states through which it each team of two to three Learning Skills: flows. students. If desired, Observing, communicating; Using a rulei, string, and a photocopy the Student's and inferring map scale, calculate Reading and interpreting Information for each student. maps straight-line distances and Read and/or discuss the Estimating distances river miles on a map. Student's Information with Creative writing Trace, on a map, the the class, making certain they Subject Areas: movement of a drop of understand that the New River Mathematics water from a point on the flows in a northerly diiection. Science New River to the Gulf of Social Studies Mexico. Identify major 2. Divide the class into English Language Arts river basins and states thatgroups of two or three. Pass See Activity Summary for the water drop would pass out the two sheets that- a Correlation with DPI through. represent the New River objectives in these subject Basin and the tape. Have the areas. Write a story about an teams tape these sheets Location: Classroom imaginary journey down the New River to the Gulf together to create the New Group Size: 30 students of Mexico. River Map. Pass out the Estimated Time: Knowing the New 60 minutes or longer Educator's Information: Worksheet, New River to the Appropriate Season: Any his activity is designed Gulf of Mexico map, rulers Materials: Tto develop an awareness and string. Explain that the Provided by the educator: of the location and land area students will use the New Per group: of the-New River Basin. River Map to answer New River Map, New River Using maps and a worksheet, questions 112. When to the Gulf of Mexico map, teams reach question 13, they Knowing the New students will study the path Worksheet, North Carolina of the New River and its should use the smaller map, River Basins map, ruler, tributaries, measure New River to the Gulf of string, pencil, tape distances between different Mexico. Per student: one copy of the Student's points on the river, and trace 3. Demonstrate how to Information the river from its headwaters estimate "river miles" by Per class: to the ocean.If the educator using a piece of string and a (optional) highway maps has access to topographic ruler. Lay the string on the and/or topographic maps that maps or highway maps for winding course of the river, contain the New River watershed, highway map of the New River Basin and for then sitraighten and measure the southeastern United the southeastern United the length of the string with a States States, display these in the ruler. Use the map scale to classroom so that students convert inches of string to the cah compare their actual distance in river miles. photocopied maps to more detailed maps. 3 5 New River State Park, NC 3.2.1 October 1998 BEST COPYAVAILABLE 4. When students have Assessment: Extensions: completed the worksheets, 1. Using a map of the 1. If the educator has access check their answers. , ask students to topographic maps for the 5. Using the North Carolina to locate the New River and New River area, the students River Basins map as their trace it as it joins other can try to determine the guide, students should rivers and flows into the boundaries of the New River discuss how the New River Gulf of Mexico. Note: Do watershed, also called a differs from other rivers in not allow students to refer river basin. If your map(s) North Carolina. Which riversto the simplified maps in are laminated, students can in North Carolina flow this activity. use water-based markers to directly into the Atlantic 2. Have students use other outline the river basin. Ocean? Which ones flow maps with scales to Follow tributaries, contour into another river before determine river miles versus lines and ridge lines to reaching the Atlantic? Whichstraight-line distances determine where the river ones are a part of the between two distinct points basin ends. Once the basin Mississippi River Basin and on a river. is outlined, students can see ultimately empty into the which towns, factories, 3. Encourage students to Gulf of Mexico? Or, landfills, etc. are contained share their stories of their compare i-he New River to in the New River watershed. imaginary journeys down rivers in other countries_that Help the students to the New River. Create a the students are currently visUalize the hydrology of chain story where one studying in Social Studies. the river basin. For student or team of students example, if my house or my 6. Ask students to write a begins the story at Blowing school exists within the story about an imaginary Rock and other students boundaries of the river journey as a member of John coAtinue the journey until it basin, whenever,I flush the Salley's crew, or a water finally ends at the Gulf of toilet, the water eventually drop, or anothef object or Mexico. person, traveling from ends up in the New River. New River State Park to Examine the map for the Gulf of Mexico. symbols of buildings, roads, Did they use a boat schools, mines, and other or other means of human-made structures that transportation? lie within the river basin. What was their 2. Use the Internet (if favorite part of possible) to contact other the water schools in the New River journey and Basin and beyond. Share- why? experiences about the river from fishing to canoeing to river clean-ups.

3 6

New River State Park, NC 3.2.2 October 1998 Student's Information

The New River, despite its'maintain its original course. They continued their travels name, may actually be one ofThus, geologists speculate down the Kanawha into the the oldest rivers in North the river is at least 500 . After seven America. Geologists do not million years old and could weeks, they finally reached know the exact age of the be even older. the Mississippi River where New River, but they have Originating in the North they were promptly captured some guesses. If you look at Carolina mountains, this by the French and ! a map of the New River, you ancient waterway winds its, If they had been allowed to can observe it has many 250-mile route north and continue their trip, they horseshoe bends and loops, west through North Carolina, would have eventually called meanders. Meanders Virginia, and West Virginia. reached the Gulf of Mexico. usually form gradually over In the early history of this The complete journey, from hundreds of years as a river country, some people the headwaters of the New flows through flat land. thought that the New River River to the Gulf of Mexico, However, the New River might be a route to the is about 2,000 miles and does not flow through flat Pacific Ocean. John Salley takes about 110 days, at a land today. Therefore, dispelled this notion in 1752- river flow speed between 3.5 geologists infer that the New when he and his companions and 7 miles per hour. River must have developed took a wet and wild journey The New River has been before the land was uplifted down the New in a buffalo- used by people for many to create the mountains and skin boat. They bobbed years. The Native Americans, hills around it. When the their way down the rapids who used it as a hunting mountains began forming through Virginia into West ground, called it Kanawha about 500 million years ago, Virginia, where the New and Mondongachete. Early the New River was able to joins the Gauley River to European explorers called it cut through the land and form the Kanawha River. simply the Great River, and

New River State Park, NC . 3.2.3 37 October 1998 later, Wood's River, after the the river. Its beautiful New River. As you follow sponsor of an excursion to scenery and reputation as a the course of the New River find it. The section of the great fishing river make it an on a map, you will see that it New River that runs through important recreational drains into other, larger river northwestern North Carolina resource. basins. You may be amazed and southwestern Virginia All the land that drains to discover that the New was settled by Europeans in into the New River is part of River Basin is just a tiny the late 1600s. Farming the its watershed or river basin: piece of the giant Mississippi mountain valleys, they Any activities that occur in River Basin. Whatever established an independent one part of the river basin happens in the New River in and isolated way of life.' will eventually affect the North Carolina potentially Many farms in the area have river. Think of it this way affeets everyone downstream been in the same family for if you live in the New in eleven other states! more than 200 years. Today, River Basin, whenever you canoeists, fishermen, hikers, flush your toilet, the water and nature lovers also use will eventually end up in the

3 8

New River State Park, NC 3.2.4 October 1998 Knowing the New Worksheet

Student Names:

1. Through how many states does the New River flow? Name the states:

2. How many lakes are on the New River? What are their names and in what states are they found?

3. How many state parks border the New River? Why do you think there are so many?

4. Near what town does the New River end?

5. Near what town does the New River begin?

6. What are the names of the two forks of the New River?

7. What is the approximate length in river miles of the South Fork of the New River in North Carolina?

8. What is the approximate length in river miles of the New River from 1-77 near Shot Tower to Claytor Lake?

9. Approximately how many miles is it between Blacksburg and Hinton in a straight line? Following the New River (in.river miles)? Hint: Start at the bend in the river closest to Blacksburg.

10. What interstate highways cross the New River?

11. Near what town, and in what state, does the New River become the Kanawha River?

12. Galax, Virginia is located in what compass direction of Boone, North Carolina?

New River State Park, NC 3.2.5 39 October 1998 Knowing the New Worksheet (page 2)

13. Using the map, New River to the Gulf of Mexico, identify all of the rivers that would carry a drop'of water from the New River's headwaters to the Gulf of Mexico.

14. Near what city and in what state does the Ohio River enter the Mississippi River?

15. At what city does the Kanawha River flow into the Ohio River?

16. How many states would a drop of water pass through on its journey from Blowing Rock, NC to the Gulf of Mexico? Name the states:

40 New River State Park, NC 3.2.6 October 1998 Knowing the New Worksheet (Answers)

Student Names:

1. Through how many states does the New.River flow? Three Name the states: North Carolina, Virginia, and West Virginia

2. How many lakes are on the New River? Two What are their names and in what states are they found? Claytor Lake in Virginia and Bluestone Lake in West Virginia

3. How many state parks border the New River? SixWhy do you think there are so many? The state parks are there to protect the resource

4. Near what town does the New River end? Gauley Bridge, West Virginia

5. Near what town does the New River begin? Blowing Rock or Boone, North Carolina

6. What are the names of the two forks of the New River? South Fork and North Fork

7. What is the approximate length in river miles of the South Fork of the New River in North Carolina? 90 miles

8. What is the approximate length in river miles of the New River from 1-77 near Shot Tower to Claytor Lake? 30 miles

9. Approximately how many miles is it between Blacksbürg and Hinton in a straight line? 45 milesFollowing the New River(in river miles)? Hint: Start at the bend in the 'river closest to BlaCksburg. 80 miles

10. What interstate highways cross the NeW River? 1-77, 1-64, 1-81

11. Near what town, and in-what state, does the New River become the Kanawha River? Gauley Bridge, West Virginia

12. Galax, Virginia is located in what compass direction of Boone, North Carolina? Northeast

New River State Park, NC 3.2.7 October 1998 4 I._ Knowing the New Worksheet (Answers page 2)

13. Using the map, New River to the Guif of Mexico, identify all of the rivers that would carry a drop of water from the New River's headwaters to the Gulf of Mexico. New River, Kanawha River. Ohio River, Mississippi River

14. Near what city and in what state does the Ohio River enter the Mississippi River? Cairo, Illinois

15. At what city does the Kanawha River flow into the Ohio River?Point Pleasant, WVA

16. How many states would a drop of water pass through on its journey from Blowing Rock, NC to the Gulf of Mexico? 12 states Name the states: North Carolina. Virginia. West Virginia, Ohio, Kentucky, Indiana, Illinois, Missouri, Tennessee, Arkansas, Mississippi, and Louisiana

42 New River State Part, NC 3.2.8 October 1998 New River Map

Gauley River

Kanawha River Gauley Bridge

At Hawks Nest State Park

Babcock State Park

New River Gorge National Rive National Park Service 1-64

1-77 Hinton

Bluestone Lake Bluestone River

West Virginia

Blacksburg Virginia

1-77 Claytor Lake State Park cut along dotted line New River State Park, NC 3.2.9 October 1998 4 3 New River Map cont.

West Virginia

Blacksburg

cut along dotted line 1-77

Claytor Lake

New River Trail State Park Shot Tower State Historical Site Virginia

Galax 1-77

Mouth of Wilson

North Fork New River North Carolina Legend New River State Park Park Jefferson.

City or Town

Interstate Highway Boone- South Fork New River

State Boundary

Blowing.Rock Scale1 inch = 10 miles q 4 New River State Park, NC 3.2.10 October 1998 New River to the Gulf of Mexico

Pennsylvania Indiana Ohio Illinois Ohio vei

Mississip ver - West Virginia. Ohiover Point Pleasant K iawha.ier 'Cairo Missouri Kentucky Virginia New River

Arkansas Tennessee *Boone Raleigh orth Carolina

Mississi River South Carolina

Mississippi Alabama Georgia Loiusiana

Legend *Is ois New & Kanawha New Orleans* Florida rivers Ohio & Mississippi rivers State Boundary Gulf of M6cito Land

Water Cities of interest Scale =100 Miles

New River State Park, NC 3.2.114 5 October 1998 North Carolina EasternRiver Continental Basins NEW Divide ROANOKE CHOWAN PASCUOTANK FRENCH BROAD WATA UTTLE TENNESSEE a HIWASSEE 4411140 D TAR-PAMUCO SAVANNAH CATAWBA RINI OW NOISE Eastern Continental a Divide 41" WHITE OAK WM 4 I" CAPE FEAR A tat IMiVfll Office of Environmental,Education I* CopiedN.C. Department with permission. of Environment and Natural Resources4 6 4 7 Pre-Visit Activity #3 Pointing Out Pollution

Major Concepts: Credits: Student Sheet and and nonpoint source Watershed illustrations copied with pollution, and identify on a Water pollution permission of the Tennessee topographic map some of the Point source pollution Authority from potential sources of water Nonpoint source pollution Environniental Resource pollution. Additionally, it will Guide Nonpoint Source Learning Skills: Pollution Prevention, help them understand,the Communicating, classifying, pp. 1017. concept of watersheds and inferring, predicting become familiar with the New Applying and expanding on information Objectives: River Basin in North Group participation; map Define water pollution. Carolina. In Part I, students reading will use the illustration on Describe the difference Problem-solving, measuring page 3.3.7 and pictures of between point and Subject Areas: nonpoint source pollution: water pollution to distinguish Science point from nonpoint source Social Studies Using a legend, correctly pollution. In Part II, students English Language Arts locate specific features on will use the Map of the New Mathematics a topo map such as rivers, See Activity Summary for towns, and the boundaries River Watershed in North a Correlation with DPI of the watershed. Carolina to outline the objectives in these subject watershed including the North Draw inferences about areas. and South Forks of the New Location: Classroom human activities from a topo map and predict River; identify tributaries; Group Size: 20 30 students possible effects on specifictowns, and wastewater Estimated Time: One to two watersheds. treatment plants within it; class periods and answer questions about Educator's Information: Materials: possible influences on the Provided by the park upon request: his activity is designed New kiver's water quality. Per educator: One Map of the Tto help students define Students will work in groups New River Watershed in North water pollution, understand to obtain answers for the Carolina already colored which the difference between point worksheet. will serve as answer key Per Group: One laminated Map of the New River Watershed in North Carolina; set of overhead projector pens (colors: red, green, blue, and black) ..61111011111 iiiiii ,,,,, ,1111.411M1110011110 Provided by the educator: Per class: Several magazine photographs, slides, or pictures of water pollution Per group: Ruler Per student: Student's Informa- i.".. tion; Can You "Detect" Poten- 0 tial Water Pollution Problems?; Pointing Out Pollution Worksheet; pencil

New River State Park, NC 3.3.1 October 1998 48 Instructions: Your students may find Assessment: Part I other answers. Some Discuss_the following pollutants could fall into 1. Read and/or discuss the questions as a class, or have either category. Student's Information with students individually write the class, making certain they3. Display slides, magazine their answers. understand the terms photographs, or other picturesA. List the ways that people watershed, water pollution, of water pollution. Ask are using the water in the point source pollution, and students to describe their ownNew River watershed (or the nonpoint source pollution. observations of water watershed that includes your pollution in their community 2. Pass out the illustration, school). (Answers: diluting or in places they have visited. Can You "Detect" Potential wastewater, recreation, What can be done to prevent Water Pollution Problems? irrigation for crops, a water water pollution? Have the students identify sOurce for livestock or possible sources of point and Part II domestic uses, etc.) nonpoint source pollution 1. Contact New River State B. As rain, snow, and other and explain their answers. Park at least one week in precipitation fall on the Some possible answers: advance to borrow laminated watershed, what do they copies of the Map of the Newcome in contact with? Point Source River Watershed in North (Answers: forests, fields, wastewater treatment Carolina. roofs, roads, parking lots, plant 2. Guided Practice: Divide lawns, etc.) factory students into groups of five C. What types of pollutants leaking underground or less. Give each group a might the precipitation pick storage tank laminated copy of the Map ofup as a result of these contacts? (Answers: septic tank the New River Watershed in North Carolina and a ruler. fertilizers, silt, animal -Nonpoint Source Point out the legend, the wastes, etc. from fields and Forestry - logging north arrow, and the map lawns; petroleum products activities scale. Explain how to like oils, tar, gas and Mining - (This could be estimate distance using the automotive fluids from point source if the map scale and a ruler. roofs, roads and parking pollutant can be tracked lots; litter from picnickers, 3. Distribute a set of projectorcampers and canoeists, etc.) back to the mine. These pens to each group. Pass out sites are monitored under a Pointing 'Out Pollution D. Identify less obvious ways the watershed the Mining Act.) Worksheet to each student. community might pollute Runoff from streets and Each student in the group the waters. Categorize as storm drains should do one of the point or nonpoint source instructions under part A of the Nutrient (runoff) from pollution. (Sample Answers: worksheet. We recommend farm fields and animal overflowing sewage systems that the students work together feed lots/pastures - point source; continuous on part B, but that each student Air pollution from disturbance of soils due to fill out his/her own copy of the factory, buses, cars construction, agriculture .and worksheet. Runoff/sediment from logging, leading to increased 4. Review the worksheet construction sites siltationnonpoint source) answers with the students.

New River State Park, NC 3.3.2 4 9 October 1998 E. How can the watershed community protect the wa- ters? (Answers: farmers and developers could use erosion control methods such as silt fences, terraces, and catch- ment basin ponds, as well as reduce use of fertilizers and pesticides; homeowners could reduce use of fertilizers and pesticides on lawns and gardens and maintain cars and sewer systems properly; landowners could maintain forests and/or stabilize soils by other methods; etc.) Extensions: 1. Make students aware of the sources of point and nonpoint source pollution inside their school and outside On school grounds by taking a walking tour of the areas looking for examples. 2. Obtain topo maps for your area and use Part II of this activity to analyze your school's watershed. Compare two different watersheds in terms of the natural and hunian communities, possible sources of pollution, and the geology of the watersheds. Comparing watersheds from different countries or regions' can be quite interesting.

