Lake Norman State Park an Environmental Education Learning Experience Designed for Grades 4-8 “Earth Is Home to Us All

TESTING

THE WATERS

Lake Norman State Park An Environmental Education Learning Experience Designed for Grades 4-8 “Earth is home to us all. Water is life to us all. Share it responsibly.”

– North Carolina Wildlife Resources Commission

i Funding for the original printing of this Environmental Education Learning Experience was contributed by

ii This Environmental Education Learning Experience was developed by William C. Rhinehart, Jr., Lead Interpretation and Education Ranger, Lake Norman State Park, & Lea J. Beazley, West District Interpretation and Education Specialist

N.C. Division of Parks and Recreation Department of Environment and Natural Resources

Michael F. Easley William G. Ross, Jr. Governor Secretary

iii Other Contributors . . .

Park volunteers;

Ken Manuel, Division of Environmental Management, Duke Power Company;

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.

November 2002 - Revised for Publication on Website

500 copies of this public document were printed at a cost of $3,210 or $6.42 per copy.

Printed on recycled paper. 6-96

iv Table of Contents

1. Introduction • Introduction to the North Carolina State Parks System...... 1.1 • Introduction to Lake Norman ...... 1.2 • Introduction to Lake Norman State Park ...... 1.3 • Introduction to the Activity Packet for Lake Norman State Park ...... 1.5

2. Activity Summary...... 2.1 • Correlation Chart ...... 2.2

3. Pre-Visit Activities • #1 Key It Out...... 3.1 • #2 Picture This ...... 3.2 • #3 River Roots ...... 3.3

4. On-Site Activities • #1 Life at the Bottom ...... 4.1 • #2 Water Lab ...... 4.2 • #3 Lake Watchers ...... 4.3

5. Post-Visit Activities • #1 Park Lake ...... 5.1 • #2 Guilty or Innocent? ...... 5.2 • #3 Pollution Dilution ...... 5.3

6. Vocabulary ...... 6.1

7. References ...... 7.1

8. Forms ...... 8.1

9. Notes ...... 9.1

v Introduction to the North Carolina State Parks System

reserving and protecting The North Carolina state As one of North Carolina’s North Carolina’s natural parks system has now been principal conservation agen- resourcesP 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 move- What started out as one for more than 168,000 acres ment were planted early in small plot of public land has that make up our state parks the 20th century when citi- grown into 61 properties system. The division man- zens were alerted to the dev- across the state, including ages these resources for the astation of Mount Mitchell. parks, recreation areas, trails, safe enjoyment of the public Logging was destroying a and protects and preserves well-known landmark – the them as a part of the heritage highest peak east of the Mis- we will pass on to genera- sissippi. As the magnificent tions to come. forests of this mile-high An important component peak fell to the lumbermen’s of our stewardship of these axe, alarmed citizens lands is education. Through began to voice their our interpretation and envi- opinions. Governor ronmental education ser- Locke Craig joined vices, the Division of Parks these citizens in their ef- and Recreation strives to of- forts to save Mount fer enlightening programs Mitchell. Together they that lead to an understanding convinced the legislature rivers, lakes and natural ar- and appreciation of our natu- to pass a bill establishing eas. This vast network of ral resources. The goal of Mount Mitchell as the first land boasts some of the most our environmental education state park. That was in beautiful scenery in the program is to generate an 1915. world and offers endless rec- awareness in all individuals reational opportunities. But that cultivates responsible our state parks system offers stewardship of the Earth. much more than scenery and 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 1615 Mail Service Center Raleigh, NC 27699-1615 (919) 733-4181 www.ncsparks.net

Lake Norman State Park, N.C.1.1 November 2002 Introduction to Lake Norman

ake Norman is one of ten struction of this enormous that drives the turbines of L manmade lakes along resource began. Four years Marshall Steam Station and the Catawba River, but it dif- later, Cowan’s Ford Dam, lo- McGuire Nuclear Station. fers significantly in one as- cated near Huntersville, NC, The lake also serves as a wa- pect – size. In fact, Lake was closed and the Catawba ter supply for several cities Norman is nearly as large as River began to back up and and protects downstream ar- the other nine lakes com- form Lake Norman. It took eas from flooding. A variety bined! The larger lakes in- approximately three years to and abundance of wildlife clude Lake James, Lake fill the huge basin created by also benefit from the lake, in- Hickory, Lake Wateree and the dam and another year to cluding osprey, ducks and Lake Wylie. When Lake complete the entire Lake many species of freshwater Norman is completely full, it Norman project. fish, such as largemouth and covers 32,510 acres and has Today, Lake Norman pro- striped bass and catfish. Not 520 miles of shoreline. It’s vides electricity to the pied- only do wild animals call no wonder the lake is nick- mont of North Carolina in Lake Norman home; more named “the inland sea.” two ways. First, it powers than 60,000 people reside In 1959, 43 years after the hydroelectric generators along its shores and enjoy Duke Energy announced at Cowan’s Ford Dam, and boating, fishing, skiing and plans to build the lake, con- second, it cools the steam other water sports.

Lake Norman State Park, N.C.1.2 November 2002 Introduction to Lake Norman State Park

“Water, water, everywhere...” cluding mountain laurel and Scheduling a Trip and there’s plenty for everyone white pine. And don’t forget To make a reservation, con- at Lake Norman State Park, to look up into the sky above tact the park at least two weeks which is located on the north- the park, where you might see in advance. Complete the eastern shore of Lake Norman. owls, woodpeckers, hawks and scheduling worksheet on page As if there isn’t enough water more than 150 species of mi- 9.1 and provide the following in Lake Norman, the park has grating birds. information: its own 33-acre lake, which is Of course, wildlife is not all • Name of group (school). separated from Lake Norman you’ll find at Lake Norman by an earthen dam. But water State Park. There are also vari- • Name, address, work and is not all you’ll find at the park; ous recreational facilities avail- home telephone numbers of there are also about 1,500 acres able. These include a commu- the group contact person. of rich piedmont forest here, nity building, two picnic areas, • Date, time of arrival and most of which was donated by a picnic shelter, more than six meeting place at the park. Duke Energy. Together, the miles of hiking trails, a moun- • Departure time from the lake and forest provide homes tain bike trail, a swimming park. for a multitude of wildlife. area, pedal boat and canoe • Number of participants and Waterfowl, including ducks, rentals, and family and group adult leaders. A maximum geese, great blue herons and campgrounds. kingfishers, are common sights of 30 participants is rec- around the water. Below the ommended. Please have surface, you’ll find a variety of Guidelines for a Reward- one adult leader per 10 students. Adult leaders freshwater fish, including ing Experience at Lake largemouth and striped bass, are responsible for main- crappie, catfish and bluegill. Norman State Park taining control of the On the park grounds, there are Groups are encouraged to group. white-tailed deer, wild turkeys, visit the park during all seasons • Age range and/or special coyotes, red foxes, bobcats and of the year for hikes, explora- needs of participants. groundhogs. The water and tion, and environmental educa- • Desired activities; assis- woods are also home to a vari- tion programs and activities. tance needed by park ety of insects, amphibians and Leaders may choose to con- staff. reptiles. Plant life is abundant; duct their own activities or re- not only are there piedmont quest the help of park staff. species, but there are several mountain plants as well, in-

Lake Norman State Park, N.C.1.3 November 2002 While at the Park 6. In case of accidents or Park Information Please obey these rules: emergencies, contact park staff Address: immediately. Lake Norman State Park 1. To help you get the most out 159 Inland Sea Lane of the experience and increase Following the Trip Troutman, NC 28166-9620 the chance of observing wild- 1. Complete the post-visit Telephone: (704) 528-6350 life, be as quiet as possible activities in this activity packet. Fax: (704) 528-5623 while in the park. E-mail: [email protected] 2. Build upon the field Web: www.ncsparks.net/lano.html 2. On hikes, walk behind the experience and encourage leader at all times. Stay on participants to seek answers Hours of Operation: the trails. Running is not to questions and problems November - February 8 a.m. - 6 p.m. permitted. encountered at the park. March, October 8 a.m. - 7 p.m. April, May, September 8 a.m. - 8 p.m. 3. All plants and animals with- 3. Relate the experience June - August 8 a.m. - 9 p.m. in the park are protected. to classroom activities and Breaking plants and harming Park gates are locked at closing hours. curriculum through reports, The park is closed Christmas Day. animals are prohibited in all projects, demonstrations, state parks. This allows future displays and presentations. visitors the same opportunity 4. Give tests or evaluations, to enjoy our natural resources. if appropriate, to determine if 4. Help keep the park clean students gained the desired in- and natural; do not litter. If formation from the experience. you find litter left by others, 5. File a written evaluation of please pick it up. the experience with the park. 5. Swimming is permitted only An evaluation form is available in the designated swimming on page 9.3. area under the supervision of park lifeguards.

Lake Norman State Park, N.C.1.4 November 2002 Introduction to the Activity Packet for Lake Norman State Park

This Environmental Educa- The EELE Testing the Wa- This document was designed tion Learning Experience ters will acquaint students with to be reproduced, in part or (EELE), Testing the Waters, the following major concepts: entirety, for use in North Caro- was developed to provide envi- •Water quality lina classrooms. If you wish to ronmental education through a •Watersheds photocopy or adapt it for other series of hands-on activities at • Aquatic sampling uses, please credit the N.C. Lake Norman State Park. This •Water pollution Division of Parks and Recre- activity packet, designed to be •Preservation of natural ation. implemented in grades 4 - 8, areas meets curriculum objectives of • Land use NOTE: The on-site activities the standard course of study Vocabulary words used may require hiking that could expose the students to hot, hu- established by the N.C. De- throughout this EELE will ap- partment of Public Instruction. mid conditions and insects, ven- pear in bold type the first time omous snakes and poisonous It includes three types of ac- they are used in each activity. plants. Accessibility to some of tivities: pre-visit, on-site and These words and their defini- these areas will be difficult for post-visit. The on-site activi- tions may be found in the vo- persons with physical disabili- ties will be conducted at the cabulary list at the back of the ties. park, while pre- and post-visit activity packet. A list of refer- activities are designed for the ence materials used in devel- classroom. These activities oping the activities follows the should be performed in a series vocabulary list. to build upon students’ newly gained knowledge and experiences.

Lake Norman State Park, N.C.1.5 November 2002 Activity Summary

The following outline provides a brief summary of each activity, the major concepts and learning skills introduced, and the objectives met by completion of the activity. I. Pre-Visit Activities #1 Key It Out (page 3.1.1) Students will learn to use a dichotomous key through a series of fun activities. In Part I, students will use a simple key to identify unknown tree leaves. In Part II, the students will use a more complex key to identify macroinvertebrates found in Lake Norman. Major Concepts: • Dichotomous key • Macroinvertebrate external anatomy •Taxonomy Learning Skills: • Observing, classifying and communicating • Reading informational materials (scientific keys) Objectives: • Use a dichotomous key to correctly identify pictures of ten unknown leaves and five unknown aquatic macroinvertebrates. • Name at least two aquatic macroinvertebrates that are tolerant of pollution and two that are intolerant of pollution. • Explain how people use aquatic macroinvertebrates to help determine the water quality of a river or other body of fresh water.

#2 Picture This (page 3.2.1) By creating, presenting and displaying posters, students will become familiar with water- related words in the vocabulary section of this EELE. Major Concepts: •Water •Water cycle •Water quality MACROINVERTEBRATE: An invertebrate usually •Watershed large enough to be seen without the aid of magnification. Learning Skills: • Communicating • Recognizing key words • Creating visual representations of concepts Objectives: • Define the terms water, water cycle, watershed and water quality. • Illustrate an aquatic vocabulary word and explain its meaning to other students.

Lake Norman State Park, N.C.2.1.1 November 2002 #3 River Roots (page 3.3.1) Students will understand the concept of watersheds and become familiar with the park lake watershed by outlining and identifying the features of the watershed on a topographic map and working in groups to answer questions on a worksheet. Major Concepts: •Watersheds •Topographic maps Learning Skills: • Communicating, measuring, inferring and predicting • Reading and interpreting topographic maps • Measuring and estimating •Working effectively in groups Objectives: • Use a legend to identify common symbols on a topographic map such as the symbols for a creek, permanent structure, forested area and open area. • Correctly locate specific geographic features on a topographic map such as rivers, mountains and watersheds. • Use a map scale to estimate distances on a topographic map, and read contour lines to estimate elevations. • Draw inferences from a topographic map regarding human activities and their possible effects on specific watersheds.

II. On-Site Activities #1 Life at the Bottom (page 4.1.1) Students will use different methods to collect and identify aquatic organisms and make inferences concerning the quality of the water based on their findings. Major Concepts: •Water quality • Macroinvertebrate external anatomy and adaptations • Indicator species • Species identification • Aquatic sampling • Aquatic habitats Learning Skills: • Observing, classifying and communicating • Interpreting data and making inferences • Sampling and calculating aquatic index values Objectives: • Describe three characteristics of an aquatic macroinvertebrate. • Key out and identify three macroinvertebrates in the field. • Calculate the aquatic index value and aquatic index rating for a water body. • List three or more ways humans can affect aquatic life.

Lake Norman State Park, N.C. 2.1.2 November 2002 #2 Water Lab (page 4.2.1) Students will work in teams to conduct some simple physical and chemical tests (pH, turbidity and temperature) to determine the quality of a body of water. Major Concepts: •Water quality • pH •Turbidity • Temperature Learning Skills: • Observing, communicating results, predicting, interpreting data • Measuring • Reading and interpreting scientific charts Objectives: • Name and describe three characteristics of water that contribute to the overall quality of a water sample or body of water. • Determine the pH, temperature and turbidity of lake water samples and make inferences regarding the overall water quality based on the test results. • Using the test results and other information, write predictions for the kinds of aquatic life that might live in the lake.

#3 Lake Watchers (page 4.3.1) Students will take a short nature walk along the lakeshore to get a glimpse at some of the major factors affecting local water quality. Students may also observe and identify aquatic wildlife. Major Concepts: • Water quality • Urbanization • Aquatic life • Recreation • Dams • Turbidity • Runoff • Water pollution • Sedimentation Learning Skills: • Observing, communicating, inferring • Collecting, analyzing and evaluating information • Map reading and taking responsible action Objectives: • Describe three positive effects and three negative effects of dams on people and wildlife. • Describe two ways that people can minimize the negative environmental impacts of dams. • Identify three examples of aquatic plants and animals found in the field. • Use a topographic map to identify direction, elevation and landmarks in the field. • Describe three characteristics of water that people can observe in order to make inferences about water quality. • Explain how urbanization affects water quality. • List two negative impacts of recreation on water quality.

Lake Norman State Park, N.C.2.1.3 November 2002 III. Post-Visit Activities #1 Park Lake (page 5.1.1) Using a map of the park lake watershed and land use cutouts, student teams will create a land use plan for a portion of the Lake Norman area. Major Concepts: • Human impacts • Preservation of natural areas • Land use issues • Stewardship •Water quality Learning Skills: • Interpreting data, communicating, evaluating •Organizing and analyzing information • Problem solving and critical thinking skills Objectives: • Evaluate the potential effects of different land uses on water quality and aquatic life in the park lake. • List and describe at least five things we can do as individuals or societies to protect water quality. • Create a land use plan for a small watershed that minimizes damage to water quality.

#2 Guilty or Innocent? (page 5.2.1) Students will discuss ways water becomes polluted and evaluate the actions of fictitious characters. They will also examine effects of their own actions on the quality of water and learn what they can do to minimize pollution. Major Concepts: •Water quality • Environmental ethics • Polluted runoff Learning Skills: • Communicating ideas verbally and through art • Inferring and elaborating Objectives: • Describe at least five ways that average citizens might contribute to water pollution. • Identify at least five things people can do to help prevent water pollution.