5 New River State Park, NC 3.3.3 October 1998 Student's Information

Each of us lives in a giant tree and the tributaries watershed. One way to as the tree's roots, all the 'picture a watershed is to thinkland surrounding the "roots" of a mountain valley. is a part of this watershed. Imagine you are standing at Whatever happens in the ,the bottom'of the valley, nearriver's roots affects the entire a river. Looking up, you can river. see high ridges all around Point Source Pollution you. These ridges are the boundaries of the watershed. Unfoitunately, many of Since water always seeks theour watersheds today are lowest level, all the being damaged by pollution. precipitation that falls on theWater pollution is Nonpoint Source Pollution ridges and slopes will generally defined as human- Nonpoint source eventually end up in the rivercaused contamination of pollution cannot be easily at the bottom of the valley. water that reduces its traced to a specific source. It All the land between the highusefulness to humans and often-occurs over large areas ridges and the bottom of the other organisms. Scientists such as farms, grazing lands, valley is part of this divide water pollution into logging roads, construction watershed. Activities that two major categories: point sites, abandoned mines, occur anywhere in the and nonpoint. Point source lawns, streets and parking watershed will affect the pollution comes from a lots. People can cause river's water quality. localized source and is fairly nonpoint source pollution by easy to pinpoint. An One way to understand a littering, disposing of example would be a specific watershed is to look at a map. household hazardous wastes type of chemical that a Find a river and its tributaries. and pet wastes in the wrong factory releases through a If you think of the river as a places, dumping motor oil pipe intO a stream. oh the ground, rethoving The factory may be ground cover (or disturbing the only source of that the soil), putting too much particular chemical in fertilizer on lawns and the watershed. If we farmlands, using too many found this chemical in pesticides and herbicides, the water, it would be illegally discharging wastes very likely that the from boats, using chemicals factory was the cause. to de-ice sidewalks and We could prevent driveways, etc. further pollution from Nonpoint source pollution this chemical by ordering the factory to does not enter the waterway at a single point or originate stop discharging it into from a single location. the water. Because of this, it is much harder to manage than point source pollution. One 51 New River State Park, NC 3.3.4 October 1998 biggest contributors. bodies for water supply, Sediment pollution or recreation, and wildlife erosjon results mainly from habitat. row-cropping, livestock Often nutrients enter operations, construction water bodies along with sites, logging operations, large quantities of organic and urban runoff. Sediment material such as soil. As can have a negative impact they break down, they use on recreational, industrial, up oxygen dissolved in the and municipal water uses, as water. Algae, animal well as on aquatic habitats,. wastes, domestic wastes, Sediment can also fill lakes, and industrial discharges all navigation channels and contain substances that use harbors. This can result in up dissolved oxygen needed specific example of non- costly dredging operations. by fish and other aquatic point source pollution would Sediment often carries other animals. FM kills occur 15e the motor oil that drips pollutants along with it. when dissolved oxygen -from cars onto parking lots. Nutrients drops below levels required During periods of rain, all by the fish to breathe. As a Other than sediment, the this oil washes into storm result, fish suffocate. drains where it enters the pollutants of greatest city's water supply. It is concern from rural and Toxic Materials impossible to pinpoint all urban areas are nutrients, Toxic substances such as the sources of motor oil in such as nitrates and heavy metals, oil and other the watershed. phosphates, that stimulate dangerous chemicals, plant growth. Nonpoint Types of nonpoint source though existing in much sources of nutrients include pollution vary and examples smaller amounts, are a runoff from urban gardens include sediment, nutrients, problem because of the and lawns, as well and pesticides. Other as animal wastes significant nonpoint sources include leachate and runoff and inorganic fertilizers from from waste disposal agricultural runoff. systems, farming, urban Point sources areas, mining and logging include septic tank operations, and construction failures or sites. In coastal areas, beach discharges from and shoreline erosion may wastewater treament be significant sources of plants. Too many nonpoint source pollution. nutrients can cause In large cities, air pollution unsightly growths of may be another major algae and aquatic nonpoint s'ource. .weeds, which can be Sedimentation harmful to the entire Of all the types of aquatic ecosystem 110 nonpoint source pollution, and can reduce the sediment is one of the usefulness of water

New River State Park, NC 3.3.5 October 1998 potential threat to human atmospheric health and aquatic life. deposition. Wet Nonpoint sources may fallout is when water include mining activities, vapor combines with pesticide use, runoff from pollutants in the animal operations, soil atmosphere and is erosion, and runoff from deposited in rain, snow urban areas. Point sources and dew. Dry fallout is may be leachate from deposited as dust landfills, leaking particles. Acid rain underground gasoline forms primarily when storage tanks, and septic fossil fuels are burned. tank failures. Water bodies Acid rain reaches contaminated with bacteria water bodies' either or toxic metals and directly as rain or snow pesticides require extensive from contaminated treatment to make the water clouds, or when dry safe for drinking or other fallout is dropped on land practices, and exercising good household uses. Water and washed into water bodiesjudgement when planning and bodies contaminated with as runoff or snow melt. carrying out cOnstruction disease-causing bacteria Prevention & Control activities can all help control may have to be closed for erosion. What can you do to swimming and fishing. The most effective way to control erosion in'your yard or control water pollution is to Air Pollutants on the school grounds? reduce nonpoint sources. By using our cars less, we Finally, atmospheric Erosion, for instance, is a can help reduce atmospheric pollutants can cause major contributor of sediment, deposition. Recycling can problems when they reach nutrients, toxics, and oxygen- decrease the need for landfills water bodies as wet or dry using pollutants. No-till and and reduce the potential for fallout. This is called reduced tillage agricultdral groundwater contamination practices, contour from leachate. These are just a plowing, and controlled few of the many ways water drainage (use of grassedpollution can be reduced or waterways, berms, and eliminated. tile drainage systems) protect water bodies It is important to realize from the excessive that although we study erosion associated with individual watersheds, the row-cropping. watersheds are actually Controlling runoff from connected to one another. If livestock operations, one watershed becomes reclaiming strip mine contaminated, it will areas, carefully eventually affect the watershed constructing logging downstream. As water flows roads with water downstream, contaminants can diversions, using good accumulate and cause even forest harvesting greater damage to watersheds near the ocean. 53 New River State Park, NC 3.3.6 October 1998 Can You "Detect" Potential Water Pollution Problems? 41tomitlitio .11:11:111.4111,1"1".".....ifili111..1. ::::":"." . -..:: ;III ... Ilitil Ilditus (iiiii". hi 11(iimulittit (1 Wu t 11 1111,Hutilit Olt iillitiiiut o . .-10.16 00',101 ' -I 'I

I I I I I 55 Pointing Out Pollution Worksheet

Student Name.

A. Exercises: Use only the projector pens provided 1. With the blue marker, trace the flow of both the north and south forks of the New River from their headwaters to the Virginia state line. 2. Locate all of the towns above a population of 500 in the New River watershed in North Carolina and circle them with the green marker. 3. Trace all of the named creeks and tributaries shown on the Map of the New River Watershed in North Carolina with the blue marker. 4. Trace the boundary of the New River watershed in North Carolina with the red marker. 5. Circle the designated Federal and State Wild and Scenic River section of the New River with.the black marker. (Hint: The scenic section of the river is the stretch of river found within the boundaries of.New River State Park.)

B. Questions 1. Count all of the named creeks and tributaries in Alleghany County that empty into the New River. How many are there? List the name(s).

2. There are 825 miles of freshwater strearris in the New River watershed. Using the scale at the bottom of the map and a ruler, estimate the lengths of Roundabout, Peak, Long Hope, and Howard creeks in miles. Also include total approximate miles 'of these four creeks. Roundabout Creek = .Peak Creek = Long Hope Creek = Howard Creek = Total Approximate Miles =

3. Knowing that the watershed is in the shape of a triangle (roughly), determine its approximate area in square miles by measuring outside the boundarines and using the following formula: Height

Area of a triangle = 1/2 base x height

5 6 New River State Park, NC 3.3.8 October 1998 4. How many towns, shown on the map, are in the New River watershed? List their names.

5. How many permitted wastewater discharge sites are located on the New River in North Carolina? Notice the town closest to each and explain how the discharge sites might affect the river.

6. Approximately how many miles is it along the New River from where U.S. 221 crosses the South Fork New River (near Cranberry Creek) to wherethe North and South forks of the New River meet?

5 7 New River State Park, NC 3.3.9 October 1998 7. The Average Flow Rate (how fast the water flows) of the New River is 5 mph. If a fuel tanker wrecked at the U.S. 221 bridge over the South Fork New River (near Cranberry Creek) and gasoline spilled into the river, how long would it would it take for the fuel to reach the point where the north and south forks of the New River merge? Hint: Use the answer from question #6 as Distance Traveled in the equation below: Distance Traveled divided by Average Flow Rate = Amount otTime in Hours

8. If a chernical spill occurred at a farm in Ashe county releasing chemicals into the upper section of Big Horse Creek, which town would be affected more, Lansing or Crumpler? Why?

9. Which section of the New River would you expect to have the best water quality? Why?

10. Name some.possible sources of pollution in the New River watershed. Then describe the type(s) of pollutant that each source might contribute.

SOURCE LIST/DESCRIBE THE WATER POLLUTION ex: road oil and other chemicals from cars

New River State Park, NC 3.3.10, 5 8 October 1998 Pointing Out Pollution Answer Sheet

A. Exercises: Use only the projector pens provided 1. With the blue marker, trace the flow of both the north and south forks of the New River from their headwaters to the Virginia state line. 2. Locate all of the towns above a population of 500 in the New River watershed in North Carolina and circle them with the green marker. 3. Trace all of the named creeks and tributaries shown on the Map of the New River in North Carolina with the blue marker. 4. Trace the boundary of the New River watershed in North Carolina with the red marker. 5. Circle the designated Federal and State Wild and Scenic River section of the New River with the black marker. (Hint: The scenic section of the river is the stretch of river found within the boundaries of New River State Park.) (See colored Map of New River Watershed in North Carolina for answers to Ex- ercises 1 - 5) B. Questions 1. Count all of the named creeks and tributaries in Alleghany County that empty into the New River. How many are there? 1 List the name(s). Prathers Creek

2. There are 825 miles of freshwater streams in the New River watershed. Using the scale at the bottom of the map and the ruler, estimate the lengths of Roundabout, Peak, Long Hope, and Howard creeks in miles. Also include total approximate miles of these four creeks. Roundabout Creek = 3 miles Peak Creek = 5 miles Long Hope Creek = 7 miles Howard Creek = 9 miles Total Approximate Miles = 24 miles

3. Knowing that the watershed is in the shape of a triangle (roughly), determine its approximate area in square miles by measuring outside the boundaries and using the following formula: Height Area of a triangle = 1/2 base x height

Sample calculation: Area of watershed = 45 miles x 30 miles = approx. 675 square miles Base A = 1/2 B x H (Note: Student answers will vary. The exact figure according to the North Carolina Division of Environmental Management, Water Quality Section, is 765 miles.)

New River State Park, NC 3.3.1159 October 1998 4. How many towns, shown on the map, are in the New River watershed? 12 List their names: (Note: The map only shows towns above a population of 500.) , Jefferson Blowing Rock Glendale Spiings Fleetwood Boone Crump ler Laurel Springs Deep Gap Lansing West Jefferson Todd Creston

5. How many permitted discharge sites are located on the New River in Mirth Carolina?14 Notice the town closest to each and explain how the discharge sites might affect the river.

During periods of heavy rain, these wastewater treatment plants may back up; untreated sewage may flow directly into the river. During periods of drought when the streams are low, the percentage of stream flow composed of treated sewage is greatest and may harm aquatic life. Also, these wastewater treatment plants are a major source of chlorine in the New River. Although chlorine breaks down and is diluted quickly once it enters water, its toxic effects can harm sensitive aquatic life

such as trout and mussels.

6. Approximately how many miles is it along the New River from where U.S. 221 crosses the South Fork New River (near Cranberry Creek) to where the North and South forks of the New River meet?10 miles

6 0 New,River State Park, NC 3.3.12 October 1998 7. The Average Flow Rate (how fast the water flows) of the New River is 5 mph. If a fuel tanker wrecked at the U.S. 221 bridge over the South Fork New River (near Cranberry Creek) and gasoline spilled into the river, how long would it would it take for the fuel to reach the point where the north and south forks of the New River merge? Hint: You need the use the answer to question #7 to figure this one out. Distance Traveled divided by Average Flow Rate = Amount of Time in Hours 10 miles divided by 5 miles per hour =2 hours

8. If a chemical spill occurred at a farm in Ashe County releasing chemicals into the upper section of Big Horse Creek, which town would be affected more, Lansing or Crumpler? Lansing Why? It is closer to the spill site, less time for the chemical to be diiluted by the water in the river.

9. Which section of the New River would you expect to have the best water quality? The Federal and State Scenic Section (from Dog Creek to the Virginia state line.) Why? No significant industry, low population, no large housing developments. Primarily agricultural runoff and sediment runoff from steep slopes.

10. Name some possible sources of pollution in the New River watershed. Then describe ihe type(s) of pollutant that each source might contribute. _ SOURCE LIST/DESCRIBE THE WATER POLLUTION

ex: road oil and_ other chemicals from cars

homes , untreated sewage from leaky septic tanks

gas stations . gasoline from leaky storage tanks .

logging operations , runoff sediment canoeists and picnickers litter housing deMopments runoff sediment, fertilizers, pesticides agriculture fertilizers, animal waste, pesticides, herbicides industry chemicals, dyes parking lots roadside trash washing into river during rains tree farms pesticides, herbicides, fertilizers wastewater treatment facilities untreated waste during periods of flooding storm drains sediment, litter, fertilizer; motor oil homes under construction runoff from unstabilized lots roads under construction unpaved roads put in at steep angles allow much sediment runoff into river

-3-.3.13 New River State Park, NC 61 October 1998 a A a

Curriculum Objectives: Credits: Note: There is a public restroom Grade 7 Adapted from "A Field located close to the activity Communication Skills: Manual for Water Quality site where the students can listening, reading, vocabulary Monitoring, an Environmental change clothes. and viewing comprehension Education Program for Guidance: being responsible Schools" by Mark K. Mitchell Special Considerations: in a group and William B. Stapp; and Remind the students of the Mathematics: whole num- Aquatic Project WILD Guide appropriate dress for the bers, measurement "Water Canaries" activity,. on-site activity (i.e. old shoes Science: interactions of 1986, Western Regional Envi- without holes in them, old people and the environment, ronmental Education Council. jeans, etc.) Students must organization and variety wear life jackets and shoes of living things, plant and Materials: during this activity. Students animal communities Provided by park: should wear gloves when sort- Social Studies: evaluate, Per student: life jacket, pencil ing and handling organisms so organize, and analyze infor- Per group: kick net, dip net, rub- they can be returned without mation draw, conclusions ber gloves, wide mouth plastic injury to the water after the jars, aquariums, plastic tubs, activity. Grade 8 dissecting scope, magnifying It is the responsibility of the Communications Skills: glasses, tweezers, clipboard, educator and group leaders to listening, visual, reading and field guides to aquatic life, be aware of special consider- vocabulary comprehension laminated fish and invertebrate ations, medical needs, disabili- Mathematics: whole num- keys, aquarium nets, plastic ties, etc., of participants and be bers, measurement spoons, extra activity sheets, prepared to take appropriate Science: adaptation, ecology examples of adult macroinver- precautionary measures. Park Social Studies: evaluate, tebrates staff should be informed of organize and analyze infor- Per class: remarkable board, any special considerations mation, draw conclusions rescue throw rope prior to the group's arrival at Provided by the educator: the park. Location: Per student: "Key to Common New River, Wagoner Road Macroinvertebrates of New Access Area River," "Aquatic Sampling" worksheet, "Pollution Toler- Group Size: ance of Macroinvertebrates" 30 or fewer, in groups of 5 or key less Provided by each student: A complete change of clothes, Estimated Time: clothes and shoes that can get 1 1 1/2 hours wet and dirty

Appropriate Season: Late May to early October

McCafkny Aqua. Entomology 0 1981 Bomon: Mama. Bartlett Puttlibhab. Reprint. by permi,tion

New River State Park, NC 4.1.1 6 March 1994 Major Concepts: Part II can reveal much about the Part I Calculate the rate of water quality of the environment. Water quality flow. These creatures comprise a Aquatic sampling List three human actions biotic index: Th6ix abstnce Indicator species and three natural influ- orpiese*e tas Us sornthing Aquatic habitats ences on water flow. alio& the environment% Species identification Explain the relationship stiqa14Y: Biotic index between water quantity Water habitats with rich Human influence on water and quality. und Virj`ed -ranges of aquatic quality Describe three problems .Creatures, are usuallY "healthy" Part II that can result from water ;environments, whereas water Water flow quantity extremes and vith jtst a few different spe- Human influences on three from water quality ,cies usually indicates condi- water flow and aquaticelife changes. tions that are,less "healthy." Natural influences on Discuss two ways people flealthy is a term used here to water flow and aquatic life can help protect rivers 'indicate an environment that Water quality and water qualify. supports a wide variety of liv- Stewardship ing things. Pollution reduces Objectives: Part I: the quality of the environment Part I What's In The Water? and in turn the diversity of Describe-three characteris-Educator's Information: life forms. In some cases the tics of an aquatic macroin- actual biomass, or amount of To prepare yolit.stlicients. vertebrate. living material, will increase fox their visit, hayethe Key out five macroinver- due to pollution, but the diver- stnderits read the 'Student's tebrates. sity inevitably goes down. Define indicator species. Information and cornpiete ti* Name three indicator weLisit activity `the Key's 'The major purpOse of this Attivity is to introduce students species and explain how, -!Tci.,,Kno,wJeg40;:7- Pis Ctisthese 'to macroMvertebrates and they are used to determine.'t,6pids as iCIASS Prior to,yOur water quality. aquatic organisms and how they can be used as indicator Calculate the biotic indei: In the early dUys of coal species to, determine the health List three or more ways mining, canaries- were taken of a river. We expect the stu- humans affect aquatic life. into mines. Canaries are more dents will find the biotic index sensitive than humans to the for the New River very high, presence of dangerous gases due to the quality of the water. in the air, therefore their dis- comfort or death indicated the The students will be in- air was unsafe for the miners volved in collecting macroin- to breathe. Although this prac- vertebrates from the river and tice no longer exists, it stands must be dressed appropriately. as an example of how animals Life jackets must be worn at have different sensitivities to Ull times. A first aid kit will environmental factors than be available. The park staff humans. will rope off an area where the sampling will occur. They In aquatic and terrestial will discuss safety consider- environments, certain organ- ations and the educator will isms called indicator species

New River State Park, NC 4.1.2 6 3 March 1994 assist in seeing that all safety the white-trays, plastic jars or identification key to identify precautions are followed. The aquariums for viewing and the animals. Have them fill students will work in groups keying out. The whiteness of out their worksheets listing the of four or five, with one personthe trays allows detailS to be number of each species found in each group recording the seen in the animals collected. and describing the actual loca- data. After completing the Keep an adequate amount of tions where they were found, worksheets, students will water in the trays and place i.e., in pool areas, under rocks, gather and discuss their results. them in a cool, shady spot. the water's surface, etc. Once Start by observing the water.Change the water as often as these observations and the Look for organisms on the sur- necessary to keep the animals worksheets are completed, fade and in the depths. Using cool and alive. carefully return the animals the sampling equipment (nets, to their natural habitat. Note: These animals are trays, assorted containers, etc.), Encourage the students to protected by park rules and students should collect as regulations. By exercising care discuss their observations. many different forms of all the animals can be returned How many different aquatic aquatic animal life as possible. to their home without being animals were found? Discuss Ask them to be alert to differ- harmed. diirersity of life and that a vari- ing micro-habitats located near ety of different kinds of plants rocks, in riffles and in eddies. Have the students use their and animals is usually an indi- Place the collected animals in aquatic macroinvertebrate cation of a healthy ecosystem.