Lake Norman State Park, N.C. 2.1.4 November 2002 #3 Pollution Dilution (page 5.3.1) Students will become familiar with the major types of aquatic pollution and predict the potential effects of a variety of aquatic pollutants on wildlife and people. Major Concepts: •Water pollution •Watershed • Point pollution • Nonpoint pollution Learning Skills: • Interpreting data, communicating • Graphing •Organizing and analyzing information Objectives: • List at least four major types of aquatic pollution. • Given a list of pollutants in a water sample and a description of land use in a watershed, make inferences on the probable causes of the pollution in the sample. • Predict the potential effects of a variety of aquatic pollutants on wildlife and people.

Lake Norman State Park, N.C.2.1.5 November 2002 Correlation Chart

Note to classroom teachers: The following Correlation Chart shows how each activity in this Environmental Education Learning Experience (EELE) correlates with the N.C. 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: Key It Out, p. 3.1.1 Grade Science English Lang. Arts Soc. Studies Mathematics

4 1.01, 1.02 Goal 1 and 2.01, 2.02, 2.7 Nature of Science 2.05, 2.06, 3.06, 4.02, Personal & Social Persp. 4.03

5 1.02, 1.05, 1.06 Goal 1 and 2.01, 2.02, Nature of Science 2.05, 2.07, 2.09, 3.01, Personal & Social Persp. 3.06, 4.03

6 2.02, 2.03, 2.04 1.03, 1.04, 2.01, 2.02, Nature of Science 5.01, 6.01 Personal & Social Persp.

7 1.03, 1.04, 2.01, 2.02, 5.01, 6.01

1.04 8 Nature of Science 1.03, 1.04, 2.01, 2.02, Personal & Social Persp. 5.01, 6.01

Lake Norman State Park, N.C.2.2.1 November 2002 Correlation Chart Pre-Visit Activity #2: Picture This, p. 3.2.1 Grade Science English Lang. Arts Soc. Studies Mathematics 4 1.03 1.03, 1.05, 2.01, 2.07, Nature of Science 3.05, 3.06, 4.02, 4.03, Personal & Social Persp. 4.09, 5.01, 5.06

5 1.06, 4.01 Goal 1 and 2.01, 2.07, Nature of Science 3.01, 3.05, 3.06, 4.09, Personal & Social Persp. 5.01, 5.05, 5.07

6 2.03 Nature of Science 2.01, 2.02, 5.01, 5.02 Personal & Social Persp.

7 2.01, 2.02, 5.01, 6.01

8 1.01, 2.02 Nature of Science 2.01, 2.02, 5.01, 6.01 Science as Inquiry

Pre-Visit Activity #3: River Roots, p. 3.3.1

Grade Science English Lang. Arts Soc. Studies Mathematics

4 1.03 Goal 1 and 2.01, 2.05, 1.01, 1.04, 6.04 1.2, 2.1, 2.7, 2.10 Nature of Science 2.06, 2.07, 4.02 Skills: 1.01, 1.02, 1.03, Personal & Social Persp. 1.04, 1.08, 3.01, 4.05, 4.06

5 1.06 Goal 1 and 2.01, 2.05, 1.01, 1.06 2.1, 2.2, 2.9, 2.10 Nature of Science 2.08, 2.09, 4.02 Skills: 1.01, 1.02, 1.03, Personal & Social Persp. 1.04, 1.08, 3.01, 4.05, 4.06

6 1.03, 2.03 1.03, 2.01, 5.01 2.8, 2.9, 2.12, 2.13 Nature of Science Personal & Social Persp.

7 1.03, 2.01, 5.01

8 1.04, 1.05, 2.02 1.03, 2.01, 5.01 2.1, 2.2 Nature of Science Personal & Social Persp.

Lake Norman State Park, N.C. 2.2.2 November 2002 Correlation Chart On-Site Activity #1: Life at the Bottom, p. 4.1.1 Grade Science English Lang. Arts Soc. Studies Mathematics 4 1.01, 1.02, 1.03 Goal 1 and 2.01, 2.02, 1.17, 4.2, 4.3, 4.4 Nature of Science 2.06, 2.07, 4.02, 4.09 Science as Inquiry

1.01, 1.02, 1.03, 5 Goal 1 and 2.01, 2.02, 4.2, 4.3, 4.8 1.05, 1.06 2.07, 2.09, 4.02, 4.03, Nature of Science Science as Inquiry 4.09

2.02, 2.03, 2.04 6 Nature of Science 1.03, 2.01, 5.01, 6.01 4.1, 4.2, 4.9 Science as Inquiry

7 1.03, 2.01, 2.02, 5.01, 4.3, 4.4 6.01

1.02, 1.04, 2.03 8 Nature of Science 1.03, 2.01, 2.02, 5.01, 4.4 Science as Inquiry 6.01

Lake Norman State Park, N.C.2.2.3 November 2002 Correlation Chart On-Site Activity #2: Water Lab, p. 4.2.1 Grade Science English Lang. Arts Soc. Studies Mathematics

4 1.03 Goal 1 and 2.01, 2.02, 2.7, 4.2, 4.3, 4.4, Nature of Science 2.06, 2.07, 4.02, 4.09 4.5 Science as Inquiry

5 1.03, 1.04 Goal 1 and 2.01, 2.02, 2.9. 4.1, 4.2, 4.3, Nature of Science 2.07, 2.09, 4.02, 4.03, 4.5, 4.6 Science as Inquiry 4.09

6 2.03 2.11, 2.12, 4.1, Nature of Science 1.03, 2.01, 5.01, 6.01 4.2 Science as Inquiry

1.04, 4.05 7 Nature of Science 1.03, 2.01, 2.02, 5.01, 4.4, 4.5 Science as Inquiry 6.01

1.02, 1.04, 1.05, 8 2.03 1.03, 2.01, 2.02, 5.01, 2.12, 4.3, 4.4 Nature of Science 6.01 Science as Inquiry

On-Site Activity #3: Lake Watchers, p. 4.3.1

Grade Science English Lang. Arts Soc. Studies Mathematics

4 1.03 1.01, 1.03, 1.04, 6.04, Nature of Science 4.02, 4.03, 4.05, 4.07 7.02 Science as Inquiry Skills: 3.01, 3.02, 4.01, Personal & Social Persp. 4.05, 4.06 5 1.04, 1.06, 3.01 1.01, 1.06, 5.01, 6.02 Nature of Science 4.02, 4.03, 4.09 Skills: 3.01, 3.02, 4.01, Science as Inquiry 4.05, 4.06 Personal & Social Persp. 6 1.03, 2.03 Nature of Science 3.01, 3.02, 3.03, 5.01, Science as Inquiry 6.01 Personal & Social Persp. 7 3.01, 3.02, 3.03, 5.01, 6.01 8 1.04, 1.05, 2.02, 2.03, 2.05 3.01, 3.02, 3.03, 5.01, Nature of Science 6.01 Science as Inquiry Personal & Social Persp.

Lake Norman State Park, N.C. 2.2.4 November 2002 Correlation Chart Post-Visit Activity #1: Park Lake, p. 5.1.1 Grade Science English Lang. Arts Soc. Studies Mathematics

4 1.03, 4.01 1.04, 2.02, 2.05, 2.07, 1.01, 1.03, 1.04, 1.05, Personal & Social Persp. 2.09, 3.01, 3.06, 4.02, 4.03, 6.01, 6.02, 6.04, Science & Technology 4.03, 5.01 7.05 Skills: 1.04, 1.05, 2.01, 2.04, 2.05, 2.06, 3.01, 4.01, 4.02, 4.05, 4.06, 4.07 1.04, 1.06, 3.01 5 Personal & Social Persp. 1.03, 2.02, 2.05, 2.07, 1.01, 1.02, 1.06, 5.01, Science & Technology 2.09, 3.01, 3.06, 4.02, 6.02 Skills: 1.04, 1.05, 4.03, 5.01 2.01, 2.04, 2.05, 2.06, 3.01, 4.01, 4.02, 4.05, 4.06, 4.07

6 1.03, 2.03 1.03, 2.01, 2.02, 3.02, Personal & Social Persp. 4.02, 4.03, 5.01, 6.01 Science & Technology

1.04 7 Personal & Social Persp. 1.03, 2.01, 2.02, 3.02, Science & Technology 4.02, 4.03, 5.01, 6.01

1.04, 1.05, 2.01, 9.01, 9.03 8 2.02, 2.03, 2.05 1.03, 2.01, 2.02, 3.02, Skills: 1.04, 1.05, 2.01, Personal & Social Persp. 4.02, 4.03, 5.01, 6.01 2.04, 2.05, 2.06, 3.01, 4.01, Science & Technology 4.02, 4.05, 4.06, 4.07

Post-Visit Activity #2: Guilty or Innocent?, p. 5.2.1

Grade Science English Lang. Arts Soc. Studies Mathematics

4 1.03 Goal 1, 2.01, 2.02, 1.04, 4.03, 6.04, 7.04 Personal & Social Persp. 2.05, 2.06, 2.07, 3.01, Skills: 1.01, 1.02, 1.03, 4.02, 5.01, 5.02, 5.03 1.04, 4.01, 4.05, 4.06

5 1.06, 2.02 Goal 1, 2.01, 2.02, 1.06, 6.02 Personal & Social Persp. 2.05, 2.07, 3.01, 4.02, Skills: 1.01, 1.02, 1.03, 5.01, 5.02, 5.03 1.04, 4.01, 4.05, 4.06

6 1.03, 2.03 1.04, 2.01, 4.02, 4.03, Personal & Social Persp. 5.01, 6.01

7 1.04, 2.01, 4.02, 4.03, 5.01, 6.01

8 1.04, 1.05, 2.05 1.04, 2.01, 4.02, 4.03, 9.01, 9.03 Personal & Social Persp. 5.01, 6.01 Skills: 1.01, 1.02, 1.03, 1.04, 4.01, 4.05, 4.06

Lake Norman State Park, N.C.2.2.5 November 2002 Correlation Chart Post-Visit Activity #3: Pollution Dilution, p. 5.3.1 Grade Science English Lang. Arts Soc. Studies Mathematics 4 1.03 Goal 1, 2.01, 2.02, 1.04, 4.03, 6.01, 6.04, Science as Inquiry 2.05, 2.09, 3.01, 4.02, 7.04 Skills: 1.01, 1.02, 4.2, 4.3, 4.4 Personal & Social Persp. 4.03, 4.05, 5.01, 5.02, 1.03, 1.04, 1.06, 2.06, 5.03 3.02, 4.01, 4.06

1.06, 5.01, 6.02 1.04, 1.06 Goal 1, 2.01, 2.02, 5 Skills: 1.01, 1.02, 1.03, Science as Inquiry 2.05, 2.09, 3.01, 4.02, 4.2 1.04, 1.06, 2.06, 3.02, Personal & Social Persp. 4.03, 4.05, 5.01, 5.02, 4.01, 4.06 5.03

1.03, 2.03 1.03, 2.01, 3.03, 4.02, 6 4.1, 4.5, 4.7, 4.8 Science as Inquiry 4.03, 5.01, 6.01 Personal & Social Persp.

1.03, 2.01, 3.03, 4.02, 7 4.2, 4.3, 4.4 4.03, 5.01, 6.01

1.04, 1.05, 2.01, 1.03, 2.01, 3.03, 4.02, 9.01, 9.03 8 4.4 2.02, 2.03, 2.05 4.03, 5.01, 6.01 Skills: 1.01, 1.02, 1.03, Science as Inquiry 1.04, 1.06, 2.06, 3.02, Personal & Social Persp. 4.01, 4.06

Lake Norman State Park, N.C. 2.2.6 November 2002 Pre-Visit Activity #1 Key It Out

Major Concepts: Objectives: Instructions for Part I: ¥ Dichotomous key ¥ Use a dichotomous key Have the students read the ¥ Macroinvertebrate external to correctly identify pic- Student’s Information. Dis- anatomy tures of ten unknown tree cuss taxonomy and how or- ¥ Taxonomy leaves and five unknown ganisms are classified into Learning Skills: aquatic macroinverte- naturally related groups. De- ¥ Observing, classifying, brates. fine a key and discuss why communicating ¥ Name at least two aquat- keys are useful. Explain how ¥ Reading informational ma- ic macroinvertebrates that a key works. Give each stu- terials (scientific keys) are tolerant of pollution dent a copy of the Key to 10 Subject Areas: and two that are intolerant Common Leaves and Ten ¥ Science of pollution. Common Leaves Worksheet. ¥ English Language Arts ¥ Explain how people use Ask each student to work * See the Activity Summary aquatic macroinvertebrates through this key to identify for a correlation with DPI to help determine the wa- each of the 10 tree leaves. objectives in these subject areas. ter quality of a river or As a class, go over the another body of fresh water. swers and discuss any diffi- Special Considerations: culties encountered. None Educator’s Information: Location: Classroom Instructions for Part II: he purpose of this two- Divide the students into Group Size: Tpart activity is to intro- groups of four or five. Give 30 students, class size duce students to a simple di- each group a copy of the chotomous key. In Part I, Aquatic Life Illustrations Estimated Time: students will learn why keys Worksheet and the Word Key Part I: 20 - 30 minutes are useful to scientists and Part II: 30 - 50 minutes to Aquatic Macroinverte- will be introduced to the use brates of the Catawba River Appropriate Season: Any of a simple key. In Part II, Watershed. Note: For young the students will work in students, you may prefer to Materials: small groups and will key Provided by educator: use the Picture Key to Aquat- Per student: Student’s Infor- out several macroinverte- ic Macroinvertebrates, also mation, Key to 10 Common brates using a key similar to found in this activity. As a Leaves, Ten Common the one they will use at the class, work through the key Leaves Worksheet, pencil park for the on-site activity to identify the first animal, Per group: Key to Aquatic “Life at the Bottom.” Macroinvertebrates Ð Cataw- ba River Watershed and Aquatic Life Illustrations Worksheet

Lake Norman State Park, N.C. 3.1.1 November 2002 students should present information on the life cycle of their insect and include illustrations of each stage in the life cycle.

2. Students might also do research to learn more about the adaptations of each McCafferty: Aquatic Entomology. © 1983: Jones and Bartlett Publishers, Sudbury, Mass. www.jbpub.com. Reprinted with permission. macroinvertebrate in the picture key. For example, how then have the students work ally, the greater the variety of does each animal breathe? within their groups to identi- species, the better the water Mosquito larvae have a snor- fy the rest of the macroin- quality is. kel-like tube, while mayflies vertebrates. When the and damselflies have leafy groups are done, have each Assessment: gills. How do the insects group share how they identi- Use the test included in swim or move? What type of fied one of their macroinver- this activity or create one of camouflage do they employ? tebrates. Discuss the diffi- your own. On the back of What is their preferred habi- culties encountered and rein- their test papers, ask students tat? Do they show any colo- force the importance of to explain how people use nial behaviors? keys. macroinvertebrates to help them determine the water 3. Groups of students could The keys also list whether quality of a water body. work together to illustrate an animal is tolerant, moder- aquatic food webs using the ately tolerant or intolerant of Suggested Extensions: macroinvertebrates in the water pollution. Discuss: 1. Ask students research the picture key, and other ani- If your lake, stream or other metamorphosis of several mals. Remember that most water body had the particu- aquatic insects. Many in- food webs begin with energy lar combination of animals sects undergo an incomplete from the sun. Add aquatic found on the Aquatic Life metamorphosis: egg to plants and detritus, espe- Illustrations Worksheet, nymph to adult. Examples cially fallen leaves, to your what can you conclude are dragonflies, damselflies food webs. about the water quality? and mayflies. Other aquatic Answer: The water quality insects undergo a complete Where do the various ani- must be fairly good to have metamorphosis: egg to larva mals on the picture key fit in at least one intolerant spe- to pupa to adult. (A butter- the food web? Which ones cies present, as well as a va- fly is a terrestrial insect that are primary consumers? riety of moderately tolerant has complete metamorpho- (Example: mosquito larvae) species. If there were only sis.) Examples of aquatic in- Which are secondary con- tolerant species present, then sects are mosquitoes, sumers? (Example: dragon- one might conclude the wa- craneflies and caddisflies. flies) Which are decompos- ter quality was poor. The The educator could assign ers? (Example: caddisfly lar- diversity, or lack of diversi- one of the aquatic insects in vae) Add higher level con- ty, of macroinvertebrates in the picture key to each stu- sumers such as fish, turtles, a water body helps us deter- dent or team of students. The raccoons and people to your mine water quality. Gener- food web.

Lake Norman State Park, N.C. 3.1.2 November 2002 Student’s Information Ð Part I

axonomy is the branch of phylum groups are divided pictures and written descrip- Tbiology that classifies into smaller groups called tions to aid in identification. organisms by established classes. Dragonflies belong Once you know the name of groups. The word taxonomy to the Class Insecta. A class an organism you can look up comes from Greek words is further divided into groups more information about it. It meaning arrangement and called orders. In North all starts with a name! law. Through taxonomy, or- America, there are 27 orders ganisms are placed into re- of insects. Dragonflies are in Dichotomous Keys: lated groups based on their the Order Odonata. The next Most keys are dichoto- similarities. two divisions are family and mous, meaning they divide All organisms are grouped genus. The final division is the characteristics that de- into large groups known as species. Worldwide there scribe an organism into two kingdoms. There are five are about 4,500 species of choices. At each level of the major kingdoms: dragonflies, while in North key, you pick the choice that Carolina there are only 186 1.Animalia (mammals, best describes the organism species. If you have a drag- insects, birds, reptiles, you are trying to identify. etc.) onfly and want to know what species you have, you could How a Key Works: 2.Plantae (plants) use a key. 3.Fungi (mushrooms, A dichotomous key has a molds, yeasts, etc.) list of either/or statements. 4.Protista (some algae and Example: Classification of For each pair of statements, protozoans) the Ten-Spot Skimmer choose the one that best describes the organism you’re 5.Monera (bacteria and Kingdom Animalia trying to identify. For ex- blue-green algae) Phylum Arthropoda ample, if you were handed a These kingdoms are further Class Insecta leaf from a pine tree to iden- divided into smaller, more Order Odonata tify, you would start at the top closely related groups. For Family Libellulidae of the key with these two example, let’s trace the taxo- choices: nomic classification of a Genus Libellula 1. Leaves long and needle- dragonfly called the ten-spot Species pulchella like. skimmer. Dragonflies belong to the Kingdom Animalia. 2. Leaves not long and From here, they are placed Keys: needle-like. into a smaller group called a A key is a list of character- Of course, a pine leaf (or phylum. Dragonflies belong istics that describe an organ- needle) is long and needle- to Phylum Arthropoda, which ism. Keys are used by scien- like, so you would choose the contains all insects and insect tists and students to identify first option and continue to relatives, such as spiders, unknown organisms. Keys the next choice under that crabs and scorpions. The often use a combination of side of the dichotomous key.

Lake Norman State Park, N.C. 3.1.3 November 2002 Student’s Information Ð Part II

Who Cares about Macroinvertebrates? You may be wondering why water quality. You might the water. Some, like leech- anyone would go through all want to look more carefully es, are parasites on fish, tur- the trouble to key out the to discover the sources of tles and mammals. name of a particular water pollution that are damaging Many fish depend on “bug” or macroinverte- the water quality. Some of aquatic macroinvertebrates brate. It turns out that these these pollutants could be for food. Without them, small organisms are very harmful to people who might most of the fish would helpful to humans. For ex- swim, fish or play in the riv- starve and the food web ample, they can help us find er. If the river is a source of would begin to collapse. out if our water quality is drinking water, poor water Mussels, snails and crayfish good, or if there are prob- quality is of special concern. are eaten by a wide variety lems that we can’t see or of animals, including some smell with the water. When- Food Webs terrestrial (land-based) spe- ever we pollute the water, cies such as the raccoon. In Macroinvertebrates are the macroinvertebrates are some parts of the world, fish important for other reasons, affected, some more than and other aquatic animals too. All macroinvertebrates others. are a food item for people. play an important role in the Notice that each macroin- food web of a river or So the next time you see vertebrate’s name on the key stream. Some of the macro- an “ugly bug” in the water, is followed by a letter “T” invertebrates are predators don’t turn away in disgust. (tolerant of pollution), “I” that eat other animals. For Learn its name by keying it (intolerant of pollution) or example, the dragonfly out. This little animal can “M” (moderately tolerant of nymph and the giant water tell you what’s happening to pollution). If you find only bug are predators. Other your favorite swimming macroinvertebrates that are macroinvertebrates, like hole or to the water supply tolerant of pollution in a riv- freshwater mussels, scuds for your city. And, it’s part er and no moderately toler- and caddisfly larvae, eat de- of a food web that suports ant or intolerant species, this tritus (decaying materials) in your favorite game fish and tells you the river has poor many other animals.

Tolerant Species (T) Moderately Tolerant Species Intolerant Species (I) (M) © © Stonefly Nymph © Blackfly Larva Dragonfly Nymph

Lake Norman State Park, N.C. 3.1.4 November 2002 Blade

Willow oak Willow

Vein

Lobe

Midrib

Sinus

Leaf without teeth

Leaf Base

Petiole

River birch

Spine

Teeth without spines Teeth

Leaf without lobes

Leaf not needle-like

Tip

with teeth

Leaf edge

Wavy-edged

with spine

Each tooth

Fine-toothed

Double-toothed

American holly

Single-toothed

Coarse-toothed

Red maple

(Tree Leaves) (Tree

Leaf with 3 lobes,

petiole shorter than 3.5 cm

10 11 12

with teeth

Key to 10 Common Leaves

Edge of leaf

than 2 cm

Tulip poplar Tulip

than 1 cm

White oak

Leaf petiole longer

Loblolly pine

Sweet gum

Petiole of leaf less

Leaves in group of 3,

Inches

more than 10 cm long

Leaf with 5 lobes,

Centimeters

petiole 3.5 cm or longer

567

Leaf with lobes

Leaf long

& needle-like

Edge of leaf

without teeth

Petiole of leaf

1 cm or longer

Shortleaf pine

than 2 cm

Sassafras

less than 10 cm long

Leaves in group of 2,

Leaf petiole less

Lake Norman State Park, N.C. 3.1.5 November 2002 Ten Common Leaves Worksheet

1. 2. 3.

5. 4. 6.

7. 8.

10.

Lake Norman State Park, N.C. 3.1.6 November 2002 Ten Common Leaves Worksheet Ð Answers

1. Willow oak 2. Sassafras 3. Sweet gum

5. Tulip poplar 4. Shortleaf pine 6. River birch

9. Red maple

7. American holly 8. White oak

10. Loblolly pine

Lake Norman State Park, N.C. 3.1.7 November 2002 Picture Key to Aquatic Macroinvertebrates

Macroinvertebrates

with shells, clam-like

obvious legs

shell attached to shell unattached three pairs of legs submerged objects shell oblong shell triangular

adult bugs or beetles larvae or nymphs with with two pairs of wings no wings, but some have undeveloped wing pads *Zebra mussel (T) © © Native freshwater mussel (I) *Asian clam (T)

chewing mouth parts, sucking mouth parts front wings thick (beetles) (true bugs)

hind legs short hind legs long thin body, long thick body, (swims on surface) spider-like legs up to 3" long hind legs hind legs not paddle-like paddle-like (crawls on skates on walks on bottom (swims rapidly) submerged objects) water surface near plants, long tube on abdomen

abdomen soft and worm-like

dark brown to black body, white to greenish body, with prominent pinching jaws or without portable case

Caddisfly larva (I)

Hellgrammite, © Dobsonfly larva (I) Caddisfly larva with case (I) * Non-native nuisance species. The zebra mussel is not yet known in North Carolina. It is moving into the southern states. Report its occurrence to park, wildlife or Duke Energy authorities.

Lake Norman State Park, N.C. 3.1.8 November 2002 Catawba River Watershed

LEGEND Pollution Tolerance Index Value (I) Ð Intolerant Group I (M) Ð Moderate Group II without shells (T) Ð Tolerant Group III

no obvious legs

more than three pairs worm-like sponge- or jelly-like, grows on of legs (crustaceans) submerged objects

small claws on front legs, large claws on usually a flattened pad ball-like may be hard to see front legs

body flattened body flattened side to side top to bottom

Freshwater sponge (M) Bryozoa (M)

no obvious head obvious head flattened, gray to cylindrical, (lives on submerged black color red color leaves and moss) fat, rounded abdomen © (lives in groups, attaches long, slender © to rocks and sticks) abdomen © Leech (T) Aquatic worm (T) ©

Cranefly larva (M) Black fly larva (T) bright red body (lives small hairs on body on submerged objects) (lives in stagnant water)

no obvious tail obvious tail

three tails two tails, no gills on abdomen © tails broad, leaf-like tails slender, gills on abdomen Dragonfly nymph (M) © ©

Damselfly nymph (M) Stonefly nymph (I) ©

Lake Norman State Park, N.C. 3.1.9 November 2002 Word Key to Aquatic Macroinvertebrates

Macroinvertebrates

with shells, clam-like

obvious legs

shell attached to shell unattached three pairs of legs submerged objects *Zebra mussel (T) shell oblong shell triangular Native freshwater *Asian clam (T) mussel (I) adult bugs or beetles larvae or nymphs with no with two pairs of wings wings, but some may have undeveloped wing pads

chewing mouth parts, front sucking mouth parts wings thick (beetles) (true bugs)

hind legs short hind legs long thin body, long thick body, up (swims on surface) spider-like legs to 3" long Whirligig Giant water bug (M) beetle (M) hind legs hind legs not paddle-like paddle-like (crawls on (swims rapidly) submerged objects) Predaceous Riffle beetle (I) skates on walks on the bottom near diving beetle (M) water surface plants, long tube on abdomen Water strider (M) Water scorpion (M)

abdomen soft and worm-like

dark brown to black body, white to greenish body, with prominent pinching jaws or without portable case Hellgrammite, Caddisfly larva (I) Dobsonfly larva (I)

* Non-native nuisance species. The zebra mussel is not yet known in North Carolina. It is moving into the southern states. Report its occurrence to park, wildlife or Duke Energy authorities.

Lake Norman State Park, N.C. 3.1.10 November 2002 Catawba River Watershed

LEGEND Pollution Tolerance Index Value (I) Ð Intolerant Group I (M) Ð Moderate Group II without shells (T) Ð Tolerant Group III

no obvious legs

more than three pairs worm-like sponge- or jelly-like, grows of legs (crustaceans) on submerged objects

small claws on front legs large claws on usually a flattened pad ball-like (may be hard to see) front legs Freshwater sponge (M) Bryozoa (M) Crayfish (M) body flattened body flattened side to side top to bottom Amphipod, Scud (M) Isopod, Sowbug (M)

small appendages and/or hairs no appendages

no obvious head obvious head flattened, gray to cylindrical, (lives on submerged black color red color leaves and moss) Leech (T) Aquatic Cranefly larva (M) fat, rounded abdomen worm (T) (lives in groups, attaches long, slender abdomen to rocks and sticks) Black fly larva (T)

bright red body (lives small hairs on body on submerged objects) (lives in stagnant water) Chronomid midge (T) Mosquito larva (T)

entire body (exoskeleton) hardened and flattened

no obvious tail obvious tail Dragonfly nymph (M) three tails two tails, no gills on abdomen Stonefly nymph (I) tails broad, leaf-like tails slender, Damselfly nymph (M) gills on abdomen Mayfly nymph (I)

Lake Norman State Park, N.C. 3.1.11 November 2002 Aquatic Life Illustrations Worksheet

© © 3. 1. Hints: Found near surface of stagnant water; has a definite Hints: Found on bottom head, slender abdomen and under rocks; has three pairs of small appendages. legs, undeveloped wing pads, 2. soft abdomen, dark brown Hints: Found on bottom near body and big jaws! plants; has three pairs of legs, two pairs of wings and sucking mouth parts.

4. 5. 6.

Hints: Found swimming on Hints: Found on bottom; has Hints: Found on bottom; has surface of water; has three pairs a red color, cylindrical shape, three pairs of legs, undeveloped of legs, two pairs of wings and and no legs or other wing pads, hard and flat body, chewing mouth parts. appendages. and no obvious tail.

Which of the above organisms is/are tolerant of pollution?

Which of the above organisms is/are intolerant of pollution?

Lake Norman State Park, N.C. 3.1.12 November 2002 Aquatic Life Illustrations Worksheet Ð Answers

© 3. Mosquito larva Hellgrammite or 1. dobsonfly larva Hints: Found near surface of stagnant water; has a definite Hints: Found on bottom head, slender abdomen and under rocks; has three pairs of small appendages. legs, undeveloped wing pads, 2. Water Scorpion soft abdomen, dark brown Hints: Found on bottom near body and big jaws! plants; has three pairs of legs, two pairs of wings and sucking mouth parts.

4. Whirligig beetle 5. Aquatic worm 6. Dragonfly nymph

Which of the above organisms is/are tolerant of pollution? Mosquito larva and aquatic worm

Which of the above organisms is/are intolerant of pollution? Hellgrammite or dobsonfly larva

Lake Norman State Park, N.C. 3.1.13 November 2002 Test for Key It Out

2. 3. 1. Hints: Found on bottom under Hints: Found on water surface; Hints: Found attached to a dead leaves; has no obvious has two pairs of wings, three stick under the water; looks like head or legs. pairs of legs and sucking mouth a large blob of jelly. parts.

Hints: Found swimming in Hints: Usually found on Hints: Several found together, dead leaves underwater; has a bottom inside a case; has three attached to submerged sticks; body flattened from side to pairs of legs and a soft has a head and small side. abdomen, and is green in appendages but no legs. color. Which of the above organisms is/are tolerant of pollution?

Which of the above organisms is/are intolerant of pollution?

Lake Norman State Park, N.C. 3.1.14 November 2002 Test for Key It Out Ð Answers

2. Cranefly larva3. Water strider 1. Bryozoa Hints: Found on bottom under Hints: Found on water surface; Hints: Found attached to a dead leaves; has no obvious has two pairs of wings, three stick under the water; looks like head or legs. pairs of legs and sucking mouth a large blob of jelly. parts.

Hints: Found swimming in Hints: Usually found on Hints: Several found together, dead leaves underwater; has a bottom inside a case; has three attached to submerged sticks; body flattened side to side. pairs of legs and a soft has a head and small abdomen, and is green in appendages but no legs. color. Which of the above organisms is/are tolerant of pollution? Black fly larva

Which of the above organisms is/are intolerant of pollution? Caddisfly larva

Lake Norman State Park, N.C. 3.1.15 November 2002 Pre-Visit Activity #2 Picture This

Major Concepts: • Water • Water cycle • Water quality Macro means “large,” invertebrate • Watershed Bryozoa Learning Skills: • Communicating Scud • Recognizing key words • Creating visual representa- MACROINVERTEBRATES: tions of concepts means “without a backbone.” An invertebrate usually large enough to be seen without the aid of magnification.Damselfly nymph Freshwater Subject Areas: sponge • Science Blackfly larva • English Language Arts Asian clam * See the Activity Summary for a correlation with the DPI objectives in these subject areas. Objectives: at the park: algae, aquatic Location: Classroom • Define the terms water, index, classification, detri- Group Size: Class size water cycle, watershed tus, dissolved oxygen, efflu- Time: and water quality. ent, genus, groundwater, 1-2 hours for poster creation, • Illustrate an aquatic impervious surface, indica- 1 hour for presentations vocabulary word and tor species, key, larva, mac- Materials: explain its meaning to roinvertebrate, metamor- Provided by the educator: other students. phosis, mussel, nymph, pH, Per class: Dictionary; encyclo- runoff, sediment, silt, tax- pedia; science textbook; onomy, tributary, wastewa- shoebox; assorted environ- Educator’s Information: mental/agricultural/travel ter treatment plant, water, magazines; assorted colors he purpose of this water cycle, water quality, of markers, crayons or Tactivity is to familiarize watershed. The students pencils; assorted colors of students with as many water- should not memorize the def- construction paper related words as possible. Per student: One sheet of initions, but they should posterboard (assorted col- The following words, found know how to use the words ors), scissors, paste or glue, in the vocabulary section correctly in a sentence. The sheet of paper, pencil of the EELE, are especially goal is for students to relate critical as they will be used these words and concepts to during the on-site activities their everyday experiences with water.