McCafMny Aquatic Entomology 0 1981 &mon ion. and Banktt Pub hshen Reprinted by pcminsion 6 4 New River State Park, NC 4.1.3 March 1994 "Water, Water everywhere Recipe for a River right. If you try to make a nor any drop to drink." Water comes in many stew with just one ingredient, So says the sailor in Samuel forms. To really appreciate it or if you leave out an impor- Taylor Coleridge's "Rime of you need to pick out one of its tant spice, your stew is not go- the Ancient Mariner" as their many forms and get to know it ing to be good. Here then-is a boat is becalmed at sea. Fortu-personally. During your visit recipe for a fine, healthy river. nately, in our area fresh water to New River State Park you Some sunlight - just is abundant and there seems to will learn more about water in enough for algae, moss, dia- be plenty to drink. But that the form of a river. toms and aquatic plants to may be changing as this area What is a river? A river is photosynthesize. (Too much becomes more developed and defined as a large, natural sun heats up the water and is used by more people. Let's stream of water emptying into robs it of dissolVed oxygen.) take a closer look at water and an ocean, lake or other body of Dissolved oxygen and car- discover what a fragile and water and usually fed along its bon dioxide - all the animals sensitive resource it is. course by converging tribu- in the river need dissolved What is water? The dictio- taries. The New River is one oxygen to breathe. These nary defines water as a color- of the oldest rivers in the worldsame animals breathe out car- less, odorless, transparent which is one of the reasons bon dioxide which is essential liquid occurring on earth as that the New River State Park for algae and other aquatic rivers, lakes, oceans, glaciers was establiShed. The river is plants. These plants in turn etc., and falling from the the result of springs, streams take in the carbon dioxide and clouds as rain, snow, ice, etc. and creeks joining together to give off oxygen. Water occupies more than 70 produce a larger volume of Fallen leaves - they provide percent of the earth's surface, flow. These smaller bodies thc main source of food energy and it makes up approximately of water are called tributaries. in a river system. In the fall, 60 percent of the human body. The land that a river and its leaves drift down from the You may have heard the say- tributaries flow through is trees into the water where they ing "Water is life." Think called a watershed. A healthysoon sink to the bottom or get about that for a minute. Can river must have a well pro- caught in logjams or become you think of any living organ- tected watershed because any wedged between rocks. At this ism that does not depend on kind of disturbance to the point, bacteria and fungi climb water? watershed has an effect on aboard the leaves and begin Dayid Quammen, in his the river. to "munch out," causing the book, Natural Acts, A SidelongLife in a River leaves to decompose and break 14ew of Science and Nature down into smaller pieces. The The various forms of life says, "Without life, there half-eaten leaves, along with found in a river can be com- would still be water. Without the decomposers, are eventu- pared to a fine stew or soup. water, no life." ally swept downstream. They Just like a river, a fine stew or provide food for filter feeders soup needs lots of different in- the wonderfully adapted mac- gredients. Usually the more roinvertebrates (macros), you add, the better the stew. A such as sfonefly nymphs, stew also needs small amounts mayfly nymphs, and caddisfly of spices to make it taste just larvae. These organisms

New River State Park, NC 4.1.4 65 'March 1994 further break down the leaves calcium bicarbonate, potas- algae and fungi and bacteria, into a very fine mulch called sium, nitrates and phosphates. a prime dumping ground for detritus. These ingredients help balance dead leaves, a surpassing reser- In addition to the munchers, a rivers pH, provide building voir of oxygen and calcium. grazers and filter feeders, therematerial for the shells of It will then also, and thereby, are macroinvertebrates that snails, mussels, clams and be 4good osprey stream, a prey on other macros. Lots of crayfish, help fish breathe favorite among otters, a salva- different kinds of macros are more efficiently and act as tion to dippers and kingfishers a sign of a healthy river. natural fertilizers essential for and bank swallows and heron, aquatic plants. mergansers and Canada geese Aquatic plants and ani- These are just the mini- and water shrews, mink and mals - aquatic plants provide muskrat and beaver. Not to cover for macros and small mum ingredients needed for a healthy river. Now mind mention the occasional bear. minnows. The aquatic plants And who knows but that, and animals in the river, and you, a river needs only natural ingredients, unnatural ingredi- sometime, a human might those living along the river want to drink." provide food for each other in ents can have a bad effect on a complex food web. When a river. David Quammen If there are large numbers all these various plants and sums up what makes a healthy of many different species of animals die or excrete waste, river when he talks about a plants and animals in the they return essential nutrients trout stream. water, then we have a healthy back into the food chain. "A good trout stream must river. Taking samples of these aquatic plants and animals is first be an excellent insect - .Various minerals - the stream, a superior haven for a means to monitor the quality fine spices of a river include of a river's water.

Meraffcny PM finaare mod Baden 11.12,en

New River State Park, NC March 1994 Instructions: e. As soon as the samples are the Biotic Index Value by using 1. Park staff will lead a brief, collected, the groups should a simple formula: move to the river bank. discussion focusing on: macro- (3 x no. of Group I) invertebrates (macros), what f. Allow the excess water to (2 x no. of Group II) they are and why they are im- drain from the nets. + (1 x no. of Group III) portant; metamorphosis, what g. Put on rubber gloves and =Biotic Index Value it is and how it is accomplished; search for organisms. (They and indicator species, what may want to use a magnifying 6. Return all organisms to the they are and how they are used glass.) water as quickly as possible to determine the health of a after the observation and identi- h. Using tweezers or hands, river. The staff will point out fication is complete to help carefully remove any organisms and describe the river's environ- insure that the organisms are found and place in the white ment: riparian areas, flood not harmed. tray, aquarium or plastic jar for plain, pools, eddies, ripples, etc. observation and identification. 7. After the students have Park staff will also cover how identified their specimens and 5. After collecting samples, to use sampling equipment and determined the Biotic Index each group should identify safety precautions that must Value, park staff will lead a the aquatic macroinvertebrates be followed when using the group discussion summarizing using the "Key to Common equipment. what the students have learned, Macroinvertebrates," field 2. Have the students predict the what they've identified from guides and dissecting scopes. biotic index for the New River the river, and the importance of Have them record their answers on their worksheets. on the "Aquatic Sampling Data indicator species and the Biotic Index Value. 3. Briefly review the macroin- Sheet" and use their results vertebrate key. Be sure to point to determine the Biotic Index 8. Instruct the groups to gather out that the key is not complete Value (relative health) and clean their equipment. The and the students should there- of the river. rangers will tell the students fore key organisms as closely where the equipment should be The Biotic Index Value as possible. For example, there placed. groups macros into three groups are 186 dragonfly species in based upon how tolerant or 9. Assemble the class and have North Carolina, and the key sensitivelhey are to changes in each group present their find- only shows one dragonfly larva water quality. ings. According to their study, species, but the illustration what is the rating of the New Group I includes macros should be close enough so the River's water quality? How that are very intolerant to water students will be able to identify does it compare to the students' pollution. The dominant pres- any dragonfly larva they find. initial prediction? If different, ence of Group I species is an 4. a. Divide the class into encourage students to explore indication of good water quality. groups of five or less and dis- Group I is given an index value reasons. Do different groups tribute their equipment. of 3. Group II includes macros have different results? If so, explore reasons why. (Answers: b. Instruct the students that are moderately tolerant to a improper collection or identifi- on the proper way to collect reduction in water quality. They cation techniques by some; samples using dip, seine and are given an index value of 2. luck of the hunt, etc.) kick nets. Group III represents macros c. Fill the white trays, aquari- that are tolerant to pollution. \ ums and plastic jars half way Their dominance indicates poor with water from the river. water quality. They are given d. Have the students net their an index value of 1. The stu- samples in the roped off area. dents will learn how to calculate

6 7 New River State Park, NC 4.1.6 March 1994 Name: Date: Location: Methods used to sample: Biotic Index Value: A. Prediction of the New River's Biotic Index: Excellent Good Fair Poor Circle your choice. Why do you think the New River will have this BioticIndex?

B. Instructions: 1. Use the "Key to Aquatic Macroinvertebrates" or "Pollution Toleranceof Macroinver- tebrates" chart to identify organisms. 2. Record the species of organisms found in the space below, using the chart toclassify them by their tolerance levels. (See example below.)

,Group I Group II Group ifi 2. 2. 2. 3. 3. 4. 4. 5. 5. 5. 6. 6. 6. 7. 7. 7. Total = Total = Total = 3. Calculate the Biotic Index Value by multiplying the number of species oforganisms in each group by the index value for thatgroup. Then, addthe resulting threenumbers to obtain the Biotic Index Value (see example below). Cumulative Biotic ( 3 x no. of species - Group I) Index Values Index Rating 23 and above Excellent ( 2 x no. of species - Group II) 17 to 22 Good + ( I x no. Of species Group III) 11 to 16 Fair 10 to less Poor Biotic Index Value Group I Group II Group III I. hellgramite 4. caddisfly 1. dragonfly- 1. black Ily 2. mayfly 5. 2._crayfish 2. freshwater worm 3. snail 3. 3. (3 x 4) (2 x 2) (1 x 2) = 18 [18 is the biotic index value, which is a good rating according to the chartabove] Adapted fromA Field Manual for Water Quality Monitoring,An Environmental Education Program for Schools by Mark K. Mitchell and William B. Stapp.

New River State Park, NC 4.1.7 March 1994 4. How would you describe the river's water quality basedon its Biotic Index?

5. What do you think has caused or contributed to the water quality?

6 9

New River State Park, NC 4.1.8 March 1994 Group I - Index Value = 3 These macroinvertebrates can not tolerate pollution or changes in water quality. Their presence or dominance generally indicates good water quality.

Hellgrammite freshwater mussel (dobsonfly larva)

e stonefly nymph riffle beetle adult right-handed pouch snail

water penny caddisfly larva (riffle beetle larva)

Group II - Index Value = 2 These macroinvertebrates can exist in a wide variety of water quality conditions.

dragonfly nymph damselfly nymph crayfish

freshwater clam scud

iie whirligig beetle water strider

Group III - Index Value = 1 These macroinvertebrates can exist in polluted water. Their dominanceindicates poor water quality.

black fly larva leech freshwater worm

PleCdforty Aga& Eatsmology 19$I &mac Jowl ad Bulkst Ileprisied pentioiac

7 0 March 1994 New River State Park, NC 4.1.9 Key To Aquatic Macroinvertebrates Macroinvertebof the New rates River 1 With shells 1 I Without shells Legend Double shell Single shell 1 Pollution Tolerance Index Value Shell innearly shape uniform (rounded) Shell longerthan wide I Spiral shell I Coiled shell 1 (T)(M)( I ) -Tolerant--Intolerant Moderate GroupGroupIllGroup I II Freshwater clam (M) I Freshwater mussel (I) (1 . Pouch snail (I) Ramshorn snail (I) ./. Three pairs of legs Obvious legs More than three pairs of legs Caterpillar-like No obvious legs Worm-like extending over abdomen Two pairs of wings No wings enlarged abdomen taperedDistinct at both head, ends suction disks I NoI distinct head, body Body with I at both ends I I suctionBody without disks 1 appearanceBeetle-like Thin body with wide spread legs exoskeleton, flattenedBody with hardened Body white to greenish with soft/cylindricalEntiee body Body dark, head with Black fly larva (T) cIJ Crane fly larva (M) Leech (T) Freshwater worm (T) Hind legs short water surface Active on waterActive surface under ,,er-.-1 or without a portableOr, .ioammIlmoft case prominentlateralgill appendages pinchers tufts at base of no gill tufts Lobster-Eke Shrimp-like bodyto side, flattened swims with legs 1 Whirligig beetle Water strider ) Water scorpion , , No tail-like Caddisfly larva (I) Tail-like t mot- aolult (M) Hind legs long adult (M) adul (AA) ppendagessmall round *1 Two tailed appendages Three tailed Dobsonfly larva (I) 1 Fish fly (I) Crayfish (M) Scud (M) two long oar-like legs Swims on back f Crawls on rocks, black body Riffle beetle larva (I) Water penny Lonp tai appendages Tail appendages conspicuousbristle-like Tail appendagesbroad & oar-fike Short inconspicuoustail appendages Stonefly nymph (I) - - Dragonfly nymph (M) 1911 14searleity: Amnia Einemmiso. hen amd D. Pmblistme. Backswimmer adult (M) Riffle beetle adult (Z) 71 BEST COPY AVAILABLE Mayfly nymph (I) Damselfly nymph (M)-9931511,- 72 Renamed by Feminism. I 4ISIP

Educator's Information: dents, each with a bouyant obstruction, i.e., beaver dams, ball, go to the upstream end rapids or log jams. Human n this activity, the students of the flow space. Have two activities that affect water flow Iwill learn a simple method other students, each with a include dams, irrigation, clear- for determining water flow. stopwatch, go to the down- cutting of timber, development They will then use this infor- stream end of the flow space. along the river'S corridor and mation to explore the ways The student with ball #1 industrial use. These natural water flow and water quality should place it in the river, and unnatural water controls are affected by human and upstream from the beginning can adversely impact aquatic natural factors. They will also of the flow space, and hold organi§ms by reducing water be asked to think of ways they his/her hand in the air. As the flow and decreasing water can influence local govern- ball passes the beginning of quality. ment to protect water quality. , the flow space, he/she quickly- 7. Ask the students how they Have students read the Stu- drops his/her hand. This is can influence the government dent's Information. Discuss the signal for the student with to protect our water resources. this information in class prior stopwatch #1 to start the stop- Be sure to emphasize the to your visit. watch. The stopwatch is importance of everyone being stopped the moment the ball involved in caring for our Instructions: passes out of the flow space. resources (stewardship). The 1. Lead a brief discussion con- The student will then retrieve National Committee for the cerning the importance of the ball, and they will repeat New River is an organization water flow in-maintaining this procedure four more that exemplifies stewardship. water quality. Explain that in times. The students with ball If time allows, the leader will this activity, the students will #2 and stopwatch #2 will fol- briefly explain how the park learn how to calculate water low the same procedure as the was created with the help of flow and thus be able to evalu- #1 team. The other students the National Committee for ate this aspect of the New will record the flow rates on the New River. River's,water quality. their worksheets as the stu- 2. Explain the method for dents with the stopwatches Suggested Extensions: measuring water flow and announce them. 1. Have the class compare safety procedures that must 5. Have all the students deter- their findings with other be followed. mine the averages and then classes that have done this 3. Select three students, wear- calculate the water flow rate activity in the past by compar- .ing life vests, to get in the in cubic feet/second. Discuss ing worksheets. The work- water. Have two students these results and what they sheets may be different due measure the length and width might mean to the New River's to collection and identification of the flow space and one stu- water quality. techniques, luck of the hunt, dent measure the depth. Have 6. Lead a discussion of factors weather, water level, season, the other students write down that affect water flow (natural etc. the measurements on their and human), and how these 2. Sample other streams and worksheets. factors in turn affect aquatic rivers in the area and compare 4. Select four students, wear- life. Natural factors affecting their biotic index value with ing life vests, to measure the water flow include drought, that of the New River. rate of flow. Have two stu- flooding and natural stream

New River State Park, NC 4.1.171 March 1994 Student's Information

Water flow refers to the of miles of canals, and more lent habitat for species amount of water moving in a than 30 hydroelectric plants. brought in to the river, like river or stream. Some of the Water is pumped from the trout, but is contributing to the ways we express the rate of Colorado to cities like San near extinction of several na- flow are gallons per second, Diego, California; Las Vegas, tive species of fish that do not cubic feet per second or acre Nevada; Denver, Colorado andtolerate the cold water well. feet per second (an acre foot is Phoenix, Arizona. Each year By the time the Colorado equal to one acre of water one 16.5 million acre feet of water River reaches the Gulf of foot deep or 325,850 gallons are diverted from the Colorado California there is barely a of water). The following exer- River (multiply 16.5 million trickle of water, and at times cise will show you how to esti- times 325,850,to see how the river dries up before it mate water flow in cubic feet many gallons are taken from reaches the gulf. Even if per second. Why is this impor,the river each year). Some- there is water flowing, evapo- tant? Read the following story times the water level is so low ration has caused the water to and discover why water flow isthat rafters can not run certain become so salty it cannot be such an important concept. rapids in the Grand Canyon. used for irrigation. The river is the Colorado. It Dams above the Grand A huge delta and estuary begins in the Colorado RockiesCanyon control how much at the mouth of the Colorado and empties 1,450 miles later water moves through the can- was once one of the most pro- into Mexico's Gulf of Califor- yon. This has had a big impactductive in the Southwest, but nia. The Colorado River pro- on aquatic life. For example, a decrease in water flow has vides water for seven western before the Colorado River was changed that. In 1922, ecolo- states. This includes water dammed, the river flowed cold gist Aldo Leopold explored for human consumption as and carried lots of mud and the delta. He described it as well as irrigation for farms and silt during the spring floods a milk and honey wilderness domestic livestock. The river and slowed to a warm clear where egrets gathered like a also provides the necessities of trickle in the fall. Native premature snow storm, jaguars life for many native plants and aquatic species were well roamed and wild melons grew, animals. The Colorado is one adapted to these specific con- Since that time two marine of the most controlled rivers inditions. Now dams trap sedi- animals have become endan- the world; it has scores of ment in huge and gered: a porpoise and a large dams, hundreds of miles of constantly release clear cold fish called a totoaba. The aqueducts and tunnels, dozens water from the bottom of the totoaba spawned in the estuary of pumping stations, thousandslake. This has created excel- and the tide carried their eggs

New River State Park, NC 4.1.12 March 1994 into the natural nursery of the Algae, which uses tremen- cate macroinvertebrates, kill delta. According to saltwater dous amounts of oxygen as it fish eggs and alter habitats. agronomist Nicholas Yensen, decays, can spread rapidly dur-Many towns and cities divert the river was like the Nile in ing low water flow. Because ofrain water into storm drains its importance to the delta. this, fish kills will sometimes that empty into rivers. This Unknown species may have occur because of insufficient storm water brings all kinds disappeared as a result of the dissolved oxygen. of nasty things into the river: decrease in water flow. During low water levels vehicle oil and gas from pave- You might be surprised to there is less habitat for river ments; chemicals used in farm- learn that even the New River animals, making them more ing and lawn care; overflow is affected by low water flow. vulnerable to predators. from waste water treatment plants; and trash from dumps Such conditions can have You might be forced to con- adverse effects on the entire serve water during low flow and other sources. aquatic community. periods to make sure you and As you can see, water flow When water levels are low your neighbors have enough is very important to us and the the water temperature can in- to drink and bathe. plants and animals that share the New River with us. Using crease, which can result in less We have talked a lot about water wisely and protecting dissolved oxygen being avail- low water levels, but high our river's watershed from able. This can be dangerous water levels can also affect life unwise use are two ways we to macroinvertebrates and fish. along the river. Heavy rains can help maintain a healthy wash exposed soil into the environment and a-more natu- river. This sediment can suffo- ral water flow.

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New River State Park, NC March 1994 d

Average length of flow space Average depth of flow space Average width of flow space Time of flow through space SOlving for Q = water flow rate in cubic ft./sec. Equation: 0x0x00.0

Average length of flow space North-bank ft. + South bank ft. = ft.

Average width of flow space Up river ft. + Down river ft. = ft.

Average depth of flow space 1. in. + 2. in. + 3. in. + 4. in. + 5. in. = ii

in. ÷ 12 in. = ft.

Average rate of flow through flow, space Ball 1

1 sec.+ 2. sec. -i- 3. sec. +4. sec. +5. sec.= sea Ball 2

1. sec. + 2. sec. + 3. sec. +4. sec. + 5. sec.= seg

3all 1 +ft3all2 sec. 10 = sec.

Equation: ft. x00ft. x ft.0 ÷ sec. = cubic ft./sec.

March 1994 New River State Park, NC 4. 1.I 4 How To Calculate Water Flow (Example)

Average length of flow space e_ Average depth of flow space Average width of flow space 4)._ Time of flow through space Solving for 0 = water flow rate in cubic ft./sec. Equation: 0 x 0 x0 0 0

Average length of flow space North bank 80 ft. + South bank 95' ft. =175 ÷ 2 = 87.5ft.

Average width of flow space Up river 50 ft. + Down river 55 ft. =105 ÷ 2 = 52.5ft.

Average depth of flow space

1.46 in. + 2. 35in. + 3.24 in. + 4.32 in. + 5. 18in.= 155irA

5 =31 in. ÷ 12in. = 2.58 ft.

Average rate of flow through flow space Ball 1

1.20 sec. +2.22 sec.+ . 27 sec. +4.32sec. +5. 30sec.=E131 se Ball 2

1. 21 sec. +2.26 sec. +3.32 sec. +4. 29 sec. +5. 27sec.=135seg

3all 1131 se+E3all 2 135sec÷10 = 26.6 sec.

Equation:87-5ft. x52.5ft. x 2.58ft. 26.6sec. = 445.6 cubic ft./sec. 0 0 0

77 March 1994 New River State Park, NC 4. 1.1 5 t

Major Concepts: Materials: Water quality Provided by park: Watershed Per each adult leader: one Stewardship leader's kit containing a throw rope and whistle, Learning Skills: topographic map, Pond Life Observing, communicating, guide, Native American inferring artifacts, trail map Collecting, analyzing and Provided by the school: evaluating information Per class: one first aid kit and Map reading water bottle Subject Areas: Per adult leader: one copy of Science the Riparian Ramble 3i-ea-bender English Language Arts Teacher's Guide Social Studies * See Activity Summary for Credit: "Koluscap and the a Correlation with DPI Water Monster" story objectives in these subject reprinted with permission areas. from Keepers of the Earth, Native American Stories and Educator's Information Location: Wagoner Road Environmental Activities for Access, New River Nature Children by Michael J. Tn this activity, educators Trail Caduto and Joseph Bruchac. 1 will guide students along Group Size: 30 or less, Copyright 1988, 1989, 1997 the New River Nature Trail, Fulcrum Publishing, Inc., preferably in groups of 10 or a one-mile loop trail. The less .with a minimum of one Golden, CO. All rights adult leader per group. reserved. trail may be reached from the parking lot by following Time: 11 1/2 hours Objectives: the directional signs to Appropriate season: spring, "camping and nature trail." summer, fall Make field observations and inferences regarding The New River Nature Trail Special considerations: past land use along the goes through the woods and It is strongly recommended along the banks of the New that leaders scout the trail New River. ahead of time to become Compare Native AmericanRiver. The purpose of the familiar with recommended use of the,New River hike is to provide students stops and to recognize Basin with that of the with a series of hands-on potential hazards (i.e. European settlers. activities that will help them slippery rocks, cliffs, appreciate the natural and poison ivy, etc.) Use a topographic map io Leaders should carry a first find elevation and flood cultural history of the area. aid kit, water, whistle, and levels in the field. A brief overview of the hike a throw rope. EXplain the designation follows. "scenic river" and how it Stop #1- Students will relates to development in observe the remains of an the watershed today. old farmhouse and make inferences as to why the house was constructed in that location.

7 6' New River State Park, NC 4.2.1 October 1998 BESTCOPYAVAILABLE Stop #2 - Students will how it differs from the soil Instructions: examine an old cattle,feed at higher elevations along 1. To ensure the success of box sitting in its original the trail. They will infer that this on-site activity, we location, now surrounded by the soil was carried there by recommend you conduct forest. From their floods, look for evidence of pre-visit activities #2 and #3 observations, they will infer recent flooding, and locate in this EELE. that the forest was once a the levels of the 40-, 100-, 2. Before bringing students field and discuss the and 500-year floods on the to the park, study the succession of plant life that topographic map. Riparian Ramble Teacher's 'has occurred through the Stop #7 - Students will years. Guide. Visit the park to observe an area that m4 scout the trail yourself. Stop #3 - (located beside have been used as a fishing Ideally, this should be done ,an old logging road) Here, spot by the at least one week prior to students will be encouraged Indians, examine your class' visit and at the to use their skills of observing arrowheads and other same time of day. This will and inferring to determine artifacts, and learn of the help you become familiar when and how the area was Native American lifestyle with the exact locations of logged, and what impact this through a guided imagery stops described in'the logging may have had on theexercise. Riparian Ramble Teacher's New River. Stop #8 - Students will Guide and potential trail Stop #4 - Students will view the site of an old ford hazards such as slippery observe some wildflowers, and understand how the areas, steep banks, etc. You then learn how Native island was formed. could also look for Americans and European Stop #9 - Students will additional stops to view settlers used these plants. learn how the New River plants and wildlife. If you Stop #5 - Students will was saved from being are unfamiliar with aquatic use visual observations to dammed and how\ environments, you will need locate stop #5 on a construction of a would to carry a field guide or topographic map. They have changed the area. request assistance from park will see how the river They will also discuss the staff. An excellent all- meanders and discuss state and federal "scenic purpose guide is Pond Life geologic theories about the river" designation and how by the Golden Press. (See age of the New River. it relates to development in Reid and Zim in Reference Stop #6 - Students will the watershed today. section.) Remember that it's examine the soil and see less important to identify the specific name of a plant or

Louisiana waterthrush as it walks and bobs along the water's ecQe Cooking for aquatic insects.

New RiNier State Park, NC 4.2.2 October 1998 animal than it is to d. Being quiet will help object so that all will have a appreciate its place in nature you see more wildlife. good view. Three loud (ecology). e. The adtilt leader blasts on the whistle always 1111 3. Divide the class into should always be at the indicates an emergency. Be snialler groups of ten front of the group. sure to review emergency students or less. Provide F. When picking up_ litter procedures with all the - one adult leader per small along the trail, do ncit leaders. touch broken glass, group. Give each leader a Assessment: copy Of the Riparian Ramble twisted metal or fishing Back in the classroom, Teacher's Guide prior to the line containing hooks. discuss the foilowing hike. 6. When conducting the questions with the-students 4. During the hike, one of hike, start each small group at a different stop along the or ask them to write their the group leaders should responses. carry the first aid kit and trail so that the groups do A. What types of past land water bottle. All the leaders not get too close to one use did you observe on your should carry a throw rope, another. Make sure all the hike along the New River? whistle, map of the area, and leaders know the amount of Give the evidence (actual a copy of Pond Life. Each time that they have to observations) that points to student should have a conduct the hike and visit all each type of land use. "buddy" in his/her group. the stops. All groups should end their hike at Stop 9. Each pair of students will be Answers: given a small litter, bag at Remind the leaders that 1. Farming (ruins of old when pausing to view an the park to help with trail farmhouse, non-native interesting object along the clean up. plants, cattle feed box, old trail, they should lead their field succession) 5. Begin the hike with a group halfway beyond the brief introduction during which you will cover topic, trail distance, time, difficulty, and special rules. Here are some rules to teach your students: Louisiana WaterthrUsh, a. Stay on the trail until told otherwise. b. Watch for roots, stumps, sloped walking areas; and other hazards. Running is not allowed on the trail. c. Do not pick, injure or destroy any plants or animals in the park. (The purpose of the state parks system is to preserve and protect our natural resources.)

C.. o. New River State Park, NC 42.3 October 1998 2. Logging (old road bed, stretch of the New River is classification was given to lack of presence of huge designated a "Scenic River." this section of river as a virgin timber) What does this mean? Does means of protecting it from 3. Hunting (Native this designation protect the practices that might harm American artifacts) water quality? Why or why the water quality. Have not? students research how the B. Compare the Native Division of Water Quality American use of the area Answer: The federal and classifies surface waters in with that of European state "Scenic River" our state and how the ORW settlers. designations mean this section of river will always designation protects water Answer: Archaeological be free flowing and never quality in the New River. evidence indicates that dammed. They also protect For more information, Native Americans were this section from any contact the Division of primarily hunters/gatherers federally funded project that Water Quality, P.O. Box with no permanent might impact water quality 29535, Raleigh, NC 27626- settlements here. European or recreation. 0535; or see their Web site settlers used the area for under the North Carolina Neither of these farming, raising livestock Department of Environment designations does anything and logging, in addition to and Natural Resources., hunting and gathering to protect water quality 2. Have students participate native animals and plants. outside this stretch of scenic river, however. Remember in the Aquatic Project Wild C. If possible show your that activities occurring activity, "To Dam or Not to students topo maps of other anywhere within a Dam," where they role-play river basins and ask them to watershed or river basin can individuals representing locate the 100-year flood impact the water quality of differing perspectives and levels. Discuss: What can the entire river. concerns related to the change the flood level along construction,of a dam on a a river? Extensions: river. See References under Answer: Activities within 1. The North Carolina Council for Environmental the river basin such as Division of Water Quality Education. logging, farming and has classified the 26.5-mile 3. Use the Native American development can increase stretch of the New River legend at the end of this runoff which can, in turn, inside the park as an activity. DiScuss other expand flood levels marked Outstanding Resource Native American legends on a map. For this reason, Water or ORW. The ORW about water. What do theSe field observations should be classification is given only legends tell you about the used along with map to unique and special waters people who created them? designations when which have excellent water Create your own legend attempting to locate actual quality and some special about a river. flood levels of a river. resource value, such as a D. On both the federal and diversity of plant and animal state levels, a 26.5-mile species. The ORW

New River State Park, NC 4.2.4 October 1998 Riparian Ramble Trail Map

LEGEND

Trail Route

Trail Head

Recommended Stop Location

1°,411400

Canoe 0Access Campground

Island Bridge 1

Summer Wildflower 00 Field

Old Road/Ditch

=or

a o Access

'n

82 New River State Park, NC 4.2.5 October 1998 Stop 1: Chimney we tell an old farmhouse Remnants of the Past once stood here? Here are some possible Answer: The presence of questions to encourage non-native plants that you students to observe and don't normally find growing make inferences: wild in the area such as lilac, 1. Why do you think there yucca, a white poplar tree. is an old chimney sitting in They where probably mean? Look around at the this open area? planted around the perimeter trees and plants. The trees of the house. really aren't that big are Answer: An old farmhouse they? What can we infer used to be here; all that Stop 2: Cattle Box/ from,our observations? remains is the chimney. Succession (At Nature [Pause for students to report 2. Look around you. Why Trail Post #4) observations and do you think the builder of Script What in the inferences.] the farmhouse chose this world do you think this old At one time, this area was location? rusty box is doing here in probably an open field with Answer: There was an the forest? What is it? cattle grazing on it.After ,abundance of water for the [Pause to allow students to the field was abandoned people, crops and livestock. examine the box and (maybe because the farmer Many places along creek verbalize their observations.] could no longer make a and river bottoms were If you look closely at the living and had to move on, relatively flat, and therefore side of the box what does it or because the state bought easier to farm. Soil fertility say? It says something the land for a park), changes is typically high along a about cattle, doesn't it? This in the plant life began to river due to its flooding and is actually an old cattle feed occur. Weeds were the first depositing soil from box and it is sitting in its things to come up, then upstream. The river is also a original location. shrubs, and then small trees. source of water for irrigation. It seems odd that a cattle This process is called 3. Even if there were no feed box would be in the succession. Why do you chimney here, how could woods. What could this suppose this land was used for pasture and not for growing crops? [Answer: steep'slope.]

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8 ;13 New River State Park, NC 4.2.6 October 1998 Stop 3: Old Logging much of the area as pasture Road (Near Nature Trail land. Timbering is still Jack-in-the-Pulpit Post #10) important to this area's (Arisaema triphyllum) Script What is that economy many trees are This wildflower's name long, narrow flat place going being planted adjacent to the very much describes its up the hillside?[Pause for river for timber and bloom. The curved hood, students to respond.] It is Christmas trees. called the spathe, forms the probably the old road bed "pulpit," while the club-like for a logging road. Between spadix resembles "Jack." 1890 and 1920, the Native Americans found southeastern slopes of the many dietary uses for this North Carolina mountains. -plant. If boiled, the were stripped of about every underground tuber can be locust, oak, maple, hickory eaten like a turnip, thus and buckeye large enough to giving it the name "Indian be used for lumber. The turnip." If uncooked, the trees were cut one at a time, tuber causes a burning grouped together in bundles sensation in the mouth. of three or four, and hauled Native Americans and early down the hillsides by ox and settlers took advantage of ass, and later, by steam this quality by grinding it wenches. The trees were and using it as a substitute loaded onto trains, hauled to for pepper. They also town, and used for building gathered, boiled and ate the materials. Narrow gauge glossy red berries that form railways (with rails closer Stop 4: Wildflower Uses in late summer and-fall. together than the tracks we and Folklore (Near Native Americans used the see today) were used on the Nature Trail Post #14) dried root as medicine for mountainsides specifically Script Look at all the colds and dry coughs. for logging operations. vegetation on the forest After the areas were cleared, -floor around us. In the Folklore: It has been told the loggers ripped up the spring and summer, tracks and moved them to hundreds of different another site. Often, the flowers grow here, such as ground was left muddy and Jack-in-the pulpit, bare. bloodroot, and yellow violet. What affect to you think We tend to think of this type of logging might wildflowers as just have had on the river? something pretty to look at, [Pause for student but Native Americans and reiponse.] During heavy early European settlers ate rains, loose sediment may these plants or put them-to have washed into the river, good use. [Safety warning: harming fish and other children should never eat aquatic life. Timbering also plants unless they are with brought about a change in an adult .who is absolutely Jac k-in-the-Pupit Ashe County by opening up certain they are edible.]

New River State Park, NC- 4.2.784 October 1998 that when city boys came to Violets contour lines, symbols for visit their country cousins, Violets are high in dwellings, numbers the country boys would vitamins A and C and were indicating elevations, and introduce them to the used in foods and medicines. the fact that there is a 40- country by giving them a Traditionally, the flower was foot change in elevation bite of the Jack-in-the- mixed with milk for between each contour line. pulpit. .At first the plant nourishment and used as a Challenge the students to would taste fine, but after a facial moisturizer and match landmarks or features while the burning sensation replenisher. Today, many they can see around them would begin and would people still use violets to with those on the cause an inflammation of make jams, jellies, and topographic map. the throat and mouth that candy, and as a garnish in Script Can you find would last for hours! salads. the New River on the map? (Calcium oxalate crystals in Try to find our exact the plant become imbedded location. Lo Ok around and in the tissues of the mouth to use natural features to help cause this burning you figure it out. See the sensation.) island way to your left and Bloodroot (Sanguinaria the bend in the river to your canadensis) right? Use those. What is the approximate elevation The delicate flower of the where we're standing? bloodroot lasts a short time [Answer: 2,640 ft.] and opens only in full sun before the trees open Looking at this map, we their leaves and shade the can see that the New River ground. This wildflower meanders back and forth was named for the Stop 5: The Old New across the land. Given our poisonous reddish-orange River Topo Map location, what would happen sap in its roots and stems. Exercise (Near Nature if we walked across the river The sap was used by Native Trail Post #15) straight over that hill in front of us? [Answer: we would Americans for paint and- Directions for the dye. Pioneers used a small run into the New River leader: If the students did again.] drop of the sap on a lump of not review topographic sugar to treat coughs. maps before visiting the Usually, only rivers that park, the leader may have to flow on flat land are explain to the students how meandering in their course. to read a topographic map. This leads scientists to First, see if the students can theorize that the New River point to due north (without existed before the mountains looking at the map). Use the were formed. They think map to see how close they that about 500 million years came. How could this map ago the area was a broad, help if you were lost? gently rolling plain. As the land rose slowly and the Next, the leader should mountains formed, the New point out major features of River kept its course by the topographic map such As_ 0

New River State Park, NC 4.2.8 October 1998 flood? [Answer: under itlealu&rs of the New River in North Carolina water!] Using the map, can you point out the 500-year flood level on the hillside? Do you think these flood levels can change over time? [Answer: Yes!.If land uses change in the watershed, the flood levels will change. For example, if trees are cut and replaced by a shopping center and parking lot, more runoff will occur in the next big rainstorm. People living downstream from this development might find cutting down into the land. floods? Based on past that, although their homes Although some people have occurrences, scientists were located above the 40- called the New River the predict that every 40 years year flood level last year, "second oldest river in the we will have a flood that they are now inside this world," geologists do not brings the water in this river flood level and they may get have enough evidence to up to a certain level. Every washed out! ] support this statement. The 100 years we'll have a more Look at the date on this river is probably over 500 severe flood, with higher topo map. The flood levels million years old, but no one water levels. Every 500 for certain sections of the

knows its actual age. years we'll have a flood that New River may have , raises the water level even changed since this map was Stop 6: The Floods (Near higher, doing considerable made. If you were buying Nature 'frail Post #17) damage. Actually, as property near a stream or Script Look down at recently as January of 1995 river, you should not rely on your feet. How is the soil we had a 40-year flood on the map alone to tell you here by the river different the New River bringing the about flood levels. You than the soil up on top of the water well above the banks. hill?[ Answer: It is a Look around you. What lighter color,and looks finer evidence do you see of and more sandy.] flooding? [Answer: debris on-the banks and in trees, Why do you suppose this washed away areas, thick is? [Answer: The soil deposits of silt.] present here was washed onto these banks during Look again at the periods of flooding. It is topographic map. The dark rich in minerals and lines represent the 100-year excellent for growing and 500-year flood levels. 'crops.] Where would we be right now if this area were Have you heard of the 40- experiencing a 100-year year, 100-year, or 500-year 86 New River State Park, NC 4.2.9 October 1998 should do what.we are doing of the river's Native Americans have today walk the land and forks were used by hunters some very interesting beliefs look for evidence of who camped in the and legends about nature. - flooding. bottomlands. The river was Their legends about trees, a major route of travel for rivers, animals, mountains Stop 7: Native transient hunters, but there and canyons reveal an Americans/Artifacts/. were no permanent understanding of the Indian Legend (Canoe settlements in the area, spiritual force of nature and Ramp Access Below perhaps due to more the human being's Campground) aggressive northern tribes interconnectedness with it. Directions for the nearby. For example, the Yuma Leader: Follow the nature During the precolonial Indians of the southwest call trail past post #17. You will period, the New River valley water "mother" and the sun see a-Nature Trail sign on was a-land of dense forests, "father." They believe the your left. Go past the sign with some open meadows, sun called the earth up from to the canoe ramp access and an abundance of beneath the water. The sun steps below the wildlife including bison, , and earth met and kissed, campground. black bear and beaver. The and the sun pulled back to Script Archaeological Indians constructed canoes the sky, but the earth investigations in the New out.of hollowed-out remained where it was. River valley suggest the sycamore trees. They Where the earth and sky presence of humans in the paddled to different areas came apart, the highest region for at least ten along the river to hunt and points became mountains.of thousand years. [ Pause to fish. Their weapons were hard rock. Yuma is said to show artifacts.] Artifacts made of various stones and mean "sons of the river." such as these arrowheads, wood. They wove long The Teton Sioux of the pottery shards, and stone narrow baskets from the Great Plains believed that axes indicate that the inner bark of oak trees and certain stones were sacred Canawhay Indian tribe used them as fish traps. things and had special occupied the valley during They would anchor the traps powers. The Pawnee the precolonial period. The in shallow, swift, rocky Indians, also of the Great valley was a hunting ground areas like this one. [Pause Plains, believed the bear got for bands of Creek, Shawnee to show illustration offish his power from the sun, and and Cherokee Indians. trap on followingpage.] .that it was centered in his Their hunting trails led north The fish would swim over claws. [Share Native along the New River to the the rocks and into the traps. American legend found at Ohio River. RoOk shelters Due to the current, the fish the end of activity if time discaered near the could not swim back put of permits.] the traps.