Lake Norman State Park, N.C. 3.2.1 November 2002 nition somewhere on each team face off with an- their poster. They can do other to see which team can their own artwork or use define the most words the magazine pictures to il- fastest on paper. lustrate how their word is related to water, water cy- Suggested Extensions: Instructions: cle, watershed and/or water quality. 1. Create vocabulary flash 1. Write aquatic vocabulary cards. words on separate pieces of 5. Have each student present his/her word to the class by 2. Create a vocabulary word paper or index cards. You search or crossword puzzle. will need one word for each reading the definition and member of the class. Be sure displaying the poster. Turn 3. Instruct student teams to to use the words listed in the your classroom and/or hall- create word webs using as many Educator’s Information. Add way into a gallery of water- more words, if needed, from related art. The posters will the vocabulary section of the serve as visual reminders EELE. of important concepts and will help promote 2. Read and/or discuss the water quality awareness to Student’s Information with other students in the the class. Tell the students school. that each of them will be re- ceiving a vocabulary word Assessment: related to water. They will 1. Give a vocabulary test. be using these vocabulary 2. Have a vocabulary con- words during their activities test. Divide students into EELE vocabulary words as at Lake Norman State Park. teams. Write all of the vo- possible. Provide each team Their task will be to design a cabulary words in the with a copy of the vocabulary poster that shows how their EELE on separate section of this EELE. Other word is related pieces of paper related words could be in- to water, water and place cluded as well. cycle, watershed and/ them in the 4. Have a student team act or water quality. shoebox. out a vocabulary word. Oth- 3. Place the words Use the words er teams watch the skit. After in a shoebox to play “Piction- 30 seconds, each team turns and ask each ary” in which one in their guess written on a student to team member pulls a slip of paper. Each team that take one word. vocabulary word from guesses correctly gets one 4. Instruct students to a shoebox and draws a point. The performing team develop a definition for picture(s) to illustrate the gets one point if one or more their word using a dictionary, word. Fellow team mem- of the other teams guesses the the EELE vocabulary sec- bers must guess the correct word correctly. If none of the tion, science textbook, ency- word within 30 seconds or other teams are able to cor- clopedia and/or other refer- other teams can guess to rectly identify the vocabulary ence books. They should “steal” a point. For another word, the performing team write their word and its defi- game, have one student from does not score a point.

Lake Norman State Park, N.C. 3.2.2 November 2002 Student’s Information

ater is central to all rain, sleet or snow. Even the A watershed is the total land Wlife and life’s activ- glaciers, our planet’s largest area that drains into a partic- ities, including reproduc- freshwater storage tanks, are ular river, lake or stream. If tion and growth! Plants constantly moving, melting we pollute the water in one and animals must have and changing shape. part of the watershed, the water to survive. Wa- Although water is con- water quality in the rest of ter represents about stantly recycling, this the watershed will be affect- 75 percent of a doesn’t mean it will ed. Some people use bodies person’s body always be available for of water as places to dump weight and cov- our use. Fresh water trash. This not only affects ers nearly 75 per- may be scarce in some the water, but it can hurt the cent of the Earth’s places and abundant in other people and the wildlife surface. Nearly others. Sometimes water be- that live in that watershed. everything on Earth comes polluted or poisoned Scientists manage the can be directly or indirectly and is difficult to clean. Care water quality of a lake, such traced to a connection with must be taken to protect our as the lake at Lake Norman water, or is involved in the water resources, especially State Park, by studying its water cycle. Even the driest their water quality. Would watershed. They test the wa- desert contains water. It is you want to take a shower or ter in many parts of easy to see why scientists wash your clothes in dirty the watershed call Earth the “water water? Would you want to and look for planet.” swim or fish in a polluted possible Water is always on lake or river? Most people sources of the move. Rocks and want excellent water quality pollution. soil filter water and not only for drinking but The kinds channel it into streams also for bathing, swim- of animals and rivers both under ming and growing food. living in and above the ground. Making sure we the water Ponds, lakes, marshes have enough clean give scientists clues about and swamps slow the water can be a diffi- water quality. Some insects water down and may cult task. We all and other macroinverte- hold it for awhile. can help by being brates can only live in water But water is always careful with the that is very clean. If these escaping by evaporat- water we use. animals are present, they ing from the surface Each of us indicate good water quality. and floating into the lives in a When you visit the park, you air. Clouds carry watershed. will have the opportunity to large amounts of wa- study the water quality and ter vapor across the explore the watershed. You sky until the water may even discover new ways falls back to Earth as to improve the water quality in the park’s watershed.

Lake Norman State Park, N.C. 3.2.3 November 2002 Pre-Visit Activity #3 River Roots

Major Concepts: Optional: Teachers can pur- • Watersheds chase their own copy or • Topographic maps copies of this topographic map from the N.C. Geologi- Learning Skills: cal Survey at (919) 715-9718. • Communicating, measuring, Order the Troutman, N.C., inferring and predicting Quadrangle, N3537.5- • Reading and interpreting W8052.5/7.5, 1993. topographic maps • Measuring and estimating • Working effectively in groups Subject Areas: • Science • Social Studies • Mathematics • English Language Arts * See the Activity Summary for a correlation with the DPI objectives in these subject areas. Location: Classroom Group Size: 30 or smaller in groups of 5 or less Estimated Time: 1 to 1 1/2 hours Objectives: Educator’s Information: Materials: •Use a legend to identify his activity is designed to Provided by the park upon common symbols on a Thelp students understand request: topographic map such as the concept of watersheds Per educator: One U.S. Geo- the symbols for a creek, logical Survey (USGS) and to become familiar with topographic map, already col- permanent structure, for- the park lake watershed. Us- ored, that will serve as the ested area and open area. ing a topographic map, stu- answer key •Correctly locate specific dents will outline the water- Per group: One laminated geographic features on a USGS topographic map of shed; identify creeks, roads topographic map such as and structures within it; and Troutman, N.C., Quadrangle; rivers, mountains and set of overhead projector answer various questions con- watersheds. pens (colors: red, green, blue cerning possible influences on and black) •Use a map scale to esti- the park lake’s water quality. Provided by the educator: mate distances on a topo- Students will participate in Per group: Ruler and one copy graphic map, and read groups to complete the work- each of Supplementary and contour lines to estimate Topo Enlargement sheet. Per student: River Roots elevations. Worksheet, pencil •Draw inferences from a Familiarize students with topographic map regard- the EELE vocabulary before ing human activities and doing this activity. You might their possible effects on use Pre-Visit Activity #2, “Pic- specific watersheds. ture This.”

Lake Norman State Park, N.C. 3.3.1 November 2002 Instructions: use only the projector pens B. As rain, snow and other 1. Distribute one copy of the provided when working on precipitation fall on the park Student’s Information to the laminated topographic lake watershed, what do they each student. Read and dis- maps. Permanent ink will come in contact with? (An- cuss this information. Make ruin the maps. Students swers: forests, fields, roofs, sure students understand the should use their own pencils roads, parking lots, lawns, vocabulary words in bold when answering questions on etc.) print. the worksheet. We recom- C. What types of pollutants mend that the students work 2. Guided Practice: Divide might the precipitation pick together on part B, but each students into groups of five up as a result of these con- student should fill out his/her students or less. Give each tacts? (Answers: fertilizers, own copy of the worksheet. group one copy of the Topo soil, silt, animal wastes, etc., Enlargement, which is a sec- 5. Review the worksheet an- from fields and lawns; petro- tion of a topographic map swers with the students. Dis- leum products like oils, tar, (page 3.3.10). Use the Topo cuss the following questions gas and automotive fluids Enlargement to show the stu- as a class: from roofs, roads and parking dents how to identify water- A. What are some of the lots; etc.) sheds and other geographic ways people are using the D. Identify less obvious ways features on a topo map. water in the park lake water- the watershed community 3. Pass out the topographic shed? (Answers: recreation, might pollute the waters. map of the Troutman Quad- diluting wastewater, irriga- (Answers: overflowing sew- rangle and the Supplementa- tion for crops and a water age systems, air pollution ry (page 3.3.9). Point out the source for livestock, and do- such as acid rain, leaking map legend and north arrow. mestic uses). underground storage tanks, Use the Supplementary to etc.) teach the students about other symbols commonly used on topographic maps. You may also wish to show students how to estimate distances using the map scale, how to estimate elevation by reading contour lines and how to calculate the area of a triangle. (Pass out the rulers at this time if you are doing a measuring practice; otherwise wait until step 4, below.) 4. Distribute a ruler, a set of overhead projector pens and the River Roots Worksheet to each group. Each student should do one of the exercises under part A of the worksheet. Caution students to

Lake Norman State Park, N.C. 3.3.2 November 2002 E. How can the watershed Assessment: sheds in the same river ba- community prevent polluted Conduct this same activity sin. How might pollution af- runoff and protect the wa- for your school’s watershed, fect wildlife and people? ters? (Answers: farmers or for a watershed in another 2. Using maps of the could use erosion control county. (This will necessitate Catawba River Basin, have methods such as silt fences, purchasing additional quad- students trace the flow of terraces and catchment basin rangle maps. Laminate the water from its headwaters to ponds, as well as reduce use maps so that they can be used the South Carolina state line. of fertilizers and pesticides; again.) Compare watersheds These maps are available homeowners could reduce in terms of the natural and from: Stream Watch use of fertilizers and pesti- human communities, possible Coordinator, N.C. Division cides on lawns and gardens sources of pollution and the of Water Resources, 1611 and maintain cars and septic geology of the watersheds. Mail Service Center, Raleigh, systems properly; landown- NC, 27699-1611, (919) 733- ers could maintain forests 4064. Order the Upper and and/or stabilize soils by other Suggested Extensions: Lower Basin maps. A map methods; etc.) 1. Have students create post- and a chart of vital statistics 5. Enlist student help to re- ers illustrating the effects of of the Catawba River Basin move the pen marks from the watershed pollution. They can also be found on the topographic maps. Use only should show how pollutants Division of Water Quality water and a damp sponge or in one part of the watershed website at: soft cloth. Return the maps can migrate to other parts, http://h2o.enr.state.nc.us/ to the park within two weeks. and even to different water- basinwide/basin_maps.htm

Lake Norman State Park, N.C. 3.3.3 November 2002 Student’s Information

ach of us lives in a water- the tree’s roots, all the land sur- ly process, known as eutrophi- E shed. One way to picture rounding the “roots” is a part cation, greatly reduces the a watershed is to think of a of this watershed. Whatever water quality. mountain valley. Imagine you happens in the river’s roots af- Other pollutants such as are standing at the bottom of fects the entire river. The large chemicals from industry, pesti- the valley, near a river. Look- watershed of a river is often re- cides used in agriculture, and ing up, you can see high ridges ferred to as a river basin. motor oil from cars can cause all around you. These ridges Watersheds are naturally problems in a watershed. Many are the boundaries of the water- self-destructive. The creeks or chemicals are poisonous to shed. Since water always rivers that shape the watershed wildlife and people. Aquatic seeks the lowest level, all the gradually erode the land. Hu- animals are especially vulnera- precipitation that falls on the man actions such as land clear- ble. Chemicals in one part of a ridges and slopes will eventu- ing, dam building, farming, watershed can work their way ally end up in the river at the water diversion and industrial to other parts. One serious bottom of the valley. All the development can speed up this pollution event can damage land between the high ridges natural process. If not careful- aquatic food chains in the wa- and the bottom of the valley is ly done, these activities can tershed for many years. part of this watershed. Activi- loosen the soil, allowing exces- It is important to realize that ties that occur anywhere in the sive amounts of sediment to although we can study individ- watershed will affect the river’s run into the creeks and tributar- ual watersheds, the watersheds water quality. ies of the watershed. The sedi- are actually connected to one In the Piedmont and Coastal ments fill stream channels and another. For example, a river Plain, the land slopes more harbors, and suffocate fish and basin contains the smaller wa- gradually to a river or lake. Al- other aquatic animals by clog- tersheds of all the river’s tribu- though the watersheds aren’t as ging their gills. taries. If one of these smaller obvious as those in the moun- People can harm a water- watersheds becomes contami- tains, they do exist. One way shed in other ways. When it nated, it will eventually affect to picture a watershed in the rains, fertilizers (sometimes the watersheds downstream. Piedmont is to look at a map. called nutrients) run off farm As water flows downstream to Find a river and its tributaries. fields and lawns into the water. the ocean, contaminants can ac- If you think of the river as a gi- Nutrients can also enter the wa- cumulate and cause great dam- ant tree and the tributaries as tershed from wastewater age to the lower part of the riv- treatment plants and septic er basin. systems. Fertilizers cause In this activity, you will use large amounts of algae to a topographic map to study the grow, creating an algae bloom. park lake watershed. This small The algae die after they have watershed connects with the used all the nutrients. As bac- larger watershed of Lake Nor- teria decompose the dead al- man that, in turn, is part of the gae, they use up the oxygen in Catawba River Basin. You will the water that fish and other look at human activities in the aquatic animals need to park lake watershed and possi- breathe. A fish kill may result. ble sources of pollution. When Fertilizer can also cause aquat- you visit Lake Norman State ic weeds to grow, clogging Park, you will be able to ex- streams and ponds. This dead- plore the watershed firsthand.

Lake Norman State Park, N.C. 3.3.4 November 2002 River Roots Worksheet Name:______

A. Exercises: Use only the projector pens provided. 1. Locate Lake Norman State Park and trace its boundary with the green pen. 2. Locate the park lake and outline it with the blue pen. (Note: The park lake is part of the Norwood Creek watershed and is separated from Lake Norman by an earthen dam.) 3. Trace all of the creeks, branches and tributaries that empty into the park lake with the blue pen. 4. Trace the boundary of the park lake watershed with the red pen using the nearest roads as a general outline. 5. Identify and count all structures within the watershed by striking through them with the black pen. 6. Trace all light-duty roads within the watershed with the black pen.

B. Questions: 1. Lake Norman State Park is located near what town? ______2. In what county is the park located? ______3. What is the only neighboring county listed on the map? ______4. Count all of the named creeks and branches that empty into the park lake. How many are there? _____ List the names: ______5. Using the scale at the bottom of the map, estimate the length of each of these named creeks and branches in miles. Also add them together for a total. ______6. In addition to these larger creeks/branches, a number of unnamed streams and branches feed the park lake. Approximately how many are there? ______7. Knowing that the watershed is in the shape of a triangle (roughly), determine its approximate area in square miles by using the following formula:

Area of a triangle = 1/2 base x height

______Find other ways to estimate the watershed area, such as by using a grid.

Lake Norman State Park, N.C. 3.3.5 November 2002 8. Is most of the watershed forests or fields? ______9. Besides the park, what large educational facility lies within the watershed? ______10. Approximately how many structures/buildings lie within the watershed? ______11. Using the scale and road classification key at the bottom of the map, estimate how many miles of light-duty roads lie within the watershed. ______12. Into what large body of water does the park lake’s water flow? ______13. Before the park lake’s water reaches the main body of Lake Norman, into what portion of the lake does it empty? ______14. What river was dammed to form Lake Norman? ______15. In what compass direction do most of the park lake’s tributaries flow? ______16. Calculate the change in elevation from park lake to the highest point in the watershed. ______

17. Name some possible sources of pollution in the park lake watershed. Then describe the type(s) of pollutant that each source might contribute.