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I as: Stop 8: The Ford and sediment. The sediment built would have had to move. Island (Canoe Ramp up against the rocks Over time opposition to the Access at Picnic Area) downstream. The island was proposal arose from stabilized by the trees and Directions for the citizens' groups, and state plants growing on it. At one and federal agencies. On Leader: Follow the Nature time, farmers grew beans May 26, 1975, the North Trail to post #19 and then and grains on this island. follow the old road. Go Carolina General Assembly declared the 26.5-mile past the old chimney to the Stop 9: Scenic River stretch of the river from its picnic area under the apple Designation/Conclusion confluence with Dog Creek trees. Turn right and go (Find Plaque in Field.) to the Virginia state line a down to the canoe access State Scenic River. In steps. Script Take a moment to read this plaque. [Ask a September 1976, President Script On your right, student to read it to the Ford signed a bill you see a ditch that is the other students.] This plaque designating this same remains of an old road. The signifies the end of a long portion of the New River a road crossed the river at a struggle to save this section Federal Scenic River, ford and went over to the of the river from being thereby prohibiting the island in front of you. Does dammed. In 1965, construction of the dam and everyone know what a ford Appalachian Power reservoirs. New River State is? It is a shallow place in a Company applied for a Park was then established body of water where a license to build two dams on along this scenic corridor. If crossing can be made on the river and build reservoirs the river had been dammed, foot. The island across from for water storage. This you would noN:v be under us was formed when the would have about ten feet of water! river lost velocity and flooded 42,100 acres of land dropped some of its load of and nearly 2,500 people Crossing a Forel

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8 a New Riyer State Park, NC 4.2.12 October 1998 Where is the water we To study the New River is designation means only that have seen here today going? to look back in time to the state manages a quarter- Where will it eventually end primeval eras-before people mile or so of the land oft up? [Students,should existed, to the days of the either side of this particular remember this if they studied Native Americans who used stretch of river. The idea is Pre-visit Activity #2 before the waterway as an avenue to preserve the natural and coming to the park.] The for migration and trade, and cultural character of the New River originates from to the time of early river corridor. But a river is springs near Blowing Rock, European settlers who came far more than its corridor. NC. It flows through North to farm the land and cut the The watershed of the New Carolina, Virginia and West forests. I hope you have River is roughly 750 square Virginia. In West Virginia enjoyed our journey back in miles of.land and creeks. the New River merges with time. Although the river And a river is only as good the Gauley River to form the was not dammed, there are as the water that comes into Kanawha River. The other threats to it today, such it. Even with the Kanawha flows into the as housing developments, designation, development Ohio River, which then The 26.5 mile federal and can continue in this flows into the Mississippi state Scenic River watershed or river basin. River, which empties into designation is wonderful, What can people do to help the Gulf of Mexico. This but it will not prevent preserve the river as it is? represents a journey of more development. The than 2000 miles and would take approximately 110 days.

9 0 New River State Park, NC 4.2.13 October 1998 uKoluscap and the Water Monster" (From the MicMac and Mahseet Nova Scotia)

ncetherewas a great drought. The rain stopped falling and the Earth became dry. Finally, the streams themselves stopped flowing. Therewas a village 8f people who lived by the side ofa stream,and lifenowbecamevery hard for them. They sentsomeone upstream to see why the stream had stopped.Before long, theman came back.

"There isa dam across the stream," he said."It is holding back all the water. There are guards on the dam. They say their chief is keeping all the water for himself." 91 New River State Park, NC 4.2.14 October 1998 "Go and beg him for water,' said the elders of the village. "Tell him we are dying without water to drink." So the messenger went back again. When he returned, he held a barkcupfilled with mud.

"This is all the water their chief will allow us to have," he said.

Now the people were angry. They decided to fight. They senta party of warriors to destroy the dam. But as soon as the warriors came tothe dam,a great monster rose outof the water. His mouthwasbig enough to swallow a'moose. Hisbelly was huge and yellow. He grabbed the warriors and crushed them in this long fingers which were like the roots of cedar trees. Onlyone warrior escaped to come back to the people and tell them -what happened.

g We can not fight a monster,' the people said. They were not sure what to do. Thenoneof the old chiefs spoke. "We mustpray toGitchee Manitou, he said. 'Perhaps he will pityus and send help." Then they burned tobacco and sent theirprayers up tothe Creator.

Theirprayers were hear.Gitchee Manitou looked down andsaw the peoplewere in greattrouble. He decided to take pity and help them and he called Koluscap. "Go and help the people,' Gitchee Manitou said.

Koluscap then went down to the Earth. He took the shape ofa tall warrior, head and shoulders taller thananyof the people. Half of his facewas painted black and halfwaspainted white. A great eagle perchedonhis right shoulder and by his side two wolves walkedashis dogs,ablack wolf anda white wolf. Assoon asthe peoplesawhim they welcomed him. They thought surely hewas someone sentby the Creator to help them.

' We cannot afford you anything to drinki" they said. 'All the water in the world is kept by the monster and his dam."

' Where is the monster?" Koluscap said, swinging his war club, which was made of the root of a birch tree.

New River Siate Park, NC 4.2.15 October 1998 "Up the dry stream bed," they said.

So Koluscap walked up the dry stream bed. As he walked he saw dried up and dead frsh and turtles and other water animals. Soon hecame tothe dam, which stretched between two hills."I have come for water," he said to the guardson topof the dam.

"GIVE HIM NONE, GIVE HIM NONE!" said a big voice from the other side of the dam. So the guards did not give him water.

Again Koluscap asked and again the big voice answered. Four times he made his request, andon thefourth request, Koluscapwasthrownabarkcup half-full of filthy water.

Then Koluscap grew angry. He stomped his foot and the dam begari to crack. He stomped his foot again and he began to grow taller and taller. Now Koluscap was taller than the dam, taller even than the monster who sat in the deep water.Koluscap's clubwas nowbigger thana great pine tree. He struck the dam with his club and the dam burst open and the water flowed out. Then he reached down and grabbed the water monster. It tried to fight back, but Koluscap was too powerful. With one giant hand Koluscap squeezed the water monster and itseyesbulged out and its back grew bent. He rubbed it with his other hand and it grew smaller and smaller.

"Now," 1

The water flowed past the village. Some of the peoplewere sohappy to see the water that they jumped into the stream. They dovesodeep and stayedsolong that they became fish and water creatures themselves. Theystill live in that river today, sharing the water whichno one person can eyer own. 93 New River State Park, NC 4.2.16 October 1998 Post-Visit Activity '1 Judge and Jury

Curriculum Objectives: Science: science and its rela- Special Considerations: Grade 7 . tionship to human endeavors This role playing activity is Theater Arts: display initia- Social Studies: evaluate, to be used as a learning tool, tive, participate in creative organize, and analyze infor- designed to demonstrate the drama mation, draw conclusions valid concerns that exist on Visual Arts: develop positive many sides of various land attitudes Location: use questions. The purpose is Communication Skills: Classroom, with chairs not to cast preservationists as listening, reading, vocabulary arranged to represent a court- "good guys" and developers as and viewing comprehension, MOM "bad guys." It is not intended speaking techniques to be taken too seriously nor Guidance: being responsible Group Size: to place any student, who may in a group develop an aware- One to several classes have personal affiliations ness of alternative points of with the groups involved, in view Estimated Time: 45 minutes an awkward situation. Science: interactions of people and the environment Appropriate Season: Any Social Studies: evaluate, Major Concepts: organize, and analyze infor- Stewardship mation, draw conclusions Materials: Cultural conflicts Provided by the educator: two Land use changes Grade 8 clipboards with paper, two Theater Arts: participate in pencils, enough copies of creating and producing background material for Objectives: simple, original scripts entire class Present rational points in Visual Arts: develop positive a debate over land use. attitudes List three reasons for Communications Skills: listening, visual, reading and preserving and protecting vocabulary comprehension, the river corridor. speaking techniques List three reasons for developing all or part of the river corridor.

New River State Park, NC 5.1.1 9 4 March 1994 Instructions: 8. After 10 minutes of discus- Suggested Extensions: sion, the lawyer from each 1. Have the students read the 1. Have the class discuss the group should present their background material "Intro- land owned by the park. What group's case regarding how duction to New River State are their ideas on the state's the land should be used to the Park" on page 1.2 and the right to buy property even three judges. Student's Information for this from people unwilling tb sell? activity to acquaint themselves9. Give the judges three to (The class may want to use this with the issues. five minutes to deliberate, then as a role playing situation as If pcosible you might have have them deliver their verdict well.) the students read The New to the Class with the reasons 2. Have the class role-play River Controversy by Thomas for their decision. that they are Ashe County land J. Schoenbaum. 10.After the verdict has been use planners and come up with 2. Have the students choose- given, lead a discussion on a development plan for the three judges from their peers why the river,is still free-flow- New River. who will "try the case" to ing and not dammed. 3. Have the class attend a land decide how land along the 11.Have the students choose use planning meeting and/or a New River should be used. three new judges and have the county commission meeting 3. Divide the remaining stu- old judges join the groups. where land use plans are de- dents into two equal groups. cided. Situation #2: Developers' Situation #1: Appalachian versus Conservation Coalition 4. Organize a "Stream Watch" Power Company versus group in your community. 12.Let the Appalachian Power Conservation Coalition. Stream Watch groups "adopt" Company become the new a waterway, or portion of one, 4. Appoint one group to be Conservation Coalition and let and act on its behalf. They the Appalachian Power Com- the old Conservation Coalition take care of the waterway by pany and the other to be the become the developers. monitoring water quality, pro- Conservation Coalition. 13.The groups will again sepa-viding educational programs, 5. Have each group appoint a rate and list reasons why their removing litter, etc. For more recorder, who will write down vision of land use along the information on Stream Watch, the issues important to the' New River should be the one contact: group, and a lawyer, who \\,,that is implemented. Stream Watch Coordinator will act as the group's spokes- \ 14.Follow steps 4 through 9 Division of Water Resources person. 'again except now the question N.C. Department of 6. Give each recorder a clip- is whether there should be de- Environment, Health and board, paper andPencil. velopment along the New Natural Resources -` River State Park's 26.5 mile P.O. Box 27687 7. The two groups shoUld yer, corridor. Raleigh, NC 27611 separate -and diktiss,arnbn Tel (919) 733-4064 themselves why Ahe -New 0Aftey: the judges give,their River should4should nOt verdictt;lead a discussion On 5. Collect newspaper articles d4rartied thelat$ use conflicts along thefor local water related and land ,NewRiver today. use issues as a current events activity.

New River State Park, NC 5.1.2 March 1994 6. Learn more about environ- Trout Unlimited Region D - mental impact statements. Try 800 Follin Lane Council of Government to obtain actual statements Vienna, VA 22180-4959 Planning Specialist about natural areas in your P. 0. Box 1820 North Carolina Wildlife region from local and state Boone, NC 28607 Federation government offices. See what Tel. 704-265-5434 P. O. Box 10626 concerns are addressed in Raleigh, NC 27605 Would the plan your group these documents. Tel. 919-833-1923 proposed for the river water- 7. Learn more about private shed be allowed in your com- 8. Find out about zoning laws organizations that work to munity? and land use regulations in protect natural resources. your area by contacting the 9. , Send a representative Examples include: following: sample of the students' land The North Carolina use plans to the park. (We City/County: Environmental Defense Fund would appreciate the feed- Ashe County Planning Board 128 E. Hargett St., Suite #202 back.) , JeffersOn, NC 28640 Raleigh, NC 27601 Tel. 910-246-8841 10.Write to the Ashe County The North Carolina Nature Planning hoard about any con- State: Conservancy cerns you have with the water Winston-Salem Carr Mill Mall, Suite 223 quality of the New River's Regional Office Carrboro, NC 27510 watersheds. Division of Community National Committee for Assistance Planner Ashe County Planning Board the New River 8025 North Point Blvd. Jefferson, NC 28640 P. 0. Box 1107 Winston-Salem, NC Tel. 910-246-8841 Jefferson, NC 28640 27106-3256

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814Caffaly. Annan Entomology 0 1981 Doom loom nod Banton Publisbors. Rerrinte8 b. penniminn. 9G New River State Park, NC 5.1.3 March 1994 E I very human use of land aged by humans and their human disturbance has exisied in the New River water- lifestyles. Still others believe for centuries. shed has a positive or negative there should be a balance At the core of land use is- effect, not only on the New between development and sues is the concept of growth. River, but on the water, wild- protection of our resources. Growth in natural systems has life and people downstream, Very real differences of opin- inherent limitations, imposed all the way to the Gulf of ion regarding these issues existby a dynamic balance of en- Mexico. What we do with between well meaning people. ergy between all parts of the land is a reflection of our Given the extensive impact system. Energy in natural priorities, lifestyles and conser- humans have had and continue systems is translated into food, vation ethics. The search for to have on the earth, a major water, shelter, space and con- a modern day "good life" and challenge we now face is how tinued survival. This means all of its conveniences pro- to act more responsibly. We that the vitality of natural sys- duces mixed results for plants, must develop the awareness, tems is expressed by their animals, water quality and knowledge, skills and commit- ability to be self-regulating. people in the New River wa- ment necessary to encourage This capacity for self-regula- tershed. Some people see our others to act more responsibly tion makes it possible for all natural resources as little more when it comes to taking care natural members of an ecosys- than raw material for human of watersheds and the remain- tem to live in harmony. All use. Others believe that a ing natural areas. We must life forms of any ecosystem natural environment is to be develop the necessary under- must be considered. The mac- preserved completely undam- standing to restore areas where roinvertebrates in the water

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New River State Park, NC 5.1.4 March 1994 are just as necessary to a habi- Soon water will be taken The following activity is de- tat as the plants and fish. It is out of the New River to pro- signed to give you an under- this natural, dynamic balance, vide drinking water for West standing of how difficult the with all its inherent and essen- Jefferson and Jefferson. We decision making process can tial parts, that much of human know that water is taken from be. land use has tended to disturb. the New River for irrigation. The New River area of Human activities often go Many different forms of recre- northwest North Carolina and beyond the natural limits of ation are enjoyed in the New southwest Virginia was used an ecosystem. River watershed. The New as a hunting ground by Native The New River area is River and its watershed pro- Americans when the first growing rapidly. People are vide crucial habitat for many European settlers arrived in seeking undeveloped land plant and animal species. the late 1600's. The early set- along the river to build homes The Kanawha Minnow and tlers were from Virginia. They for retirement and for vacation Kanawha Darter are two ani- established an independent homes. Development, how- mals that are endemic to the way of life and farmed the ever, often conflicts with New River watershed. En- mountain valleys. Many of trying to protect the river's demic means they are found in the farms in the area have water quality, the plants and these watersheds and nowhere been in the same family for animals that live in and around else on earth! over 200 years. the river and preservation of Humans have the ability to In the 1960's the Appala- the area's natural beauty. This import energy sources that chian Power Company pro- is where different people have allow a system to exceed its posed building two dams on different ideas about how to natural limitsor to remove the New River as a source of best use the land and water energy sources that are neces- recreation and hydroelectric from New River and still en- sary for a system to stay in power. Opposition to this sure that the river remains an balance. For example, people plan came from a coalition of outstanding resource water. can dam rivers to make lakes groups such as farmers, fisher- Think back to your visit to which provide power and irri- men and canoeists who wanted New River State Park. We gation. Water from New River to keep the river as it was. know the New River provides can be used in factories, farms, The conflict from these water to Many towns and cities mills and other industries that opposing points of view came which is used in a variety of need large amounts of water to to an end when the coalition ways, including water for produce certain products. All succeeded in having a 26.5 drinking, for industry and of these activities affect the lifemile section of the New River sewage treatment. Many dif- in and around the New River. established as a component of ferent forms of recreation are So how do we make land the National Wild and Scenic enjoyed on and around the use decisions that will benefit River system. New River, including fishing, the local economy and still Conflict over land use canoeing, tubing, hiking and protect our natural resources? along the New River continues nature study. The river is also today. This time it is between home to a wide variety of conservation groups who want plants and animals. to preserve the landscape and its traditional uses, and devel- opers who want to build new °- homes along the designated Wild and Scenic section of , -n=.:1` - /94-Cafferiy. Ecansnan93 - the New River. 0 1931/19919. and BardeaP33133.19 13,99.11,

New River State Park, NC 5.1.5 9 r) March 1994 Post-Visit Activity #2 New Development?