Source List or Describe the Water Pollution

ex: road oil and other chemicals from cars

Lake Norman State Park, N.C. 3.3.6 November 2002 River Roots Worksheet (Answers)

A. Answers to Exercises: 1. Locate Lake Norman State Park and trace its boundary in green. 2. Locate the park lake and outline it with the blue pen. (Note: the park lake is part of the Norwood Creek watershed and is separated from Lake Norman by an earthen dam.) 3. Trace all of the creeks, branches and tributaries that empty into the park lake with the blue pen. 4. Trace the boundary of the park lake watershed with the red pen using the nearest roads as a general outline. 5. Identify and count all structures within the watershed by striking through them with the black pen. 6. Trace all light-duty roads within the watershed with the black pen. (See 1993 version of Topographic Map for answers to Exercises 1-6.)

B. Answers to the Questions: 1. Lake Norman State Park is located near what town? Troutman, N.C.

2. In what county is the park located? Iredell

3. What is the only neighboring county listed on the map? Catawba

4. Count all of the named creeks and branches that empty into the park lake. How many are there? Thr ee. List the names: Norwood Creek, Bass Creek, Powder Spring Branch

5. Using the scale at the bottom of the map, estimate the length of each of these named creeks and branches in miles. Also add them together for a total. Norwood Creek: 4 miles, Powder Spring Branch: 3 miles, Bass Creek: 1 mile Total: 8 miles

6. In addition to these larger creeks/branches, a number of unnamed streams feed the park lake. Approximately how many are there? 25

7. Knowing that the watershed is in the shape of a triangle (roughly), determine its approximate area in square miles by using the formula:

Area of a triangle = 1/2 base x height

Area of watershed = 1/2 (4 miles x 5 miles) = approx. 10 sq. miles

Lake Norman State Park, N.C. 3.3.7 November 2002 8. Is most of the watershed forests or fields? Approximately equal 9. Besides the park, what large educational facility lies within the watershed? South Iredell High School 10. Approximately how many structures/buildings lie within the watershed? 400 11. Using the scale and road classification key at the bottom of the map, estimate how many miles of light-duty road lie within the watershed. 18 12. Into what large body of water does the park lake’s water flow? Lake Norman 13. Before this water reaches the main body of Lake Norman, into what portion of the lake does it empty? Hicks Creek 14. What river was dammed to form Lake Norman? Catawba River 15. In what compass direction do most of the park lake’s tributaries flow? South 16. Calculate the change in elevation from park lake to the highest point in the watershed. See the intersection of SR 1333 and SR 1004: 980 ft. - 760 ft. = 220 ft. change in elevation 17. Name some possible sources of pollution in the park lake watershed. Then describe the type(s) of pollutants that each source might contribute.

Source List or Describe the Water Pollution

ex: road oil and other chemicals from cars

homes treated sewage

gas stations gasoline from leaky storage tanks

logging operations runoff – sediment

boaters and picnickers litter

housing developments runoff – sediment, fertilizers, pesticides

farms fertilizers, animal waste, pesticides, herbicides

industry chemicals, dyes

Lake Norman State Park, N.C. 3.3.8 November 2002 Supplementary USGS Topographical Map Symbols and Legends

Symbol(s) Description

Type of permanent structure

______

Stream, creek or other flowing water

______

GREEN Forested area AREA

______

Open area (i.e. fields, lawns, etc.)

______

Park boundary

Lake Norman State Park, N.C. 3.3.9 November 2002 Topo Enlargement

900

900 k

Fern Creek

900 Cree Laurel

Rocky Creek

900

Clear Creek Clear 900

Lake Norman State Park, N.C. 3.3.10 November 2002 On-Site Activity #1 Life at the Bottom

Major Concepts: Materials: Objectives: • Water quality Provided by park: •Describe three character- • Aquatic sampling Per student: Life jacket istics of an aquatic macro- • Indicator species Per group: Kick net, seine net, invertebrate. • Aquatic habitats dip net, plastic cups, aquari- • Species identification um or white tray, dissecting •Key out and identify three • Macroinvertebrate external scope, magnifying glass, macroinvertebrates in the anatomy and adaptations tweezers or plastic spoons, field. field guides, table, laminated •Calculate the aquatic in- Learning Skills: aquatic macroinvertebrate dex value and aquatic in- • Observing, classifying and key, rubber gloves, extra ac- communicating tivity sheets, examples of dex rating for a body of • Interpreting data and mak- adult macroinvertebrates water. ing inferences Per class: Throw rope •List three or more ways • Sampling and calculating Provided by educator: humans can affect aquatic aquatic index values Per student: One copy of life. Student’s Information and Subject Areas: Calculating the Aquatic Index • Science Value Educator’s Information: • English Language Arts Per group: Pencil, clipboard, • Mathematics Aquatic Sampling Worksheet, n lakes and other aquatic • Math: measurement Picture Key to Aquatic Mac- * See the Activity Summary roinvertebrates – Catawba I environments, the pres- for a correlation with the River Watershed ence or absence of certain DPI objectives in these sub- Per school: First aid kit organisms, called indicator ject areas. species, reveals much about Special Considerations: the water quality. The crea- Location: Carry rescue throw rope. It is Park lake shoreline and tribu- recommended that all stu- tures that live in the water taries (Contact park staff for dents wear life jackets during can help us calculate an best location.) this activity. Students should aquatic index, which tells wear gloves when sorting us the relative health of a Group Size: samples. Handle organisms water body. 30 or fewer in groups of 5 or carefully so that they are not less harmed, and return them to Water with a rich and var- the water after the activity. ied range of aquatic species Estimated Time: One hour Before the activity, advise is usually a healthy environ- students of appropriate dress ment. Water with only a few Appropriate Season: (i.e. old shoes without holes in species usually indicates less Spring, summer, fall them, old jeans, etc.) Make sure participants bring a com- healthy conditions. Healthy Credits: plete change of clothes. is used here to mean an envi- Adapted from A Field ronment supportive of life. Manual for Water Quality Pollution generally reduces Monitoring, an Environmen- the quality of the environ- tal Education Program for Schools by Mark K. Mitchell ment and, in turn, the diver- and William B. Stapp. sity of life. In some cases, the actual biomass, or amount of living material, increases due to pollution,

Lake Norman State Park, N.C. 4.1.1 November 2002 McCafferty: Aquatic Entomology. © 1983: Jones and Bartlett Publishers, Sudbury, Mass. www.jbpub.com. Reprinted with permission. while the diversity of species In preparation for their what it is and how it is ac- decreases. visit to the park, students complished; and indicator The major purpose of this should complete Pre-Visit species, what they are and # activity is to help students Activity 1, “Key It Out.” how they are used to deter- recognize indicators of water Also, read and discuss the mine the health of the lake. Student’s Information and quality in the park lake and 2. Demonstrate the use of the Calculating the Aquatic In- other aquatic habitats. The dip, seine and kick nets. dex Value, found in this on- students will work in groups a.When using a seine or site activity. Ask students to to collect and identify mac- kick net, spread the sample reflect on how the macroin- roinvertebrates in the lake. out evenly over the net. vertebrates they find in the Students must be dressed Keep the net with the sample park lake will help them de- appropriately. It is recom- at least one inch above the termine the water quality. mended that all students wear ground at all times. life jackets, provided by the Instructions: b. Using a plastic cup, park, during this activity. carefully pour water over the Bring a first aid kit from your 1. At the park, the educator sample to wash away debris. school, if possible. Educa- should stop at the park office tors who have not taken an for assistance in locating the 3. Demonstrate the technique EELE workshop at the park equipment provided by the of sample analysis. should visit the park and dis- park. Before beginning the a.Fill an aquarium or cuss safety considerations sampling at a site determined white tray halfway with wa- with the park staff before the by the park staff, the educa- ter. class’ visit. The educator is tor should conduct a brief b. Carefully search the responsible for seeing that all review focusing on: cleaned sample for macroin- safety precautions are fol- macroinvertebrates, what vertebrates. You may need lowed. they are and why they are to use a magnifying glass. important; metamorphosis, c. With tweezers or plastic

Lake Norman State Park, N.C. 4.1.2 November 2002 spoons, carefully remove the collect their samples. Ob- Do different groups have organisms and place them in serve the students to ensure different results? If so, can the aquarium or tray. they are using proper collect- they suggest reasons why? d. Place the aquarium or ing techniques and following (Possible answers: improper tray on the table for observa- safety procedures. The collection and/or identification/identification. Use field groups using the nets should tion techniques, different hab- guides, the laminated macro- move to the shore to identify itats or bottoms may have invertebrate key, the exam- the macroinvertebrates found been sampled by each group, ples of adult macroinverte- and to complete their work- etc.) brates and dissecting scopes sheets. Finally, discuss how hu- to identify the organisms. mans can affect aquatic life in Note: Remind your stu- 5. As time permits, allow stu- this lake. Did the students dents that the key is not com- dents to observe the physical notice any possible human plete. They should match the and behavioral adaptations impacts while they were con- organisms they find as of the collected macroinver- ducting the study? (Possible closely as possible to the pic- tebrates. Can they see any answers: People can affect tures in the key. For ex- examples of predator-prey re- aquatic life by damming a ample, there are 186 dragon- lationships? Are any of the river or by otherwise chang- fly species in North Carolina. macroinvertebrates well cam- ing its flow. Polluted run- The key shows only one spe- ouflaged? Can students ob- off has a major affect on cies of dragonfly nymph; serve gills or other structures aquatic life. Soil and chem- however, the illustration is that allow the animals to icals washing off fields, generic enough that students breathe? Can students deter- lawns, parking lots and should be able to success- mine the stage of metamor- streets within a watershed fully identify any dragonfly phosis of each collected in- can harm aquatic animals nymphs they find. sect? Remind the students to and their bottom habitats. e. Record the macroinver- return the animals to the wa- People can also directly pol- tebrates by group on the ter when they have finished lute the water by dumping Aquatic Sampling Work- their research. their trash in it. Less obvi- sheet. Calculate the aquatic ous impacts on aquatic ani- index value for the lake. 6. Instruct the groups to clean mals come from air pollu- f. Return all organisms to their equipment and return it tion, such as acid rain, and the water after completing to the location where they from the introduction of the research. found it. non-native species, such as the Asian clam or zebra 4. Divide the class into 7. Gather the whole class and mussel. groups of five or less. Pass have each group present its out the worksheets and keys findings. According to the to each group leader. Ask the students, what is the aquatic student groups to predict the index value and aquatic index aquatic index rating for the rating of the park lake’s water park lake and write their pre- quality? How does it com- dictions under Part A on the pare to the students’ initial worksheets. Next, ask the predictions? If the predic- students to put on their life tions and results are different, jackets, gather their sampling encourage students to explore McCafferty: Aquatic Entomology. © 1983: Jones and Bartlett Publishers, Sudbury, Mass. equipment and spread out to reasons. www.jbpub.com. Reprinted with permission.

Lake Norman State Park, N.C. 4.1.3 November 2002 Assessment: been compromised in some 2. Sample Lake Norman’s Use the test provided at way. It is interesting that bottom sediments and com- the end of this activity, or de- there are no species from pare the results to those sign one of your own. Stu- Group I, which includes spe- from the park lake. Use dents will need one of the cies intolerant of pollution graphs or charts to illustrate keys to aquatic macroinver- and indicates excellent water the differences or similari- tebrates found in this EELE quality. See the discussion ties. to answer the test questions. under step 7 in the Instruc- tions for examples of how 3. Sample different locations Answers for the test: humans might be affecting in park lake (i.e. below the Burns Lake. park lake bridge, near the Group I: no organisms. mouth of the creek, etc.) or Group II: bryozoa, isopod Suggested Extensions: in the various streams feed- (sowbug), water scorpion, ing the park lake. Use 1. Ask students to use their charts, graphs or tables to dragonfly nymph, cranefly data from the Aquatic Sam- larva, damselfly nymph and illustrate how different habi- pling Worksheet to create a tats may result in different crayfish. Total = 7. bar or circle graph that Group III: Asian clam and species and different aquatic shows the relative numbers index values. mosquito larva. Total = 2. of macroinvertebrates from Aquatic index value: 16 Groups I, II and III in their [(7 x 2) + (2 x 1) = 16]. samples collected at the park Aquatic index rating: Fair. lake. How do their graphs reflect the water quality of The water quality in Burns park lake? Lake is on the high end of fair. We might conclude that the health of the lake has

Lake Norman State Park, N.C. 4.1.4 November 2002 Student’s Information

“ ater, Water everywhere the form of a lake. A lake is 1. Sunlight – Algae, moss, W nor any drop to drink.” defined as a large inland diatoms and aquatic plants So says the sailor in body of fresh or salt water. need some sunlight to photo- Samuel Taylor Coleridge’s To really understand a lake, synthesize. However, too “Rime of the Ancient Mari- you also have to know about much sun heats the water and ner” as their boat is becalmed its watershed – all the land robs it of dissolved oxygen. at sea. Fortunately, in our that drains into the lake. A 2. Dissolved oxygen and area water is everywhere and healthy lake must have a carbon dioxide – All the there seems to be plenty to well-protected watershed be- animals in the lake need dis- drink. But that may be cause any disturbance to the solved oxygen to breathe. changing as Lake Norman be- land in the watershed affects These same animals breathe comes more developed and is the water quality in the lake. out carbon dioxide that is es- used by more people. Let’s Lake Norman is actually a sential for algae and other take a closer look at water manmade lake. It is the larg- aquatic plants. These plants, and discover what a fragile est of a series of reservoirs in turn, take in the carbon di- and sensitive resource it is. located along the Catawba oxide and give off oxygen. What is Water? River. The watersheds of the 3. Fallen leaves – Dead Catawba River’s many reser- The dictionary defines wa- leaves provide the main voirs and tributaries are inter as a colorless, odorless source of energy for a river terconnected. They form a transparent liquid occurring system and thus for a lake as giant watershed, known as a on Earth as rivers, lakes, well. In the fall, leaves drift river basin. Lake Norman is oceans, etc., and falling from down from the trees into the affected by all the watersheds the clouds as rain, snow, ice, water where they soon sink upstream in the Catawba etc. Water occupies more to the bottom or get caught in River Basin. Likewise, Lake than 70 percent of the Earth’s logjams or wedged between Norman affects all the water- surface, and it makes up ap- rocks. Decomposers, such sheds downstream in this proximately 60 percent of the as bacteria and fungi, climb river basin. human body. You may have aboard the leaves and begin heard the saying, “Water is Recipe for a Lake to “munch out.” They cause the leaves to break down into life.” Think about it for a A lake can be compared to smaller pieces. The half- minute. Can you think of any a fine stew or soup. Just like eaten leaves, bacteria and organism that does not de- a lake, a fine stew or soup fungi are eventually swept pend on water? needs a variety of healthy in- downstream where they pro- David Quammen, in his gredients. A stew also needs vide food for the wonderfully book Natural Acts, A Side- small amounts of spices to adapted macroinvertebrates long View of Science and Na- make it taste just right. If (macros), such as stonefly ture, says, “Without life, there you try to make a stew with nymphs, mayfly nymphs and would still be water. Without just one ingredient, or if you caddisfly larvae. These or- water no life.” leave out an important spice, ganisms further break down your stew is not going to be Recipe for a Lake the leaves into a very fine good. For your visit to Lake mulch called detritus. Here, then, is a recipe for a Norman State Park, you need In addition to the fine, healthy lake: to know more about water in munchers, grazers and filter

Lake Norman State Park, N.C. 4.1.5 November 2002 McCafferty: Aquatic Entomology. © 1983: Jones and Bartlett Publishers, Sudbury, Mass. www.jbpub.com. Reprinted with permission. feeders, some macroinverte- Is the Lake Healthy? By taking samples of the brates prey on other macroin- The five ingredients just aquatic animals, you can vertebrates. Lots of different listed are the minimum ingre- monitor the lake’s water qual- kinds of macros are a sign of dients needed for a healthy ity. Before you sample, study a healthy lake or river. lake. A lake needs only natu- the Picture Key to Aquatic 4. Aquatic plants and ani- ral ingredients – unnatural in- Macroinvertebrates. The animals – Aquatic plants pro- gredients can have a bad ef- mals listed as “ I,” intolerant, vide cover for macros and fect. David Quammen sums are indicators of good water small fish. All the aquatic up what makes a healthy lake quality. They belong to animals in the lake provide or river when he talks about a Group I. The animals listed food for each other and for trout stream: “A good trout as “T,” tolerant, are members non-aquatic animals in a stream must first be an excel- of Group III. If you find only complex food web. When lent insect stream, a superior animals from Group III in the various plants and ani- haven for algae and fungi and your water sample, the lake is mals die or excrete waste, bacteria, a prime dumping polluted. You can use the an- they return essential nutrients ground for dead leaves, a sur- imals you collect to calculate that were borrowed so that passing reservoir of oxygen an aquatic index value and they could live. and calcium. It will then also, aquatic index rating of a lake or stream. The aquatic index 5. Various minerals – The and thereby, be a good osprey is a measure of the health of a fine spices of a lake include stream, a favorite among ot- water body. A healthy lake calcium bicarbonate, potas- ters, a salvation to dippers has a high aquatic index val- sium, nitrates and phos- and kingfishers and bank ue and is home to a wide va- phates. These ingredients swallows and heron, mergan- riety of different species of help balance a lake’s pH; sers and Canada geese and plants and animals. provide building material for water shrews, mink and the shells of snails, mussels, muskrat and beaver. Not to clams and crayfish; help fish mention the occasional griz- breathe more efficiently; and zly bear. And who knows but act as natural fertilizers es- that, sometime, a human sential for aquatic plants. might want to drink.”