40. Educator's Information: Major Concepts: 1987,1992. Council for River basin Environmental Education. {very human use of land Water quality Adapted with permission -41-:in the New River Basin Land use planning from Project WILD. In has a positive or negative Resource Management North Carolina, Project effect not only on the New Stewardship WILD is part of the N.C. River, but on the water, WILD environmental Learning Skills: education program. For wildlife and people from Observing, predicting, information about N.C. here to the Gulf of Mexico. communicating WILD, contact the N.C. What we do with land is a 'Decision-making, Wildlife Resources reflection of our priorities participating effectively in Commission, Division of and lifestyles. The search for civic affairs Conservation Education, 512 Responding critically and N. Salisbury Street, Raleigh, a modern day "good life" and creatively to environmental NC 27604-1188. all of its conveniences problems produces mixed results for plantS, animals, water quality Subject Areas: Objectives: Science Name two species in the and people in the river Social Studies New River Basin that are basin. Some people see our English Language Arts listed as endangered, natural resources as little * See Activity Summary for threatened or special mOre than raW material for a Correlation with DPI human use. Others believe objectives in these subject concern. areas. Define endemic and list that the natural environment one example of an is to be preserved without Location: classroom endemic species in the regard for human needs. Still others yearn for a balance Group Size: 20 30 students New River Basin. Predict positive and between development and Time: One to three 45-minute negative effects of at least protecting our resources. periods five potential land uses on Very real differences of the South Fork-New Riveropinion regarding these Appropriate Season: any watershed. i-ssues exist between well- meaning people. Materials: Balance the need to Provided by educator: protect water quality with At the core of land use Per student: one copy of economic and other issues is the concept of Student's Information and concerns while working growth. Growth in natural Special Species Fact Sheet. systems has inherent limits, Per group: scissors; masking with a group to arrange tape; paste or glue; paper; one land use cutouts on a imposed by a dynamic copy each of Legend and Land watershed map. balance of energy between Use Cutouts, Topo Map of the Describe at least three all parts of the system. , South Forkof the New River, ways that individuals can Energy in natural systems is and New River to the Gulf of translated into food, water, Mexico contribute to improving water quality in their shelter, space and continued Credits: "Dragonfly Pond," watershed or river basin. survival. This means that the Project WILD Aquatic vitality of natural systems is Educatiog Activity Guide expressed by their ability to

New River State Park, NC October 1998 be self-regulating. This Fork New River watershed groups until the end of the capacity for self-regulation as a microcosm of -activity. Interest groups are: makes it possible for all environmental concerns in A. Residents people natural members of an making management who want to live there. ecosystem to live in decisions. They will contend B. Farmers want to harmony. All life forms of with the arrangement use the land to raise food. any ecosystem should be of overlapping and C. Businesses want to considered. The macro- conflicting land use land for commerce invertebrates in the water uses in an effort to and growth. are just as necessary to a protect the water D. State park habitat as the plants and quality. When the wants to fish. It is this natural students reach a consensus preserve and dynamic balance,with all its about land uses, they will protect the watershed for inherent and essential parts, discuss how their plants and wildlife, that much of human land use arrangement of land uses recreation, drinking water has tended to disturb'. may affect the river and historic sites. Human activities often go downstream. The activity E. Highway department beyondthe natural limits of aends with the idea that the wants to build a bypass setting. Humans have the planet is, in fact, a single road to ease traffic ability to import energy interconnected water system. congestion in town. sources that allow a system Instructions: F. Textile factory to exceed, its natural liinits wants to construct a huge 1. Prepare photocopies as or to remove energy sources factory that would provide described in the Materials that are necessary for a 500 jobs and boost local section. Explain the activity. system to stay in balance. economy. Tell the students that they For example, people can dam G. School representatives will work together to rivers to provide power, want to build a new arrange the pattern of land drinking water and irrigation. school to accommodate use within the New River Water from the river can be more students due to rapid watershed so that the impact used in factories, mills, growth of the town. on the water quality is sewage treatment and - H. Hospital minimized. Remind other industries that representatives propose them that same of need large amounts building a new hospital to the land uses are of water to produce service the community in conflicting and certain products. the future because of . they will have to All of these expected growth and make some tough activities development-in the area.- management affect life in I. County and state decisions. Pass out the the New representatives believe it Student's Information and River Basin. is essential to have a bigger Special Species Fact Sheet The purpose of landfill and a.newer, more and have the students read this activity is to efficient wastewater them. encourage students to wrestle treatment plant. 2 Oivide the class into with development, local 3. Pass out the Topo Map of teams of three to five, with economy, and stewardship the South Fork of the New each team representing one of natural resources. The River. Read the following of the interest groups. students will use the South text to the students: Students will stay in these 100 New River State Park, NC 5.2.2 October 1998 "You will be using a special habitat requirements each land use. Guide the class simplified enlargement of a and most are protected by discussion so the topographic map of a law. The purpose of placing consequences of each land section of the South Fork of these on the topo is to make use are considered. Record the New River. Topographic the decisions more realistic. these on the chalkboard. is derived from the Greek These:species are described 7. Haye the students work in words topos, meaning place, on_the Special Species Fact their, groups long enough to and graphein, meaning to _Sheet." begin to seriously grapple write or !draw. Thus, a 4. Pass out the Legend and with the challenge. topographic (topo) map, is a Land Use Cutouts sheet and 8. Invite each group to drawing or picture of a the Topo Map of the South display and describe their place. One feature on a topo Fork-of the New River. Have work in progress. Encourage map is contour lines. the students cut out the land discussion of their choices. Contour lines are thin lines use pieces. When they fasten In the discussions, that indicate the contour of the cutouts to their topo map, emphasize that: the land and its elevation. / suggest that no land use can be The distance between they use small excluded contour lines on your loops of tape. wildlife habitat must be map is'10 feet This will allow preserved Where the lines them to change everyone within their are very close their minds before small group must agree together, the they paste them down. Discuss how their plans terrain is steep. 5. Place the following rules will impact the various Level terrain is indicated by on the chalkboard: interest groups. Look for contour lines that are farther all land use cutouts the consequences of their apart. The steepness of the must be used; the cutouts proposed land use plans. Be terrain will dictate what may be cut smaller firm about this being a very types of land uses can occur. cutouts may touch, but difficult set.of choices. For example, you would not may not overlap Remind them that for certain put a landfill on a steep no cutout, except for habitats this is a "no-win" ridge. A legend explaining the state park, can touch or situation in many ways. The other map symbols is cover a "SpeGial Species" best that can be hoped for is included on the Legend and circle that the land use plans will Land Use Cutouts page." vegetable farm and minimize the threats to the Tell your students to landfill must be on relatively river and the special plants spend some time in their level land and animals. groups discussing features both textile factory and and symbols on the topo wastewater treatment plant map. Practice locating must touch the river ridges, summits; rivers, no cutout can touch or highways, etc. Then read cover an existing building the following text aloud: 6. After the students have "Notice that there are cut out the necessary four species of animals and materials and are ready to one plant species on the map make land use decisions, where they might naturally have them create a list of occur. These species have pros and cons for

New River State Park, NC 5.2.3 1 0 1 October 1998 Assessment: to water quality and the Extensions: 1. Display all the final land special species? End the 1. Prepare a travel brochure use plans for everyone to see activity with a discussion of describing tourist and discuss. Analyze and solutions, rather than attractions, natural beauty discuss_the merits of each problems. For example, and quality of life in the approach. Point out that some industries have New River Basin. although there are no perfect developed new technology 2. Collect newspaper articles solutions, the damage to the that allows them to remove for local water and land use New River can be- harmful waste using a issues as a current events minimized. scrubbing filter. Maybe activity. 2. Review such a filter could be'used 3. Learn more about the information on their textile factory. Basinwide Management about protected Some communities approach used by the North and/or endemic have employed new Carolina Division of Water species in the technology to Quality (919) 733-5083. New River Basin. collect methane 4. Find out about zoning Ask students to (a common gas laws and land use give their opinions generated by regulations in your area. would it matter if decomposing Would the plans proposed these species were lost? Are garbage) and by your students in this some morelmportant than have used it as a fuel source. activity for the South Fork others? Explain. 5. Ask students to create a Neiv River actually be 3. Pass out the New River to list of things they personally- allowed in your community? the Gulf of Mexico sheet. can do to begin to improve 5. Send a representative Choose one of the groups' water quality and reduce the sample of the students' land land use plans and connect potentially damaging effects use plans to the park. (We their plan to the New River of their own lifestyles on would appreciate the to the Gulf of Mexico map. downstream habitats. If feedback.) Then, ask the students to possible, invite them to brainstorm possible positive report periodically and negative effects that this throughout the school year land use plan could have on on their progress in carrying the water quality and people out these new practices. downstream. For example, Discuss with them the if this group represented the concept that all the textile fktory, you could ask waters of the about the effluent. How will planet are, in fact, it be treated? Where? 1E3f part of an whom? Where will it go? interconnected water What effect will it have on system. water quality? 4. Ask the students to look again at all of the land uses in this activity: What can people, who are-responsible for these various land uses, do to minimize the damage

New River State Park, NC 5.2.4 October 1998 The New River Basin in increasing the tax base and their recreational needs and North Carolina is famous for creating neW jobs. This is to earn a living. Tourism small town friendliness, understandable, but and resort development, clean air, low crime, rural sometimes development along with water-oriented beauty, and last but not least, conflicts with-protecting the businesses such as canoeing the ancient New River. river and the plant and and trout fishing are just two Long protected by her animal species living in the examples. mountain walls from exces- watershed. This is where The New River and its sive development, the New different people have watershed provide crucial River has become, in recent different ideas about how to habitat for many plant and decades, one of the last sites best use the land and water animal species. Four fishes of tranquility in the eastern from the New River and'still the New River shiner, United States. ensure that the New River is Kanawha minnow, Kanawha But the scenery is scenic and clean. ,darter, and Appalachia darter changing. The national Think back to your visit are endemic to the upper scarcity of water and rural to the New River State Park. New River watershed. land, along with the We know that most of the Endemic means they are abandonment of many local water users throughout the found in this area and ' farms, has made the land New River Basin, including nowhere else on earth! surrounding the New River industry, agriculture and the So how do we make land attractive to developers. watershed's nearly 54,000 use decisions that will More and more farms are residents, rely on the surface benefit the local economy being turned into water for basic needs such and still protect our natural subdivisions and shopping as drinking water, water resources? The following centers. Homeowners see supply for other uses, and/or activity is designed to give the rural countryside as an disposal of treated you a feeling for how escape from their urban wastewater. In addition, difficult the decision-making lifestyles; developers see it many businesses and process can be. as a wonderful business residents of the New River opportunity; and Basin rely directly or government planners see the indirectly on the 825 miles land as something to use to of river, including575 miles help the local economy by of trout streams, to meet

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4cCefferty: Aquatic Entomology. Boston: Jones and Bartlett Nblohers. Reprinted by permission.

New River State Park, NC 5.2.513 October 1998 I' sI

Definitions Eastern Hellbender (Cryptobranchus Extinct - The complete dis- alleganiensis) appearance or absence of a species. When a species is' A huge salamander (12 to extinct, it is gone forever 20 inches), also called a with no survivors. mudpuppy or waterdog. Its he'ad is flattened and each Endangered - A species side of its body has a which is at risk of becoming wrinlded, fleshy fold of skin. extinct. Its coloration varies from gray to yellowish brown to Threatened - A species almost black, and it often has which is at risk of becoming scattered dark splotches. endangered in the hear The eastern hellbender needs future. to live in large, clear, fast- flowing streams with plenty Special Concern - A species of shelter in the form of that requires monitoring large rocks, snags, or debris. because it is at risk of This salamander is harmless becoming threatened in the but many fishermen, near future. believing it to be poisonous, will cut their lines and sacrifice their gear rather than unhook it. Status: Special Concern in the North Carolina mountains.

Kanawha Minnow (Phenacobius teretulus)

An endemic fish found in gravel riffles of creeks and tributaries of the upper New River. Notice the forked tail fin and large eyes. The Kanawha minnow is a food source for larger Status: Special Concern in North game fish of the New River. Carolina and the United States.

1 (-I4 New River State Park, NC 5.2.6 October 1998 Special Species Fact Sheet continued

Virginia Spirea (Spiraea virginiana)

A rare wildflower in North Carolina, this small shrub with pointed leaves has clusters of white or pink flowers for several weeks in June and July. It grows along steep sections of stream banks and is threatened by grazing aninials, bank clearing, trampling, bank erosion, and competition from very fast growing, non-native plant species. Status: Threatened in the United States; Endangered in North Carolina.

Bog Turtle (Clemmys muhlenbergii) Water Penny Beetle Measuring 33 1/2 inches in length, this (Family Psephenidae) water turtle is the smallest turtle in North Carolina. It is easily identified by its orange Often found attached to rocks, water head patch. Although the bog turtle still pennies are flattened, round or oval- inhabits the New River watershed, it is rare shaped, soft-bodied larvae, usually about or completely absent in many regions where as large as the end of your pinky fmger it was once fairly abundant. It lives in damp (46 mm). grassy fields, bogs and marshes. The fact When water pennies reach that humans continue to drain these areas for adulthood, they become riffle beetles. cattle grazing and development has caused These small, hard-bodied, crawling its decline. aquatic beetles live out of the water. Status: Threatened in the North Carolina They are often found on river banks or mountains and piedmont. on rocks in the river (especially when laying eggs). Both adult and larvae feed on plants. Status: Threatened in North Carolina.

New River State Park, NC 510 5 October 1998 a a I

LEGEND FOR TOPO MAP Building Contour lines (10 ft. intervals) Highway Dirt road )

VACATION VACATION HOMES HOMES CATTLE GOLF COURSE FARM

VACATION HOME SUBDIVISION WASTEWATER TREATMENT FIRE PLANT STATION VEGETABLE FARM

SCHOOL

TEXTILE FACTORY

LANDFILL STATE PARK

HOSPITAL

106 New River State Park, NC 5.2.8 October 1998 Topo Map of the South Fork of the New River

107 New River State Park, NC 5.2.9 October 1998 New River to the Gulf of Mexico NIP/

Pennsylvania Indiana Ohio Illinois Ohiover

Mississip ver West Virginia Ohio i ver Point Pleasant K.whatirr 'Cairo Missouri Kentucky Virginia New River

Arkansas Tennessee *Boone Rtleigh

orth Carolina.

Mississip si River South Carolina

Mississippi Georgia Loiusiana Alabama

Legend

IS 0 New & Kanawha New Orleans.** Florida rivers Ohio & Mississippi rivers State Boundary Gulf of Mexico - Land.

Water

Scale = 100 miles

1 3 New River State Park,,NC 5.2.10 October 1998 a

I

Major Concepts: Environmental issues Water quality Land use planning River basin management Stewardship

Learning Skills: Observing, communicating, inferring, predicting Problem-solving, participating effectively in civic affairs Asgessing the validity and Objectives: Educator's Information: accuracy of ideas Analyze a news article his activity gives students about a current land use Tthe opportunity to study Subject Areas: issue in the New River land use issues in the New Science Basin. Distinguish Social Studies River Basin. In Part I, the English Language Arts between facts and students will analyze a 1995 *.See Activity Sununary for opinions, and make news article about the a Correlation with the DPI inferences regarding the subdivision development objectives in these subject beliefs and values of the occurring near the state areas. individuals and groups park. They will identify Location: classroom interviewed by the interest groups (stakeholders) reporter. and make inferences about Group Size: 20 30 students Collect and organize facts the value positions held by and opinions about a these groups. In Part II, Time: Part Ione or two 45- current environmental minute periods; Part IItwo students are given an or three class periods issue by using interviews, opportunity to gather and surveys, questionnaires organize facts about a Appropriate Season: any and opinionnaires. current environmental issue. Work in groups to develop The subdivision development Materials: solutions to a current Provided by educator: is used as a model to Per student: one copy of environmental issue. The illustrate teaching Student's Information and solutions should be based techniques. After doing Issues Analysis Worksheet, on the facts the students their research, the students pen or pencil have gathered and should are invited to develop Per group: one copy of Find represent ,a win-win the Facts Worksheet and solutions to the issue that are Meet the Players Worksheet approach for the major based on known facts and interest groups they have are fair to all parties. identified.