Lake Norman State Park, N.C. 4.1.6 November 2002 Calculating the Aquatic Index Value

he aquatic index value (AIV) is a measure of the water quality of a lake, river or other Tbody of water. In general, water bodies with the greatest number of different kinds of macroinvertebrates have the best water quality. Macroinvertebrates are divided into three categories or groups based on their tolerance to pollution:

Group I – includes macroinvertebrates that are very intolerant (I) to water pollution. If you find many species from Group I in a river or lake, this indicates good to excellent water quality. For the AIV calculation, species in Group I are given an index value of 3.

Group II – includes macroinvertebrates that are moderately tolerant (M) to a reduction in water quality. For the AIV calculation, species in Group II are given an index value of 2.

Group III – represents macroinvertebarates that are tolerant (T) to pollution. If you find mostly species from Group III in a river or lake, this indicates poor water quality. For the AIV calculation, species in Group III are given an index value of 1. To calculate the aquatic index value, you will use a simple formula: AIV = (3 x number of Group I) + (2 x number of Group II) + (1 x number of Group III)

As an example, let’s say that you have sampled a lake and found the following species:

Group I Group II Group III 1. Hellgrammite 1. Dragonfly nymph 1. Black fly larva 2. Mayfly nymph 2. Crayfish 2. Freshwater worm 3. Stonefly nymph 3. Water scorpion 4. Caddisfly larva

AIV = (3 x 4 species) + (2 x 3 species) + (1 x 2 species) = 19

Find the AIV on the chart below to get the aquatic index rating:

An AIV of 19 lies within the “Good” range. Your lake Cumulative Aquatic has good water quality, at least in the areas in which Index Values Index Rating you collected samples. 23 and above Excellent 17 to 22 Good 11 to 16 Fair 10 to less Poor

Adapted from A Field Manual for Water Quality Monitoring, An Environmental Education Program for Schools by Mark K. Mitchell and William B. Stapp.

Lake Norman State Park, N.C. 4.1.7 November 2002 Picture Key to Aquatic Macroinvertebrates

Macroinvertebrates

with shells, clam-like

obvious legs

shell attached to shell unattached three pairs of legs submerged objects shell oblong shell triangular

adult bugs or beetles larvae or nymphs with with two pairs of wings no wings, but some have undeveloped wing pads *Zebra mussel (T) © © Native freshwater mussel (I) *Asian clam (T)

chewing mouth parts, sucking mouth parts front wings thick (beetles) (true bugs)

abdomen soft and worm-like

dark brown to black body, white to greenish body, with prominent pinching jaws or without portable case

Caddisfly larva (I)

Lake Norman State Park, N.C. 4.1.8 November 2002 Catawba River Watershed

LEGEND Pollution Tolerance Index Value (I) – Intolerant Group I (M) – Moderate Group II without shells (T) – Tolerant Group III

no obvious legs

more than three pairs worm-like sponge- or jelly-like, grows on of legs (crustaceans) submerged objects

small claws on front legs, large claws on usually a flattened pad ball-like may be hard to see front legs

body flattened body flattened side to side top to bottom

Freshwater sponge (M) Bryozoa (M)

Cranefly larva (M) Black fly larva (T) bright red body (lives small hairs on body on submerged objects) (lives in stagnant water)

no obvious tail obvious tail

three tails two tails, no gills on abdomen © tails broad, leaf-like tails slender, gills on abdomen Dragonfly nymph (M) © ©

Damselfly nymph (M) Stonefly nymph (I) ©

Lake Norman State Park, N.C. 4.1.9 November 2002 Aquatic Sampling Worksheet

Name: ______Date: ______Location: ______Methods used to sample: ______A. Prediction of the park lake’s aquatic index: Excellent Good Fair Poor Circle your choice. Why do you think the park lake will have this aquatic index? ______B. Instructions: 1. Use the Picture Key to Aquatic Macroinvertebrates to identify organisms. 2. Record the species found by your group in the space below. Use the key to classify them by their tolerance levels: I (intolerant), M (moderately tolerant) or T (tolerant). Group I (I) Group II (M) Group III (T)

1. 1. 1. 2. 2. 2. 3. 3. 3. 4. 4. 4. 5. 5. 5. 6. 6. 6. 7. 7. 7. 8. 8. 8. 9. 9. 9. 10. 10. 10. Total = Total = Total =

3. Calculate the aquatic index value (AIV) for the park lake by multiplying the number of species in each group by the index value for that group. Then, add the resulting three numbers to obtain the aquatic index value. Cumulative Aquatic (3 x no. of species in Group I) Index Values Index Rating (2 x no. of species in Group II) 23 and above Excellent + (1 x no. of species in Group III) 17 to 22 Good = Aquatic Index Value (AIV) 11 to 16 Fair 10 to less Poor

Aquatic Index Value = ______Aquatic Index Rating = ______

Adapted from A Field Manual for Water Quality Monitoring, An Environmental Education Program for Schools by Mark K. Mitchell and William B. Stapp.

Lake Norman State Park, N.C. 4.1.10 November 2002 4. What does the aquatic index tell you about the health of the park lake? What does this mean for plants, animals and people? ______

5. What do you think has contributed to the water quality? Hint: Remember the five ingredients for a healthy lake in the Student’s Information. ______

6. How do people affect the aquatic life in the park lake? Hint: Look around you for evi- dence of human activities. ______

7. What would happen if the aquatic food web in the park lake was damaged or disrupted? ______

Lake Norman State Park, N.C. 4.1.11 November 2002 Life at the Bottom – Test

Name: ______Date: ______Instructions: 1. Use the Picture Key to Aquatic Macroinvertebrates to identify the macroinvertebrates below, which were found in Burns Lake. 2. Write the name of each species under the correct group. Use the key to help you classify the macroinvertebrates by their pollution tolerance levels. McCafferty: Aquatic Entomology. © 1983: Jones and Bartlett Publishers, Sudbury, Mass. www.jbpub.com. Reprinted with permission.

3. Calculate the aquatic index value (AIV) for Burns Lake by multiplying the number of species in each group by the index value for that group. Then, add the resulting three numbers to obtain the aquatic index value. Cumulative Aquatic (3 x no. of species in Group I) Index Values Index Rating (2 x no. of species in Group II) 23 and above Excellent + (1 x no. of species in Group III) 17 to 22 Good = Aquatic Index Value (AIV) 11 to 16 Fair 10 to less Poor

Aquatic Index Value = ______Aquatic Index Rating = ______

4. On the back of this paper, describe the health (water quality) of Burns Lake, based on the macroinvertebrate sample above. Describe at least three ways that humans might be affecting the aquatic life in this lake.

Adapted from A Field Manual for Water Quality Monitoring, An Environmental Education Program for Schools by Mark K. Mitchell and William B. Stapp.

Lake Norman State Park, N.C. 4.1.12 November 2002 On-Site Activity #2Water Lab

Educator’s Information: Major Concepts: Per team: One copy each of • Water quality Water Lab Data Sheet, Wa- n this activity, students will • Temperature ter Quality Information Iconduct some simple phys- •pH Sheet, and Picture Key to ical and chemical tests to de- • Turbidity Aquatic Macroinvertebrates (See On-Site Activity #1.) termine the quality of a body Learning Skills: of water. Working in teams, • Observing, communicating Safety Considerations: results, predicting, inter- Because students will be on students will determine the preting data the beach when taking the pH, turbidity and tempera- • Measuring pH reading, and on the boat ture of water samples from • Reading and interpreting dock when the temperature the park lake and record their scientific charts and turbidity readings are findings on their data sheets. done, they will all be re- Subject Areas: quired to wear life jackets. Using the data collected and • Science the Water Quality Informa- • Mathematics Credits: The Water Quality • English Language Arts tion Sheet, they will predict Information Sheet was * See the Activity Summary the types of organisms that adapted from “A Lesson for a correlation with the the park lake can support and Plan for Some Water Inves- DPI objectives in these sub- tigations,” Investigating draw conclusions regarding ject areas. Your Environment series. the overall water quality. Location: U.S. Forest Service, revised To ensure the success of The old rental boat dock on 1977. Printed with permis- this activity, teachers should park lake sion. conduct one of the pre-visit Group Size: activities in this EELE and Maximum of 25 divided into practice the skills suggested three groups, one adult per Objectives: six students in the Instructions for this ac- •Name and describe three tivity. If time permits, stu- Time: 1 hour characteristics of water dents should do the On-Site Appropriate Season: that contribute to the over- Activity #1, “Life at the Bot- Spring, summer or fall all quality of a water sam- tom,” as a follow-up. This Materials: ple or body of water. will help students check the Provided by the park: •Determine the pH, temper- accuracy of their predictions Per class: Life jackets, pH kits, ature and turbidity of lake about the types of aquatic vinegar, ammonia, two plas- water samples and make tic cups, basters, large life inhabiting park lake. bucket, large clear plastic jar inferences regarding the containing water sample overall water quality based from Lake Norman, large on the test results. empty clear plastic bottle, •Using the test results and thermometer, white paper, other information, write Secchi disk with string Provided by educator: predictions for the kinds Per student: One copy of of aquatic life that might Student’s Information and live in the lake. Water Quality Information Sheet

Lake Norman State Park, N.C. 4.2.1 November 2002 Instructions: isms could survive? (Answer: tion in Predicting Aquatic Ani- much plant life, many fish dis- mals (Student’s Information) 1. Before departing for the eases, most bass, crappie, again for emphasis. park, go over the Student’s In- bluegill, carp, catfish, caddis- formation and Water Quality fly, etc.) Information Sheet with the Assessment: class. Explain the types of 2. Upon arrival at the park, the Create temperature, turbidi- teacher should stop at the park tests the students will be con- ty and pH readings for a ficti- ducting at the park. Divide the office to get assistance in lo- tious lake. Give each student a class into teams of two to three cating the equipment provided copy of the Water Quality In- students. Conduct a guided by the park. (See Materials.) formation Sheet and the Pic- practice of skills they will be Before beginning the water ture Key to Aquatic Macroin- using at the park. lab tests, the teacher should vertebrates. Ask students to review the tests to be conduct- first explain how each individ- Suggestions for Skills to Prac- ed and demonstrate the safe ual factor (temperature, turbid- tice: use of equipment such as the ity and pH) might affect aquat- If you have thermometers pH kits, thermometers and ic life in general. Then, con- available, let the teams prac- Secchi disks. Provide each sidering all three factors to- tice taking air temperature team with a copy of the Water gether, students should predict readings in the classroom and Lab Data Sheet, the Water what kinds of organisms could on the school grounds. If you Quality Information Sheet and live in the fictitious lake. have litmus paper, let the the Picture Key to Aquatic teams take pH readings of var- Macroinvertebrates (from ious materials such as tap wa- On-Site Activity #1). Suggested Extensions: ter, soda, milk, vinegar, 3. Group the teams into three 1. If you have extra time when bleach, hand soap, etc. Al- large groups, which will rotate visiting the park, do On-Site though the students will be us- through the three water quality Activity #1, “Life at the Bot- ing a more sophisticated test testing stations: pH, turbidity tom.” Did the students’ obser- for pH at the park, the litmus and temperature. After the vations of aquatic life match paper test will familiarize teams in each group complete their predictions made during them with the pH ranges of a test, the groups should the “Water Lab” activity? If common materials. You could switch stations until all teams not, why not? also give each team one copy have completed all three tests. 2. Find the range, median and of the Water Lab Data Sheet Remind the students that they mode for the class’ data on pH, and Water Quality Information should take turns within their surface temperature and tur- Sheet. Then, explain how to teams to conduct the tests and bidity. Use a graph to show make predictions using the record the data. Instructions the change in temperature with Water Quality Information and procedures for each test depth. Sheet. For example, if a stu- are given on pages 4.2.3 - 3. Repeat the water lab tests at dent team discovers that the 4.2.4. another lake or river to com- pH of the lake water is 6.0, 4. When all the teams have pare with the park lake. Dis- what types of organisms could done all the tests, gather the play results using graphs, ta- live in the water? (Answer: students together at the picnic bles or charts. bacteria, carp, suckers, catfish, shelter for a follow-up discus- some insects.) sion. Ask individual teams to If the water temperature report their findings and pre- is 69ûF, what kind of organ- dictions. Discuss the informa-

Lake Norman State Park, N.C. 4.2.2 November 2002 Temperature Test 6. Have the students record conduct a pH test on lake each temperature reading on water samples, as described 1. Lead the group to the boat their data sheet. Surface below. dock area to conduct the waters will be somewhat temperature tests. One stu- 3. Each group will receive a warmer (except in winter) dent in each team will be re- baster and pH kit. than deeper water. Not only sponsible for handling the 4. Collect a sample of the do surface waters absorb thermometer, another for re- park lake water in a large more sunlight, but warm wa- cording the data, and a third bucket. Have one member ter “floats” on colder water. for timing the temperature of each group use the baster Note: Water is the most tests. Demonstrate the pro- to draw water from the buck- dense at 39ûF (4ûC). Water cedure for taking tempera- et and place it into the tube cooler than 39ûF will float ture at various depths. in the pH kit, filling the tube on top of this warmer water! to about a quarter inch from 2. First, holding the ther- This is why ice forms on the the top. mometer in a shaded place, lake surface rather than the and have the students deter- lake bottom. 5. Have another team mem- mine the temperature of the ber place one drop of the 7. Using the data collected air. Caution them to avoid indicator solution in the tube, and the information sheet touching the thermometer place the lid on the tube, (section on temperature bulb. shake it and wait 10 seconds. ranges), have the students Have all three students com- 3. Next, to measure the tem- describe what types of life pare the color of the solution perature of the surface water, they think might be present. grasp the top end of the ther- in the tube with the chart on mometer and place the bulb the front of the pH kit and just under the surface of the pH Test choose the number of the water. Hold this position for color it most closely resem- 1. Lead the group to the bles. two minutes. Take a reading. beach area to conduct the pH 4. Lower the bulb three feet test. 6. Have the third student (measured along the pre- record the pH reading on the 2. Demonstrate to the class team’s data sheet. marked string), wait two the different extremes on the minutes, and take another pH scale by using the pH kit 7. Using the data sheet and temperature reading. to measure the pH of a cup information sheet (section 5. Lower the bulb to a depth of vinegar (very acidic) and on pH ranges), discuss the of six feet, wait two minutes, a cup of ammonia (very alka- results. Have the students and take another temperature line). Demonstrate how to describe the health of the reading.