109 New River State Park, NC 5.3.1 October 1998 Instructions: organized on the worksheet. government officials, Part I - Issues Analysis If the students are unfamiliar various environmentalists, with values, read and .the Chamber of Commerce, 1. Photocopy the Student's discuss each of the ten value and a developer. Who else Information and Issues types given in the Student's might have a stake in this Analysis Worksheet for each Information. Tell the issue? If you were a student. Pass out these students that they should be newspaper reporter, whom handouts and explain: able to find eight more would you like to interview? "Today we'll be studying an players in the news article, Answer: Accept a wide environmental issue in the in addition to Frank variety of answers here. New River Basin. You will McCleneghan. However, Other stakeholders might be read an actual news article two of the eight players are recreationists, tourists, that describes the identified by a group name politicians, real estate subdivision development only (no spokesperson agents, local school projects that were being given). The educator should officials, businessmen, planned and constructed decide if students will work policemen, farmers, senior along the New River near theindependently or in groups citizens, etc. state park in 1995. Your task to complete the worksheet. B. Did all the will be to identify the environmental groups have individual players and 3. When most of the the same beliefs and values? interest groups that have a students have completed the Answer: NO, the stake in this issue. When worksheet, use the Answer spokesman for the you identify a player, try to Key in this activity as a Committee to Save the New determine what that person guide to checking answers. River seemed to 1ndicate believes about the Expect some deviations that development was development projects and from the Answer Key; ask compatible with his desire to what values may be your students explain their "save the river." However, important to him or her. reasoning. other environmentalists Record your answers on the were convinced that Issues Analysis Sheet. 4. Use the following as a development would harm Notice that ten values are discussion guide or ask the river. If the Committee listed and described at the students to write their to Save the New River is end of the Student's answers: composed mostly of local Information. Use these A. The players citizens, they may be more value terms When interviewed for this article interested in economic completing the 'possible were a resident, several values than environmentalists values' section of the who do not live in the river worksheet." basin. .Further interviews are necessary to better 2. Do a guided practiee understand the value ,using the examples given on positions of these groups. the Issues Analysis C. Did the developer and Worksheet. Read aloud the the Chamber of Commerce first two paragraphs in the agree? "New Currents" article, then Answer: Although both show the students how the the developer and the information should be Chamber are interested in 110 New River State Park, NC 5.3.2 October 199.8 sentence indicates that facts define the problem. The or data might be available: newspaper article has alerted "The river has since suffered us to a possible problem but from insufficiently treated did not supply us with many sewage from municipal facts related to the scope of systems, sediment from golf the problem. How much courses and logging will the water quality be operations, and a variety of impacted by development? other problems." Perhaps at Will the development be the time the article was done in an environmentally- economic values, they did written the actual data was sensitive way? How much not agree that the not available to the reporter development can occur in a development projects would as he does not cite it here. watershed before the water improve the local economy. E. What types of studies quality is unacceptable? The developer thought that could be done to gather facts Without more information, bringing in more tourists about the potential impacts' _any solution we create will and building more summer of development in the river be meaningless. homes would not adversely basin? G. Why is it important to affect other activities in the Answer: Water quality understand the positions of watershed. The Chamber studies could be conducted the major players or interest had mixed feelings, downstream from areas groups before 'we try to believing that too many where development projects create solutions to an homes would spoil the are already underway. These environmental issue? beauty and possibly areas could be compared Answer: Environmental diminish the tourist trade. with other parts of the river issues are usually complex D. Fact or Opinion? Ask that have no development. and require everyOne's students.to skim the article Reseal-di could also be done cooperation if we are to again to locate "just the to find case studies where successfully deal with them. facts" about the development projects were We need to consider development projects and allowed in river basins everyone's ideas so that our their impact on the river. similar to the New River. In final solution will be as fair List facts oil the chalkboard addition, a sample of tourists and/or ask students to and recreationists could be underline or highlight facts surveyed using on their copies of the questionnaires or Student's Information. opinionnaires to determine Answer: Most of the how tourism might be facts given in the article impacted by the subdivision focus on the number and projects. sizes of subdivision F. Why is it important to projects, the costs/values of get all the pertinent facts land parcels, and how many about an environmental lots have been sold to date. issue? Most of the information Answer: In order to given about potential create a reasonable solution impacts is speculation or to an environmental issue, opinion. However, one we need facts to help us

New River State Park, NC 54311 October 1998 as possible to all the players. development. The reporter have collected and com- Of course, there are laws is primarily concerned about piled. If facts from different that can be used to force the river ecological experts appear to diSagree, peopld to act in responsible values are emphasized. try to find out why. ways. However, it is usually better to seek a win-win Part II - Generating 2. Next, it's nine to learn solution first one that all Solutions more about the major parties can commit to. players or stakeholders in H. Other than the 1. The "New Currents" ar- the issue. In some cases, the obvious environmental ticle alerted us to a major individuals providing facts issue, what other issue(s) environmental issue in the may also be able to give does the reporter imply in New River Basin, Whether opinions or speak for a his article? your class is interested in particular interest group. Answer: A diversity generating solutions for a However, it is usually more issue the major developer land use issue in the New helpful to find the facts first in the area is marketing his River Basin, or some other before interviewing interest lots to Cuban-Americans groups regarding their environmental_ issue, the whose primary language iS first step is to gather more beliefs, values and position Spanish. Most of the facts and define the scope of on the issue. (In an attempt residents and tourists the problem. This could be to persuade other people that currently in the New River done in several ways. One their position is the correct Basin are Caucasians who approach is to invite indi- one, some groups may speak only English. There viduals who are knowledge- distort the facts or present are obvious cultural able about the issue to visit only those facts that support differences that may cause your school and be inter- their argument.) The Meet misunderstandings or viewed by your students. If the Players. Worksheet in difficulties in this is done, you should this activity will help your communication. Another screen the list of interview students get started on a issue (implied) is that of questions and give the re- New River land use issue. outsiders (Florida sOurce person'a copy of the Again, resource people are developers) destroying the questions in advance. An- listed in this activity.Call natural resources of our state other approach is to have the park for updates on for their own profit. This is students mail out question- contacts for citizens groups hinted at in the subtitle of naires or letters requesting and nongovernmental the article, "Developers specific facts from the ap- stakeholders. Whether from Florida are turning propriate government offi- students do face-to-face farmS along Alleghany's cials and/or scientists. You interviews or receive legendary river into a maze could divide the students information via of resort homes." into teams and assign each opinionnaires sent in the I. Do you think the news team specific questions-to mail, all information reporter gave us a balanced answer or facts to research. collected should be shared treatment of the issue? Is A list of agencies or contacts with the other teams. there any bias toward one for the New River Basin is side or the other? . given in this activity. Of 3. Give each team a class Answer: Most of the course, each team shOuld re- period to review the people interviewed in the ceive a copy of the informa- information collected and article were opposed to the tion that the other teams create a reasonable and fair

New River State Park, NC 5.3.4 October 1998 solution to the issue. You Assessment: Extention: and,your students may want 1. Use a current news article Discuss types of actions to develop criteria that about an environmental that students can take to help define "reasonable and fair issue in your county or resolve the subdivision issue solution." Some ideas are region. Ask students to find or other environmental issue that it should be based on all the players and write of importance to the the pertinent facts, every inferences regarding their students. If possible, choose group should "win" beliefs and values. What a responsible action and something, and the solution facts are given in the article? carry it out as a class or as should consider long term Is there an obvious bias? individuals. Evaluate the effects. Each team should outcome of your actions. present its solution to the 2. Ask students to write an class; discuss which essay giving their arguments solutions are most likely to pro or con about the work and why. You could subdivision development also generate a class projects. They should also solution that incorporates describe a solution and the best ideas from all the explain why they support it. team reports. Send a copy of your class solution to the 3. Give students an appropriate state and local assignment to collect facts officials. and determine positions of interest groups regarding an environmental issue of their choice.

To Order a copy of the New River Basinwide Water Quality Management Plan, contact the NC Division of Water Quality, P.O. Box 29535, Raleigh, NC 27626, (919)733-5083 ext. 360

113 New River State Park, NC 5.3.5 October 1998 List of Contacts:

For questions about... Contact:

Water Quality Data available on the New River NC Division of Water Quality, (919) 733-5083, Basin ext. 573; US EPA-Office of Water, www.epa.gov/surf/IW110505001/index.html

Endemic or listed species in the New River NC Natural Heritage Program, (919) ,733,-4181; Basin; wildlife habitat improvement NC Wildlife Resource Commission (919) 733- programs 7123; NC Nature Conservancy, (919) 967- 5493.

Building permit requirements . Alleghany Co. Building Inspector, (336) 372- . 8974; Ashe Co. Building Inspector (336) 246- 1855.

Sewage treatment & water supply Alleghany Co. Health Department, (336) 372- 5641; Ashe Co. Health Department, (336) 246- 9449; Ashe Co. Sanitarian (336) 246-9449; Alleghany Co. Sanitarian, (336) 372-8831; Jefferson Raw Water Plant, (336) 982-2828

Erosion control requirements NC Division of Land Resources, (919) 733- 4574; US EPA-Office of Water, www.epa.gov/ surfilW1/0505001/index.html

Environmental Impact Statements NC Dept. of Adthinistration, State Clearinghouse, (919) 733-7232;

Acreage of developments Alleghany Co. Register of Deeds, (336) 372- 4342; Ashe Co. Register of Deeds, (336) 246- 1841

Maps of subdivisions Ashe Co. Mapping Office, (336) 246-1836; Alleghany Co. Mapping Office, (336) 372- 8291

Future shopping centers; vegetative Ashe Co. Planning Office, (336) 246-1830; buffers Alleghany Co. Planning Office, (336) 372-5473

Road improvement plans NC Dept. of Transportation (336) 667-9110 or (336) 667-9117

Flood plains Alleghany Co. Natural Resource Conservation Seri/ice, (336) 246-5461; Ashe Co. Natural Re- source Conservation Service, (336) 372-4645

New River State Park, NC 5.3.6 October 1998 Student's Information

NOTE: This is a reprint of an actual news article that appeared in the Winston-Salem Journal, Sunday, February 5, 1995

Currents Developers from Florida are turning farms along Alleghany's legendary river into a maze of resort homes

By Vincent Morris JOURNAL NORTHWEST BUREAU pINEY CREEK After a recent walk Spte officials and environmentalists say that with his beagle pup, Frank McCleneghan Legra's developments and others like them stopped to savor the sight of the sun rising threaten to alter the New River in far-reaching from behind a ridge along the New River. ways. They say that the rural, pastoral character "I tell ya, the combination of the river and the of the New will be lost if houses sprout up like flood plain and the trees...it's beautiful," says so many mushrooms. McCleneghan, a retired stockbroker from Jay Wild, a longtime park ranger, said people Winston-Salem. ( don't realize all the forces that are intruding on But the scenery is changing. the river. "People take it for granted that the Such developers as Elias Legra, a Florida river is OK. It's not," said Wild from the park citizen born in Cuba, are turning more and more office in Ashe County near the small mountain farms into subdivisions. Legra, who made a community of Wagoner. living buying and selling real estate in Miami, is Fears about the river's future are not new. the biggest of a handful of developers who In 1962, Appalachian Power Co. proposed a envision the mountains of Alleghany County as hydroelectric dam that would have flooded North Carolina's next resort area. 40,000 acres. It was bitterly opposed. After a "In Miami, there is traffic, crime and stress, 14-year fight, 26.5 miles of the river that flow but not here," says Legra, who recently started through the hills where Northwest North selling lots for Two River Country, his second Carolina meets Virginia were designated as part major project along the river. of the National Wild and Scenic Rivers system. Legra says he has sold about 14 lots at Two Land was set aside for a state park along the River Country, a 942-acre development near the river's banks, but little else was done to confluence of the North and South forks of the specifically protect it, says James H. Coman III, New River that adjoins New River State Park the executive director of the National Committee property. His previous project, on the-other side for the New River. The river has since suffered of the river, spanned more than 500 acres and from insufficiently treated sewage from bordered the Virginia state line. He says that municipal systems, sediment from golf courses most of the more than 300 home sites in the and logging operations, and a variety of other development, called River Country, are sold. So problems. Alan R. Clark, the coordinator of a -far, however, houses have been built on only a basinwide study of the river being conducted by small number of lots. the N.C. Department of Environment, Health and

New River State Park, NC 5.34 .1 5 October 1998 Student's Information continued

Natural Resources, said that development and the river compromises his work on the similar sources of pollution worry him more committee. than sewage-treatment plants or factories. Legra has maintained that his plans will not "It's sort of a low-grade type-of problem that harm the river. He said that he has heard virtually builds up over time. That's the scary part," he no opposition to any of his developments and that said.Last summer, construction at Legra's what little there is is based on jealousy. "We River Country and Two River Country - have brought a lot of tourists here. People who accelerated. Alleghany building inspectors didn't know this county existed now own visited the river developments weekly. The property here," he said. As for concerns that the register of deeds said that five to 10 home sites a homes he builds will affect the river, Legra week were being sold. Trees were cut down, and dismisses them. "I guide everything that is built. new graveled roads were blazed. Fresh We don't want to change this area," he said. subdivisions with such names as River Legra has done his own promoting. Besides Highlands, River Paradise and River Escape taking out Spanish-language advertisements in went on the books. Florida, he invited a busload of guests to view his State park rangers and preservationists are lots for themselves last fall. alarmed that some of the subdivisions are going A chartered bus brought the guests from the up near the visual corridor that defines the Piedmont Triad International Airport to outline of New River State Park. Dozens of Alleghany. After chugging up the road.past cows developments on the banks and nearby hills are and ramshackle barns to Legra's property, the planned or under way. bus stopped, disgorging a party of Cuban- Other Florida developers in Alleghany own Americans. The gate to the development is large tracts. Pedro Hernandez's 61 parcels are ringed with Latin and South American flags, valued at more than $300,000; and JoseCadi though Legra says it is not intended only for andRene Carrasco's Raven Holdings Inc. owns Hispanic buyers. He showed the group model more than 90 parcels worth more than $1 homes and available lOts. million. Hernandez, Cadi, Carrasco and other Patrick Woodie, the executive director of the developers with interests in the New River Alleghany County Chamber of Commerce, says section of Alleghany could not be reached for that the Legra project puts the county in an comment. awkward position. Though he and others agree County tax records show that nearly 200 that tourism is important to the local economy, parcels of land are owned either by Legra and they worry about its size. Woodie says that too his wife or by one of several corporations he many "getaway" homds could spoil the region's owns, Legra Land Investors Inc. being the pristine quality. Alleghany, he notes, calls itself largest. Though the appraised value is listed at "the unspoiled province." He wonders how $1.2 million, the actual value is much higher as many people will want to visit the river if houses lots are sold individually, say-officials. Legra's line both sides of it. lots have sold for as much as $16,000 for a half- acre. *if* end of article ### All of the development has put Edmund Adams the president of the Committee to Save the New for the past few years in an odd situation. Adams, a lawyer in Sparta, does most of the legal work, such as title searches, for Legra. He said recently that he doesn't think his wOrk helping Floridians develop land around 116

New River State Park, NC 5.3.8 October 1998 Student's Information continued

Value Descriptions:

Ethical: present and future responsibilities toward the environment and things in the environment

Moral: "should" and "should nots" regarding how humans treat fellow humans

Political: the activities, functions, and policies of governments and their agents

Economic: the use and exchange of money and materials

Religious: belief systems which are based on faith

Educational: understanding how natural systems operate

Aesthetic: appreciation of the environment through the senses

Recreational: use the of environment for leisure activity

Ecological: maintenance of the health of natural systems (includes ideas of balance, stability, integrity and diversity)

Health: maintenance of positive human physiological conditions in relation to the environment

1 1 P", New River State Park, Ng 5.3.9 October 1998 Issue Analysis Worksheet

Player's Interest Group Belief/ Possible

Name Represented Statement _ Values:

Example: Frank Resident (retired Scenery is-beautiful Aesthetic McCleneghancitizen) Walks dog here Recreational

_

"State officials and environmentalists" . _

. ,

. .

, , .

. "Park Rangers & , Preservationists"

. ,

New River State Park, NC 5.3.10 October 1998 Issue Analysis WorksheetAnswer Sheet

Player's Interest Group Belief/ Possible Name Represented Statement Values: , Example: Frank Resident (retired Scenery is beautiful Aesthetic McCleneghancitizen) Walks dog here Recreational

Elias Legra Developer No traffic, crime, stress here Health . Bring lots of tourists Economic Won't change .area will guide Ethical/ development Ecological , "State officials and Pastoral character will be lost Aesthetic environmentalists" Political

Jay Wild Park Ranger River is not OK Ecological & (state official) Fear for future possibly Ethical

James National Comm. Little has been done ro protect the Ecological & Coman III for New River river from sewage, sediment and otherpossibly (environmentalist?)problems Ethical

Alan R. State Official w/ Low-grade problems build up over Ecological -Clark DENR - time Ethical , Political

"Park Rangers & Visual corridor is being affected Aesthetic Preservationists" (Recreational?)

Edmund Committee to (inferred only) . Adams Save the New it is possible to develop the area & Economic & (environmentalists?)"save" the New River at the same timeEcological

Patrick Alleghany Tourism is important Economic Woodie Chamber of But too many homes spoil pristine Aesthetic/ Commerce quality Ecological Who will want to visit? Economic/ Recreational

119 New River State Park, NC 5.3.11 October 1998 Find the Facts Workheet

The "New Currents" article in the Student's Information gives some facts regarding the subdivision projects underway along the New River and the impacts on the environment. Briefly note major facts here:

Many facts that can help us define the scope of the problem are missing. Asking the right questions could help us find out more. Look at the questions below. Write a few of your own and think about who could give you the answers.

1. How many acres of land have been developed since 1995 when the article was written? 2. Where are the subdivisions located? Are there maps available that show the subdivisions? 3. Have Environmental Impact Statements been filed on any of the developments? Are diey required for these projects? .4. How have current subdivisions affected the water quality? Is data available on pH, turbidity, dissolved oxygen, or other characteristics? 5. Are any of the subdivisions located Within the 100-year flood level? 6. What t&chniques are being used to control erosion during construction of homes and roads? 7.Is a vegetated buffer required between house lots and the streams or the river? 8. Where will homeowners get their water? How will this impact the flow of the river? 9. What types of wastewater treatment are being used individual septic systems, treatment plants for each subdivision, or other methods? Where will the treated water enter the river? 10. Where will stormwater runoff go? Are there ditches, drains or sewers leading into the river? 11. Are there any.listed species (endangered, threatened or special concern) in or near the subdivision area? 12. What is being done to protect wildlife habitats? 13. Are any improvements being planned for the curvy mountain roads leading into the subdivision in order to accommodate increased traffic? 14. Are there any plans for new stores or shopping centers to serve all the new residents?

New River State Park, NC 5.3.12 October 1998 Meet the Players Worksheet

Now that we have some facts, let's meet the players in the subdivision issue. Which interest groups do you think are the major players who will take an important role in carrying out the solution to this issue? List them here:

Next, develop questions you would like to ask each group to learn more about their position on the issue and their beliefs and values. Consider the questions below and write some of your own. ,You may have to give the players a brief summary of the issue before conducting your interview or before asking them to complete a written opinionnaire.

1. What group-do you represent? How many members d6 you have and what are the goals of your organization?

2.Is your group for or against the subdivision development along the New River? Why?

3. What are your group's goals or dreams as far as the New River is concerned?

4. What solution to this land use issue seems fair and reasonable to you?

5. What is your group's primary concern what one thing is vital that you would not be willing to give up when trying to solve this issue?

6. What would your advice be to citizens wanting to take action for or: against the development?

7. What do you think the New River Basin will look like ten years from now?

8.Overall, do y6u think the subdivisions will be good or bad for the local economy? Why?

9.Overall, do you think the subdivisions will be good or bad for water quality and wildlife habitats? Why?

10. How have current projects impacted water quality? Is there data available on this?

11. Are the roads in the new developments gravel or paved? Who will maintain them?

12. What techniques will be used to control runoff from the roads going into the river?

13. Are there any endangered species on the land that is being developed?

12.1 New River SCate Park, NC 5.3.13 October 198 Meet the Players Worksheet continued

14. What is being done to protect wildlife habitat in the developments and in the river adjoining the subdivisions?

15. What will happen to the sewage created by all the new homeowners?

16. Where will the homeowners get their water? Will it affect the river?

17. Have environmental impact statements been done are they required?

18. How will the subdivisions affect the local store ov41ers? Are there any plans for new stores or shopping centers?

19. Will the roads be safe for hikers, cyclists and children? Are there any improvements being considered for the curvy mountain roads that lead into the developments?

20. Will people be allowed to use pesticides and fertilizers on their new lawns? Is a vegetative buffer required between house lots and streams or the river?

21. Are any of the developments located within the 100-year flood level?

°

New River State Park, NC 5.3.14 October 1998 VCABULARY Adaptation - A change in the structure or Community - A group of organisms living activity of an organism that produces a better in a specific region under similar conditions, adjustment to its environment, thus and interacting with'each other through food enhancing its ability to survive and webs and other relationships. reproduce. For example, the flattened, oval Concerns - Matters that relate to or affect shape of the larva of the riffle beetle (called someone or something. a water penny) is an adaptation that helps it cling to the surface of rocks in swift waters. Contour lines - The imaginary lines, or their representation on a contour map, joining Algae - Simple, one-celled or many-celled points of equal elevation. plants capable of photosynthesis. They are usually aquatic and have no true root, stem Decomposer - An organism whose feeding or leaf. action results in decay, rotting or decomposition. The primary decomposers Anatomy - The branch of biology that deals are bacteria and fungi. They are very with the structure of living organisms. important parts of a healthy ecosystem. Aquatic - Living or growing in water. Decomposition - To rot or to break apart Atmospheric deposition - Particles from the into basic components. Decomposition atmosphere deposited on the earth's surface makes nutrients, such as nitrogen and in either wet Or dry form. - phosphorus, available for use by other Biology - The science that deals with the organisms. origin, history, physical characteristics, life Delta - A usually triangular, alluvial deposit processes and habits of living organisms. at the mouth of a river. Biotic index - Serves as an indicator of the Detritus - Dead organic matter, such as -health of a habitat. It is based on the fallen leaves, twigs and other plant and tolerance or sensitivity of plants and animals animal material, which exists in any to changes in environmental quality and is ecosystem. calculated using a simple formula. For Dichotomous - Divided into two parts, example, the health of a stream is groups or classes, such as a dichotomous determined by the number of individual key. Using a dichotomous key, one can organisms plus the diversity of species found identify an unknown organism by following there. the one branch of each pair that best Classification - The grouping of organisms describes the organism. into categories based on shared Distribution - The act of scattering or characteristics or traits. For example, any spreading out; the geographic range of an animal that has feathers is considered a bird organism. and is placed in the class Ayes. Furthermore, if the bird has its eyes in front rather than on Dissolved oxygen (DO) The amount of the side of its head, it is a member of the oxygen gas molecules dissolved in water. order Strigiformes (the owls). Fish and other aquatic animals depend on . DO for respiration.

New River State Park, NC October 1998 Diversity - In the bontext of theseactivities, Healthy - In the context of these activities, diversity refer§ to the variety (or number it refers to the cleanliness or purity of the of different kinds) of species of plants and stream water. animals. Indicator species - An organism whose Ecology - The science of the relationships presence or absence in a particular between organisms and their environments. environment can be used to determine the Ecosystem - Living organisms and their health of that particular environment. physical surroundings which interact with Insect - Any animal in the class Insecta, environmental conditipns, such as having a head, thorax, abdomen, and three temperature and rainfall, forming an pairs of legs on the thorax. Adults usually interdependent system. have one or two pairs of wings attached to Endemic - Confined or peculiar to a the thorax as well. particular locality. Key - In the context of these activities, a key Erosion - The wearing away of the earth's is an ordered list of significant surface by running water, wind, ice, or other characteristics of a group of organisms and geological agents; processes, including is used to identify unknown species. weathering, dissolution, abrasion, corrosion, Larva (larvae, plural) - The immature form and transportation, by which material is of an animal that changes structurally when removed from the earth's surface. it becomes an adult, usually by complete Estuary - The part of the wide lower course metamorphosis. of a river where its current is met and Leachate - The syrupy liquid formed when influenced by the tides. water (from precipitation) infiltrates the soil Food chain - The transfer of energy and covering a landfill and percolates down material through a, series of organisms as through the waste, picking up a variety of each one is fed upon by the next. For suspended and dissolved materials from the example: detritus » caddisfly larvae » decomposing waste. sunfish » otter. Macroinvertebrate - An invertebrate Food web - The interlocking pattern of food usually large enough to be seen without the chains which exist in an ecosystem. -aid of magnification. From macro (large) and invertebrate (without a backbone). Genus - In biology, a taxonomic category ranking below a family and above a species, Meanders - The winding and turning course used in grouping similar living things, either of a stream or river. alone or followed by a Latin adjective or Metamorphosis - A change in form, epithet, to form the name of an organism. It structure or function as a result of is the main subdivision of a family. For development. A physical transformation example all hickories belong to the genus, undergone by various animals during Carya. development from the larval stage to-the Groundwater - Water that seeps into the adult form. For example, through earth and is stOred in usable amounts in the metamorphosis, a hellgrammite (larval soil and nick below the earth's surface; form) becomes a dobsonfly (adult form). water within the zone of saturation. The change from a tadpole (larval form) to a frog (adult form) is another example of Habitat - The environmental conditions of metamorphosis. From meta (change) and an area where an organism naturally grows morphe (form). or lives; its environment. 1 4 New River State Park, NC 6.2 October 1998 Morphology - The biological study of the Point source pollution - Pollution that can form and structure of living organisms. be traced to a single point source, such as a Mussel - Any of various freshwater pipe or culvert (e.g., industrial and or saltwater bivalves (meaning the two wastewater treatment plant discharges). . shells are held together by a strong muscle). Pollution - A human-caused change in the Native - An organism originally found in a physical, chemical or biological conditions certain area; not foreign. of the environment that creates an undesirable effect on living things. Nonpoint source pollution - Pollution that cannot be traced to a specific point because Pool - A deep, still spot in a river, creek or it comes from many individual places or a stream. widespread area (e.g., urban and agricultural Precipitation - A general term for all forms runoff). of falling moisture including rain, snow, hail Nymph - The young of an insect that and sleet. undergoes incomplete metamorphosis, Predator - An animal that captures, kills differing from the adult primarily in size and and feeds on another animal. structural proportions (i.e. wings). Respiration - The process by which an Organism - A living thing. Examples organism takes in oxygen and releases include plants, animals, bacteria, virus and carbon dioxide; breathing. See: fungi. Photosynthesis. Osprey - A fish-eating hawk, having .Riffle - A shoal or a gravel bar in a shallow plumage that is dark on its back and white part of a stream that produces a stretch of underneath.. choppy, ruffled water surface. This area has Outstanding resource water - A legal a higher dissolved oxygen level than a designation given to very pure,-unpolluted stream's pool areas. stream water. Riparian - Pertaining to a bank of a river, Photosynthesis - The chemical process pond or lake. carried on by green plants in which the cells River basin - The total land area that that contain chlorophyll use light energy to contributes runoff to a particular river. .produce glucose (a plant food) from carbon Sediment - Deposits of soil or organic dioxide and water; oxygen is released as a matter which were suspended in water and by-product. See: Respiration. then settled to the bottom. It is often Physiology - The biological science of deposited in the water by runoff. essential and characteristic life processes, Silt t- A sedimentary material consisting of activities and functions; all the vital fine mineral particles intermediate-in size processes of an organism. between sand and clay. Plankton - Collective term for the mostly Snail - An aquatic or terrestrial mollusk microscopic plants (phytoplankton) and having a spiral shell, a broad retractile foot, animals (zooplankton) that float or drift in and a distinct head. oceans and fresh waters. These plants and animals are very important food sources in aquatic environments.

New River State Park, NC October 1998 Soil - A collection of organic and inorganic Topographic - The representation of particles, mainly composed Of clay, slit, surface features of a region on maps or sand and gravel. charts. clay less than 1/256 of a millimeter Tributary - A stream or river flowing into a (mm) in diameter larger stream, river or lake. The New River

silt between 1/256 and 1/16 of a mm and the Gauley River are tributaries of the - in diameter Kanawha River. sand between 1/16 and 2 mm in Volume - A quantity, bulk, mass or amount; diameter the amount of space occupied in three gravel over 2 mm in diameter dimensions. Species - The taxonomic category lo'cated Water - A transparent, odorless, tasteless after genus which consists of organisMs that liquid compound of hydrogen and oxygen have a high degree of similarity and can (H20) which occurs on the earth's surface mate and produce fertile offspring. as oceans, lakes, rivers, etc. Stewardship - The act of people taking Water pollution - Any human-caused responsibility for the protection and contamination of water that reduces its preservation of a clean and healthy usefulness to humans and other organisms. environment. Water quality - The chemical, physical, Succession - The gradual replacement of and biological characteristics of water with one comniunity by another. respect to its suitability for a parficular use. Taxonomy - A branch of biology dealing Watershed - All of the land area that drains with arranging and classifying organisms directly or indirectly into a creek, river, lake into natural, related groups based on some or other body of water. factor common to each, such as structure, embryology, biochemistry, etc.

New River State Park, NC 6.4 October 1998 References

Amos William H. 1969. "Limnology." For Earley, Lawrence.1990. "Taking a River's more information contact the LaMotte Pulse," Wildlife in North Carolina. August. Chemical Products Company, Education For more information contact NC Wildlife Products Division, P. 0. Box 329, Resources Commission, 512 N. Salisbury Chestertown, MD 21620. St., Raleigh, NC 27604-1188.

Balcom, Nancy C. (ed.). 1991. Everhart, Jerry (project director). 1986. "Mainstream," "Habitat Hunt," "Where the Project MOST For more information Water Falls" and "Little Limnologists" contact Pitt County Schools, 1717 West 5th activities. Virginia's State Parks: Your St., Greenville, NC 27834. Backyard Classroom, Chesapeake edition. For information contact the Virginia Headstrom Richard. 1964. Adventures with Department of Conservation and Recreation, Freshwater Animals. Mineola, NY: Dover Division of State Parks, 203 Governor St., Publications. Suite 306, Richmond, VA 23219. Izaak Walton League of America. "Save Borror, Donald J. and Richard E. White. Our Streams." For more information contact 1990. A Field Guide to Insects of America the Izaak Walton League of America, 1401 North of Mexico. Boston, MA: Houghton Wilson Blvd., Level B, Arlington ,VA Mifflin Co. 22209.

Brown, Walker R., and.Norman D. McCafferty, Patrick W. 1981. Aquatic Anderson. 1971. Earth Science A Search Entomology, The Fisherman's and for Understanding. Philadelphia, PA: Ecologist's Illustrated Guide to Insects and Lippencott Co. Their Relatives. Illustrations by Arwin V. Provonsha. Boston, MA: Jones and Bartlett Caduto, Michael J.1985._ Pond and Brook, Inc. A Guide to Nature Study in Freshwater Environments. Englewood Cliff, NJ: McLane, A.J. 1965. McClanes' Standard Prentice Hall, Inc. Fishing Encyclopedia and International Angling Guide. Austin TX: Holt Rinehart Council for Environmental Education and Winston Inc. Council. 1987, 1992. Project WILD Aquatic Education Activity Guide. For information Menhinick, Edward F. 1991. The contact NC Wildlife Resources Commission, Freshwater Fishes of North Carolina. North 512 North Salisbury St., Raleigh, NC Carolina Wildlife Resources Commission, 27604-1188. 512 N. Salisbury St., Raleigh, NC 27604- 1188. Dean, Jim. 1978. "The Year the Floods Came," Wildlife in North Carolina, Mitchell, Mark and William Stapp. 1990. February. For more information contact NC Field Manual for Water Quality Monitoring. Wildlife Resources Commission, 512 N. An Environmental Education Program for Salisbury St., Raleigh, NC 27604-1188. Schools. Dexter, MI: Thomson-Shore Printers.

New River State Park, NC October 1998 Montgomery County Public Schools.1972. Needham, James and Paul Needham. 1962. "Activities for Studying Streams," A Guide to The Study of Freshwater Biology. Environmental Education Series, Bulletin Oakland, CA: Holden-Day Inc. No. 247 A. For more information contact Montgomery County Public Schools, 850 North Carolina Division of Parks and Hungerford Drive, Rockville, MD 28050. Recreation. 1993. Duke Power State Park Environmental Education Learning Montgomery County Public Schools. 1972. Experience. For More information contact "Activities for Studying Ponds," Duke Power State Park, 159 Inland Sea Environmental Education Series, Bulletin Lane, Troutman, NC 28166-9620. No. 247 D. For more information contact Montgomery County Public Schools, 850 North Carolina Division of Environmental Hungerford Drive, Rockville, MD 28050. Management, Water Quality Section. 1995. New River Basinwide Water Quality National Aquarium in Baltimore. 1987. "In Management Plan. For more information Hot Water?" Living in Water: Aquatic contact NC Division of Water Quality, Water Science Curriculum for Grades 4-6. For Quality Section, PO Box 29535, Raleigh, more information contact the National NC 27626-5083. Aquarium in Baltimore, 501 E. Pratt Street, Pier 3, Baltimore, MD 21202. North Carolina Division of Parks and Recreation. 1993. National Wildlife Federation. 1983. Acid Environmental Education Learning Rain A Teacher's Guide. For more Experience. For more information contact information contact the National Wildlife Eno River State Park, 6101 Cole Mill Road, Federation, 1400 16th St., N.W., Durham, NC 27705. Washington, DC 20036-2266. North Carolina Division of Water Resources. National Wildlife Federation. 1987. "We 1991. "pH What Does It Mean?" Care About Clean Air," National Wildlife Streamwatch News, Issue #13, Feb. For Week Educators Guide, March 15-21. For more information contact North Carolina more information contact the National Division of Water Resources, PO Box Wildlife Federation, 1400 16th St., N.W. 27687, Raleigh, NC 27611. Washington, DC 20036-2266. North Carolina Division of Water Resources. National Wildlife Federation. 1990. 1991. "Sediment: It's Only Dirt, Right?" "Pollution: Problems and Solutions," Ranger Streamwatch News, Issue #15, Nov. For Rick's NatureScope. For more information more information contact North Carolina contact the National Wildlife Federation, Division of Water Resources. PO Box 1400 16th St., N.W., Washington, DC 27687, Raleigh, NC 27611. 20036-2266. North Carolina Wildlife Resources National Wildlife Federation. 1990. "Earth Commission. Dec. 1989. "Josh and the Fish Day Every Day You Can Make a Kills," North Carolina WILD Notebook. For Difference," Educator's Guide. For more more information,contact the Division of information contact the National Wildlife Conservation and Education, NC Wildlife. Federation, 1400 16th St., NW, Washington, Resources Commission, 512 N. Salisbury DC 20036. St., Raleigh, NC *27604-1188.

1 New River State Park, NC 7.2 October 1998 Page, Lawerence and Brooks M. Burr. 1991. Tennessee Valley Authority. 1986. Freshwater Fishes. Peterson Field Guide Groundwater: A Vital Resource, Student Series. Boston, MA: Houghton Mifflin Co. Activities. For more information contaa T.V.A., Office of Natural Resources and Pfeiffer, C. Boyd and Mark Sosin. 1987. Economic Development, Environmental/ Aquatic Resources Education Curriculum. Energy Education Program, Knoxville, TN Dubuque, IA: Kendall/Hunt Publishing Co. 37902.

Quammen, David. 1985. Natural Acts, A Tennessee Valley Authority. Homemade Sidelong View of Science and Nature. New Sampling Equipment. For more information York, NY: Nick Lyons Books. contact T.V.A., Office of Natural Resotirces and Economic Development,Environmentall Reid, K. George and Herbert Zim. 1967. Energy Education Program, Knoxville, TN Golden Guide, Pond Life. New York, NY: 37902. Golden Press Inc: Tennessee. Valley Authority. Water Sampling Schoenbaum, J. Thomas. .1979. The New Equipment. For more information coptact River Controversy. Winston Salem, NC: T.V.A., Office of Natural Resources and John F. Blair, Pub. Economic Development, Environmental/ Energy Education Program, Knoxville, TN Slattery, Britt E. 1991. "Wet'n'Wild," 37902. WOW!: The Wonders of Wetlands: an Educator's' Guide. For more information Willoughby, L. G. 1976. Freshwater contact Environmental Concern, Inc., P.O. Biology. New York, NY: Pica Press. Box P, St. Michaels, MD 21663-0480. Winbome, Ferne B. 1989. A Guide to Swan, MalcOlm D. 1983. Tips and Tricks in Streamwalking. For more information Outdoor Education Approaches to contact the North Carolina Division of Water Providing Children with Educational Resources, 512 North Salisbury Street, Experiences in the Outdoors. Danville, IL: Raleigh, NC 27604-1148. The Interstate Printers & Publishers, Inc.

Taylor, Mark. 1989. Streamwalking With Kids, An Outing Leader's Guide. Reprinted by North Carolina Wildlife Resources Commission. For more information contact the North Carolina Wildlife Resources Commission, 512 North Salisbury Street, Raleigh, NC 27604-1148.

Tennessee Valley Authority. 1993. Environmental Resource Guide Nonpoint Source Pollution Prevention. For more information contact T.V.A., OffiCe of Natural Resources and Economic Development, Environmental/Energy Education Program, Knoxville, TN 37902. 129

New River State Park, NC 7.3 October 1998 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 requested program

4) Program desired and program 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 is recommended.)

8) Number of chaperones (Note: One adult for every 10 students is recommended.)

9) Areas of special emphasis

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

11) Have you or your group participated in park programs before? If yes,please indicate previous programs attended:

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

have read the entire Environmental Educa- tion Learning Experience and understand and agree to allthe conditions within it.

Return to:New River State Park P.O. Box 48 Jefferson, NC 28640 0

New River State Park, NC 8. I March 1994 PARENTAL PERMISSION FORM

Dear Parent:

Your child will soon be involved in an exciting learning adventure - an environmental education experience at New River 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 vi§it to "nature's classroom" as safe as possible we 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

New River State Park, NC 8.2 March 1994 NORTH CAROLINA PARKS & RECREATION PROGRAM EVALUATION

Please take a few moments to evaluate the program(s) you received. This will help us 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 the most interesting and useful?

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

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

5. General comments

LEADERS OF SCHOOL GROUPS AND OTHER ORGANIZED YOUTH GROUPS PLEASE ANSWER THESE ADDITIONAL QUESTIONS: 6. Group (school) name

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

Please return the completed form to park staff. Thank you.

New River State Park P.O. Box 48 Jefferson, NC 28640

u2 New River State Park, NC 8.3 March 1994 I

New River State Park, NC 91 .33 March 1994 o U.S. Department of Education Office of Educational Research and Improvement (0ERI) ERIC National Library of Education (NLE) Educational Resources Information Center (ERIC)

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This document is Federally-funded, or carries its own permission to Ci reproduce, or is otherwise in the public domain and, therefore, may be reproduced by ERIC without a signed Reproduction Release form (either "Specific Document" or "Blanket").

EFF-089 (9/97)