Lake Norman State Park, N.C. 4.2.3 November 2002 water in terms of its pH lev- Turbidity Test 6. Have one member of each el. What life forms might 1. Lead the group to the team lower a Secchi disk into they expect this water to boat dock area (but away the water slowly. The other support? (Possible answers: from temperature testers) for team members should ob- bacteria, algae, bass, crap- the turbidity test. serve and record on the data pie, trout, mayfly, stonefly, sheet the depth at which the bass, crappie, caddisfly, carp 2. Collect a sample of the Secchi disk disappears. Note and catfish.) What life park lake water in a large that the string has been would this water not sup- plastic jar. Make sure it is marked to aid students in de- port? (Possible answers: free of any obvious debris. termining the depth in feet. snails, mussels, clams.) 3. Have the students examine 7. Discuss what effect the What factors may have con- it against a background of water’s clarity (or lack of it) tributed to this pH reading? white paper. might have on the aquatic or- (Possible answers: acid rain 4. How would they describe ganisms living there. Use the caused by nitrogen oxide the color? Is it colorless, Picture Key to Aquatic Mac- from automobiles and sulfur greenish, murky tan, a clear roinvertebrates to identify an- dioxide from factories, agri- tea or coffee color? Discuss mals that are intolerant to cultural runoff containing a the possible explanations for pollution. On the basis of surplus of nitrogen fertiliz- the color. this key, which organisms do ers, lime from residential 5. Present a glass jar that has you predict could live in park runoff, and decaying vegeta- a water sample taken from lake and which ones are most tion in water.) How does the Lake Norman. Place it likely absent? Write your pH of the park lake compare against a background of predictions on the data sheet. with the pH level of Lake white paper and discuss how Norman? Note: Contact the it differs from the park park staff for this informa- lake sample. tion. (Possible answer: Lake Norman is usually slightly less acidic than the park lake because Lake Norman has a huge volume of water that dilutes potential pollutants. Therefore, Lake Norman can handle more pollutants than a smaller lake before the overall water quality is affected.

Lake Norman State Park, N.C. 4.2.4 November 2002 Student’s Information

ater quality is a term (14°C). Carp, on the other lake water a minute. The Wused to describe the hand, are considered warm- lake water helps condense ability of a body of water to water fish. They can easily the steam produced to turn support life. Several charac- withstand water temperatures the turbines. The water used teristics of the water must as warm as 100°F (38°C). for cooling is eventually re- fall within certain ranges if Temperature also affects turned to the lake, slightly the water is to be considered dissolved oxygen, the warmer than the rest of the “safe” for people to drink or amount of oxygen dissolved lake water. According to for wildlife to use. Lake in water. Fish and other Duke Energy, the water is Norman, the park lake and aquatic animals need the ox- not warm enough to hurt fish other bodies of water can ygen that is dissolved in wa- or other aquatic life. only absorb certain amounts ter. When the oxygen level The area where the of pollutants before the over- falls below a certain point, McGuire Nuclear Station all water quality goes down. they die. The rule is the discharges warm water into Then, animals die and people warmer the water, the less Lake Norman is known as a get sick. oxygen it can hold. As water “hot spot” and is very popu- When you come to Lake temperatures rise, dissolved lar with fishermen, especially Norman State Park, you will oxygen escapes from the wa- in winter. Shad flourish in be measuring three character into the air. Some animals the warm waters and many teristics of water: tempera- need more dissolved oxygen larger game fish go into these ture, turbidity and pH. After than others. Therefore, water waters to feed on shad. making your measurements, that is considered deadly and Since the lake is large, the you will have a better idea of polluted for some fish, be- fish can migrate back and the overall water quality of cause of low dissolved oxy- forth between warmer and the park lake. You will also gen levels, may be perfectly cooler areas. be able to predict the kinds safe for other fish. (See the Another factor affecting of animals that could live Water Quality Information water temperature is a natu- there. Sheet for temperature ranges ral process called thermal and dissolved oxygen re- stratification. This process Temperature quirements for aquatic or- occurs to some degree in all ganisms.) bodies of water. The lighter, Water temperature is a life Many factors such as warmer water floats on top of or death factor for the many weather, the seasons and the denser, cooler water. animals, plants and microor- manmade facilities affect wa- These two separate layers ganisms living in water. ter temperature. McGuire provide different habitats Most trout, which thrive in Nuclear Station and Marshall where different types of cold water, will die if the wa- Steam Plant, both located on aquatic plants and animals ter temperature gets as warm Lake Norman, use large live, mainly due to the differ- as 77 F (25 C). In addition, ° ° amounts of lake water to cool ences in temperature. their eggs won’t hatch if the their steam turbines, accord- water is any warmer This is why fish that need ing to Duke Energy. When than 57°F cooler water, such as trout operating at full capacity, and striped bass, swim to the McGuire circulates two mil- deeper parts of lakes during lion gallons of warm summer days.

Lake Norman State Park, N.C. 4.2.5 November 2002 electric power plants release the pH of Lake Norman. pH other gases such as sulfur di- In addition to acid rain, pH is a measure of how oxide into the air. These gas- runoff affects the pH level of acidic or basic something is. es create more acid rain. The the lake. When it rains, extra Scientists use a pH scale to acid that falls to Earth lowers fertilizers from farm fields define degrees of acidity. the pH level of lakes, rivers run into the lake. Most fertil- The scale is represented by and streams. In some places izers contain nitrogen, which numbers from 1 to 14. A pH in the world, the water is so lowers the pH of the water. of 1 is extremely acidic, acidic that it is called “dead.” Runoff from people’s yards while a pH of 14 is extremely The water may look clean can add more nitrogen to the basic, or alkaline. A pH of 7 and pure, but nothing can lake. Some homeowners use is neutral, neither acidic or live in it and no one can lime, which is very basic, to basic. Pure water has a pH drink it. make their grass greener and of 7. Some examples of the Marshall Steam Station is healthier. If lime washes into pH of common liquids a large power plant on Lake the lake, it may cause pH around you include: Norman. In burning coal to levels to go up. generate electricity, this plant Wastewater treatment Vinegar pH of 2.25 emits sulfur dioxide into the plants also have an impact air. This plant is one of the on pH levels in the water. Cola pH of 4 many sources of acid rain in There are a number of waste- Rain pH of 5.6 our area. It is difficult to de- water treatment plants in Milk pH of 6.5 termine how much this pow- your home town and on Lake Sea Water pH of 7.5 er plant is actually affecting Norman. Whenever we use the bathroom, take a shower, wash dishes, do laundry or pH Scale wash a car, the dirty water is 1———----- 7 ———----14 acidic neutral basic If you look at the Water Quality Information Sheet, you will see how pH affects plants and animals. Bacteria can live at almost any pH level, from 1 to 13. Most plants and animals, however, can’t survive for very long in water that is below pH 6.0 or above pH 9.0. Many factors affect the pH levels in a lake. Every day millions of cars emit a gas- eous pollutant called nitrogen oxide. Nitrogen oxide mixes with water vapor in the air to create acid rain. In addition, thousands of factories and

Lake Norman State Park, N.C. 4.2.6 November 2002 piped to a wastewater treat- water. This same color may able to hold as much drink- ment plant. Here it is also be an indicator of chemi- ing water or absorb as much cleaned and released back cal pollution. floodwater. Large silt depos- into the lake. Many of the The macroinvertebrates its at the mouths of rivers, or household cleaners we con- listed as intolerant to pollu- in lakes, can cause naviga- sistently flush down the drain tion (I) on the Picture Key to tion problems for boats. are basic, but some are very Aquatic Macroinvertebrates Dredging to remove sedi- acidic. Occasionally, treat- are especially sensitive to ments is costly. Overall, sed- ment plants are overloaded sediment pollution. Too iment pollution is the hardest and are unable to bring the much sediment sitting on the type to prevent or clean up! pH to a more neutral level. bottom of a lake can destroy A Secchi disk is one the habitat for many bottom- device that is used to mea- Turbidity dwelling animals. Sediments sure turbidity. The disk is also directly smother these lowered into the water until it Turbidity refers to the animals or their eggs and lar- disappears from view. The amount of sediment or for- vae. When smaller animals depth of the disk can be read eign particles suspended in are killed, the larger animals from the marked rope. For water. Turbidity is another that depend on them for food still water, a Secchi disk indicator of water quality. will have to find food else- reading of five feet or less in- Very muddy, dark or dense where or die. In this way, dicates the water is very water is called turbid. Tur- sediments can destroy the murky. A large number of bidity is determined by a food chains or food web of particles are probably sus- number of factors, both natu- an entire lake. People who pended in the water. A read- ral and manmade. depend on fish, or other ing of 20 feet would indicate Very green-colored water aquatic animals, for their fairly clear water with few may be overpopulated with livelihood are also affected. suspended materials. Clearer algae. This could be the re- Sediments can cause reser- water allows sunlight to pen- sult of extra fertilizers from voir volumes to decline by etrate deeper into the water. agricultural runoff. A tan, displacing water with soil. Submerged aquatic murky color may be the re- This reduces the storage plants can grow at sult of a heavy load of silt. capacity of the reser- greater depths in clear- Silt is a very fine-grained voir. It will not be er water. sediment that doesn’t easily settle out of running water. Silt particles will settle out if the water sits undisturbed for a few days. A body of water that is a reddish color is full of suspended clay that has not yet settled to the bottom of the water. A weak tea or coffee color in otherwise clear water indicates decomposing leaves and bark. Tan- nin or tannic acid from decaying leaves is a major contributor to the turbidity of

Lake Norman State Park, N.C. 4.2.7 November 2002 Predicting also need to consider the im- It is also important to re- pact of isolated pollution member that Lake Norman is Aquatic Animals events. For example, if the a manmade lake. Most of the After you determine the water temperature is ex- aquatic animals that live in temperature, pH and turbidity tremely high for one week of Lake Norman or the park lake of the water in park lake, you the year, it could kill some once lived in a river or stream will use the Water Quality In- animals that might normally environment. Only the ani- formation Sheet and the Pic- live there. When you visit mals that were able to survive ture Key to Aquatic Macroin- the park lake, the tempera- when the river was converted vertebrates to predict the ture readings that you take into a lake are found in Lake kinds of animals that might may not be very high. And, Norman today. Scientists call live there. As you make your based on your readings, you these animals “tolerant” be- predictions, remember: may predict that many kinds cause they are able to survive of animals should be able to fairly large changes in tem- The animals in a river or live in the lake. But, water perature, pH and turbidity. lake reflect the worst possible quality can change from day They can exist in a wide vari- conditions in that body of to day. One significant pol- ety of water quality condi- water. For example, if the lution event could destroy tions. Animals that are less water is clear and cold, but animals and their habitats. It tolerant of change were prob- the pH is below 6.5, you could take a long time for the ably eliminated when the riv- would not expect to see trout, animals to return. er was converted to a lake. stoneflies or mayflies. You Macroinvertebrates Listed on the Water Quality Information Sheet T = Tolerant of Pollution; M = Moderately Tolerant; I = Intolerant of Pollution

Dragonfly nymph (M) © Riffle beetle (I) Scud (M)

Freshwater mussel (I) Stonefly nymph (I)

Hellgrammite (I)

Diving beetle (M) © Water strider (M)

Lake Norman State Park, N.C. 4.2.8 November 2002 Water Quality Information Sheet

pH Ranges That Support Aquatic Life MOST ACIDIC NEUTRAL MOST BASIC 1234567891011121314 bacteria 1.0 13.0 plants (algae, rooted plants, etc.) 6.5 13.0 carp, suckers, catfish, bream, dragonfly nymph 6.0 9.0 bass, crappie, damselfly, crayfish, water strider 6.5 9.0 snails, clams, mussels 7.0 9.0 largest variety of animals (trout, mayfly, stonefly, caddisfly, riffle beetle) 6.5 7.5

Temperature Ranges (Approximate) Required for Certain Organisms

Greater than 68°F (20°C) warm water much plant life, many fish diseases most bass, crappie, bluegill, carp, catfish, caddisfly, dragonfly, damselfly, water scorpion, diving beetles, crayfish, scud, water strider

Middle range: 55°F – 68°F (12.8°C – 20°C) some plant life, some fish diseases salmon, trout, stonefly, mayfly, caddisfly, water beetles, black fly larva

Low range: Less than 55°F (12.8°C) cold trout, caddisfly, stonefly, mayfly, hellgrammite, freshwater mussel

Dissolved Oxygen Requirements for Native Fish and Other Aquatic Life Dissolved Oxygen in parts per million (ppm)

(below 68°F) (above 68°F) Cold-water organisms (including salmon and Warm-water organisms (including fish such as caddisfly, stonefly, mayfly, hellgrammite) bass, crappie, catfish and carp)

6 ppm 5 ppm

©1987 Western Regional Environmental Education Council. From “A Lesson Plan for Some Water Investigations.” Investigating Your Environment series. U.S. Forest Service. Revised l977. Printed with permission.

Lake Norman State Park, N.C. 4.2.9 November 2002 Water Lab Data Sheet

Date: ______

Team members’ names: ______

pH of Park Lake Sample: ______

Predictions of aquatic life: ______

Temperature Readings: Air temperature ______Surface water temperature ______

Temperature at different depths: 3 ft. ______6 ft. ______

Predictions of aquatic life: ______

Turbidity:

Depth where Secchi disk disappears: ______

Predictions of aquatic life: ______

Describe the overall water quality of the park lake and the kinds of organisms you might expect to find there. ______

Lake Norman State Park, N.C. 4.2.10 November 2002 On-Site Activity #3 Lake Watchers

Major Concepts: • Water quality • Dams • Runoff • Sedimentation • Turbidity • Urbanization • Recreation • Water pollution • Aquatic life tion and landmarks in the Learning Skills: field. • Observing, communicating, Materials: •Describe three characteris- inferring Provided by park: tics of water that people • Collecting, analyzing and Per adult leader: One leader’s can observe in order to evaluating information kit containing a throw rope, • Map reading and taking make inferences about whistle, topographic map, water quality. responsible action Pond Life guide and several Subject Areas: laminated Lake Watchers •Explain how urbanization • Science Investigation Charts affects water quality. • English Language Arts Per each pair of students: One •List two negative impacts • Social Studies litter bag of recreation on water * See Activity Summary for a Provided by the school: quality. correlation with DPI objec- Per class: One first aid kit and tives in these subject areas. water bottle Per adult leader: One copy of Educator’s Information: Location: Alder Trail the Lake Watchers Teacher’s his activity is an easy Group Size: 30 or less, pref- Guide, Common Alder Trail erably in groups of 10 or less Aquatic Plants and Wildlife, Thike that takes place on with a minimum of one adult Lake Watchers Investigation the Alder Trail, a three-quar- leader per group Chart and Lake Watchers ter-mile loop trail. The trail Trail Map Time: 1 - 1 1/2 hours follows the shoreline of a Appropriate Season: large peninsula located be- Any – spring and fall recom- tween the Hicks and Nor- mended Objectives: wood creek sections of Lake Norman. The purpose of Special Considerations: •Describe three positive • Leaders should scout trail effects and three negative this activity is to provide stu- before the walk to become dents with a firsthand look at familiar with recommended effects of dams on people and wildlife. some of the factors that af- stops and to recognize po- fect water quality and to tential hazards (i.e. slippery •Describe two ways that rocks, cliffs, poison ivy, people can minimize the etc.) negative environmental • Leaders should carry a first impacts of dams. aid kit, water, a whistle and a throw rope. •Identify three examples of aquatic plants and animals found in the field. •Use a topographic map to identify direction, eleva-

Lake Norman State Park, N.C. 4.3.1 November 2002 allow students the opportunity to study the effects of such factors. Educators will guide students along the trail and stop at six different locations for observation and discussion. Depending upon the season, students will have opportunities to observe and identify examples of aquatic flora and fauna, including turtles, waterfowl and various plants. Take advantage of unexpected wildlife sightings and stop to enjoy them. At Stop 1, the students will examine the park lake dam, discuss the reasons dams are constructed, and identify the benefits and drawbacks of dam construction. At Stop 2, they will look quality. At Stop 6, closely at the water, examin- they will survey the tion Chart. Visit the park to ing the color, turbidity, pres- litter they have collected dur- scout the trail yourself. Ide- ence or absence of aquatic ing the hike and learn how ally, this should be done at plants and animals, odor, and this litter affects wildlife and least one week prior to your presence or absence of suds people. At this final stop, the class’ visit and at the same or films. They will be en- students will also review and time of day. This will help couraged to use their obser- discuss what they learned you identify potential trail vational skills to study and during the hike. This hands- hazards (slippery areas, steep monitor bodies of water in on interaction with the aquat- banks, etc.) and become fa- their home communities. At ic ecosystem will help stu- miliar with the exact loca- Stop 3, students will examine dents appreciate the natural tions of the stops described in red clay and learn how exten- resource and encourage them the Lake Watchers Teacher’s sive farming practices have to become better stewards of Guide. You could also look depleted the soil of valuable the environment. for additional stops to view plants and wildlife. nutrients. At Stop 4, they Instructions: will see and locate on a topo- If you are unfamiliar with 1. To ensure the success graphic map the actual area aquatic environments, you of this on-site activity, we they studied during the Pre- will need to carry a field recommend you conduct Visit Activity #3, “River guide or request assistance Pre-Visit Activity #3, “River Roots.” They will also dis- from park staff. An excellent Roots,” in this EELE. cuss the effects of urbaniza- all-purpose guide is Pond tion on water quality. At 2. Before bringing students Life by the Golden Press. Stop 5, students will examine to the park, study the Lake (See References section.) A shoreline erosion and the ef- Watchers Teacher’s Guide list of commonly-observed fects of recreation on water and Lake Watchers Investiga- wildlife is also included in

Lake Norman State Park, N.C. 4.3.2 November 2002 this activity. Two important 5. Begin the hike with a Be sure to review emergency points to recognize when brief introduction during procedures with all the lead- observing organisms are: (1) which you will cover the ers before the hike. It’s not always important to theme, trail distance, time, identify the specific name of difficulty and the special Assessment: a plant or animal as long as rules, a - f, below. Use the Discussion Ques- the students appreciate it and a. Stay on the trail until tions at the end of the Lake understand its place in the ec- told otherwise. Watchers Teacher’s Guide on osystem; (2) It is important to b. Watch for roots, stumps, pages 4.3.8 and 4.3.9. help your students relate the sloped walking areas and plants and animals to water other hazards. Running is quality – their dependence or not allowed on the trail. Suggested Extensions: influence upon it. c. Do not pick, injure or 1. Lead a walk in a different 3. Divide the class into destroy any plants or animals aquatic environment. Ask smaller groups of 10 students in the park. (The purpose of students to record their ob- or less. Provide one adult the state parks system is to servations and write conclu- leader per small group. Prior preserve and protect our nat- sions about the water quality to the hike, give each leader a ural resources.) based on their observations. copy of the Lake Watchers d. Being quiet will help In groups, have them develop Teacher’s Guide, Common you see more wildlife. plans to improve the water Alder Trail Aquatic Plants e. The adult leader should quality and present these and Wildlife, Lake Watchers be at the front of the group. plans to the class. Investigation Chart and Lake f. When picking up litter 2. Have students participate Watchers Trail Map. along the trail, do not touch in the activity “To Dam or Note: You may choose to as- broken glass, twisted metal Not to Dam” found in the or fishing line with hooks. sign each trail stop to a team Project WILD Aquatic Edu- of two students within each 6. When conducting the cation Guide. Students role hiking group. If so, each hike, start each small group play individuals representing team will need a copy of the at a different stop along Al- differing perspectives and information in the Lake der Trail so that the groups concerns related to the con- Watchers Teacher’s Guide for do not get too close to one struction of a dam on a river. their assigned stop so that another. Make sure all the In “Something’s Fishy Here,” they can prepare to lead the leaders know the amount of another activity from the corresponding activity. time they have to spend at same guide, students identify 4. During the hike, one of each of the five stops on Al- potential cause and effect re- the group leaders should car- der Trail. All groups should lationships involving aquatic- ry the first aid kit and water end their hikes at Stop 6, the related pollution, generate bottle. All the leaders should picnic shelter. Remind the and evaluate alternative solu- carry a throw rope, whistle, leaders that when pausing for tions to problems of aquatic topographic map, Pond Life discussion or to view an in- pollution, and outline an ac- and several Lake Watchers teresting object along the tion plan to reduce the nega- Investigation Charts. Each trail they should lead their tive consequences of aquatic student should have a “bud- group halfway beyond the pollution in their communi- dy” in his/her group. Each object so that all students ties. See References section pair of students will be given will have a good view. Three under Council for Environ- a small litter bag at the park loud blasts on the whistle al- mental Education. to help with trail cleanup. ways indicate an emergency.

Lake Norman State Park, N.C. 4.3.3 November 2002 Lake Watchers Teacher’s Guide

STOP 1: Park Lake Dam heavy period of rain or your ability to make good ob- – What’s It Good For? lengthy drought. The lake is servations with your eyes and Ask these questions to en- much safer for swimming your nose. If the water looks courage the students to ob- when it is maintained at a or smells unusual, there is serve and make inferences: constant water level. probably something wrong with the water quality. Let’s 1. What are the major fea- 4. What is the purpose of use the Lake Watcher’s In- tures of the park lake dam? the two wooden gates on each side of the spillway? vestigation Chart to help Concrete apron, spillway, us make inferences about the The gates allow more wa- wooden gates, large earthen water quality of Norwood ter to be released at one time. barrier Creek.” Background Information: Background Information: Pass out the Lake Watch- Sometimes rangers may The dam itself consists of ers Investigation Chart and need to open the gates to let more than just the small area challenge students to make water flow out of the lake at of concrete and wood you careful observations. Warn a faster rate than usual. For see in front of you. It actual- the students that if they smell example, it may rain so much ly starts back where we took any strong odors or see any- that the spillway alone can’t the sharp right off of the Al- thing unusual in the water release enough water to pre- der Trail. Tons of dirt and they should not touch the wa- vent flooding. stone were brought in to cre- ter. Let them work with their ate an earthen barrier to hold 5. What are some possible “buddies” to make inferences the water inside the park negative impacts of dams? from their observations about lake. Once the dam was Dams alter the flow of a the water quality in the creek. built, Norwood Creek began river and therefore change In addition to the observa- to back up and expand far the habitat for aquatic life. tions included in the chart, beyond the sides of the origi- Animals that require cold, students should look for the nal creek bed. fast-moving water will not presence or absence of aquat- 2. Why do you think this survive. Dams also trap sed- ic plants. If no aquatic plants dam was built? iment, which can smother are present, this could indi- It was constructed across bottom-dwelling animals. cate that the water is too tur- Norwood Creek to create a bid to allow sunlight to pene- safe swimming area where trate. STOP 2: Small Cove motorboats are not permit- The presence or absence of ted. Beyond Dam – Be a Lake Watcher! aquatic animals is also an im- 3. Look closely at the con- portant indicator of water crete once again. Why do Script – “We are now quality. In general, the you think it was built to on the Lake Norman side of greater the variety allow a small amount of the dam. This creek, Nor- of aquatic water to flow over it? wood Creek, is a part of Lake animals, Norman. Did you know that, This feature is called a without any expensive equip- spillway. It allows the park ment, you can begin to deter- lake to remain at a constant mine the quality of water? level throughout the year, un- That’s right – all you need is less there is an exceptionally

Lake Norman State Park, N.C. 4.3.4 November 2002 the better the water quality. before the dam was built, the There are also certain land beneath the lake was macroinvertebrates, such as farmed extensively. Cotton mussels and mayflies, that and corn were major crops are indicator species for in the area. The fertile low- good water quality. Of lands near the river were course, if students find dead filled with valuable nutrients fish or other dead animals, and moisture, and were ideal this could indicate very seri- for farming. But after de- ous water quality problems. cades of farming, the nutri- When students have com- ents in the soil were mostly pleted their investigation, ask used up, leaving behind the them if they think the water red clay we see here. This red in the creek is becoming pol- clay forms much of the lake luted. What could be done bed in Lake Norman and about it? Please report your lacks the nutrients needed for findings to the park. growth by aquatic vegetation. Script – “Making sure “The fact that young that our water remains safe Virginia pines dominate this for wildlife and people is a area instead of a mature hard- very important task, and one wood forest indicates that not in which you can be in- too long ago this area was volved. Be a lake watcher! farmland. In the process of Take time to investigate succession, Virginia pines streams, ponds and lakes in are one of the first trees to your communities as we have inhabit an area that was once done here today. If you see an old field. Let’s learn how something suspicious, notify to identify this tree. The the police department or the Virginia pine has short North Carolina Department (1 1/2 - 3 inches), twisted of Environment and Natural needles in bundles of two.” Resources. You can help Guided Imagery Exer- protect your drinking water!” cise (as time permits) – Ask students to sit down on the ground and close their STOP 3: Exposed Red eyes. Tell students that you Clay Area – “Bygone are going to describe what Days” life in this area may have Script – “Look at all the been like more than 100 red clay that is present here. years ago. The students Feel how slick and firm it is. should try to imagine what What does it smell like? you are describing. Why do you think we see so Script – “We are going much red clay here and so lit- to travel back in time to the tle vegetation? Long before early 1800s. There is no park there was a Lake Norman, lake; in fact, there is no park!

Lake Norman State Park, N.C. 4.3.5 November 2002 There aren’t many trees be- boats made of sticks with cause the forests have been your brothers and sisters. cleared for farming. You You really enjoy boating live in an old farmhouse that downstream to your uncle’s your grandfather built in farm. Of course, you don’t 1750 near the Powder Spring have a motorboat, and you Branch of Norwood Creek. have to row hard to get back You get your water from a upstream again. Still, you spring, and your mother does like being in the boat, and the family laundry in the one day you want to see the creek. ocean. “You share the farmhouse “The world was very dif- with six brothers and sisters. ferent back then. As you You sleep on a mattress made grew up, you realized that the of straw, and your bathroom fields were producing less Next, the leader should is an outhouse! A family and less because the topsoil point out major features of cow provides milk and the was washing away. You the topographic map such as flock of chickens in the hen knew you would have to contour lines, symbols for house provides eggs. You eat make your living elsewhere, dwellings and numbers indi- a lot of cornmeal muffins maybe in the big city of cating elevations. Note that because corn is a major crop Charlotte! there is a 10-foot change in on your farm. “Let’s come back slowly elevation between each con- “Every day you help your to the present now. Open tour line. Challenge the stu- parents farm the fields near your eyes. What if you had dents to match landmarks or the river. You have to work really lived back in the 1800s features that they can see very hard to raise enough and were still alive today? around them with those on cotton and corn to help feed What changes would you see the topographic map. the family. John Cavin, a if you came back to your old Possible Questions: neighbor, has recently estab- homestead? What changes • Can you find our location lished a grist mill on Hicks do you think are good? What on the map? What is the ap- Creek. You really enjoy changes are not so good?” proximate elevation? (An- hooking up the horse and swer: 760 feet.) wagon and travelling to the mill with your father. It is a STOP 4: Confluence of • How far is it by boat from welcome relief from all the Hicks and Norwood our location to Lake Norman hard work in the fields. Creeks – Map Exercise (Answer: About two to three miles.) “You don’t have any tele- If the teacher did not use vision or video games, so “River Roots” as a pre-visit • What would happen if you you find your fun in other activity, the leader may have got into a boat here and trav- ways. Your favorite place to to explain to the students how elled to the left? (Answer: play is the Catawba River. to read a topographic map. You would eventually go un- You like swimming there, but First, see if the students can der a bridge.) your mother won’t let you point out due North (without • Looking at the map, is swim alone. The current is looking at the map), and then there much development so swift that it would be easy use the map to see how close along Hicks Creek? Why or to drown. You like to fish, they came. How could this why not? (Answer: No, the and sometimes you race toy map help if you were lost? area on the right side of

Lake Norman State Park, N.C. 4.3.6 November 2002 Hicks Creek is state park brates that are essential to the Allow students to look land.) lake’s food web. Even in a around. Caution them to • Find the Rocky Creek area lake as large as this one, pol- stay on the trail, away from on the map. Is it a developed lutants can build up over the edge of the steep bank. area? (Answer: Yes, there are time. Maintaining wetlands, After two or three minutes, many black squares indicat- forests and other vegetative ask students what they ing structures.) buffers around the lake and have found. Here are some its tributaries will help filter possible answers: • Looking at the map and some of this polluted runoff. also looking around you, 1. Litter – This is the most what activities can you find obvious type of pollution that may be the result of recre- that may damage the water STOP 5: Hicks Creek quality of Lake Norman? ational activities. Litter kills Side of the Peninsula – birds and fish when they be- Background Information: Recreation Impacts come entangled in fishing Currently Lake Norman line or six-pack rings. Some has more than 60,000 perma- animals such as turtles may nent residents living along its mistake styrofoam products 520 miles of shoreline. for food and ingest the litter, Thousands more individuals thereby clogging their diges- live within the lake’s water- tive systems. shed. (A watershed is all the land area that contributes 2. Petroleum products – runoff to a particular body Students may be able to see Script – “Look and listen. of water.) Cities, towns, in- a multicolored sheen on the Do you see any fishermen or dustries, farms and other water, or they may infer this hear any boat traffic? In ad- businesses are also located from their observations of dition to the thousands of within the watershed. To- boats on the lake. Failure to permanent residents on Lake gether, all of these people maintain boats properly, Norman, there are many oth- and places can significantly spillage of gas while refuel- er visitors, especially on impact Lake Norman’s water ing and thoughtless disposal weekends and holidays. quality. As the watershed be- of oil all contribute to petro- Fishing, boating and water comes more urbanized, the leum pollution. skiing are some of the most potential damage to the wa- 3. Shoreline erosion – This popular recreational activi- ter quality is greater. is a significant problem fac- ties on Lake Norman. Un- ing unprotected shores of A big concern is polluted fortunately, recreation is not Lake Norman. Motor boats runoff. As rain washes all fun and games. See if force powerful waves onto across lawns, fields, parking you can observe any harmful the shore, eroding the banks. lots, etc., it picks up fertiliz- effects caused by recreation- ers, soils, animal waste, toxic al activities.” chemicals, petroleum products and other detrimental substances. This polluted runoff enters Lake Norman where it can damage the water quality. Some pollutants carried in runoff kill plants and macroinverte-

Lake Norman State Park, N.C. 4.3.7 November 2002 As the banks cave in, the soil caught in a bird’s bill or the rangers can pick them up. breaks up and sediment en- wings, causing the bird to be- “In addition to what we ters the water. Some fisher- come so tangled in the line it just learned about litter, men worsen the problem by can’t fly. Or the bird may cut what else have we discov- cutting down trees along the off one of its legs if it pulls ered on our hike today? shoreline to establish shelter too hard trying to escape. •“We learned the reasons for game fish. The tree roots Fishing hooks can also be dams are constructed, their that hold the soil in place can treacherous for barefoot benefits and drawbacks, and no longer do their job. swimmers. how dams affect water • Six-pack rings are deadly quality. necklaces. Diving birds like •“We learned that expen- STOP 6: (Last Stop) ducks and geese cannot see sive equipment is not neces- Picnic Shelter – Litter the rings and will noose sary to investigate a body Survey themselves, carrying the of water; our senses of sight Script – “Okay, now it’s rings with them until the and smell work great. And, time for our litter survey. birds are strangled. The rings we should get involved and What are some of the differ- will also cut into an animal’s become Lake Watchers. ent types of trash you col- skin as it grows, causing lected on the hike? On a great harm. •“We discovered that much of the red clay we see scale of 1 to 10, 10 being the • Aluminum cans and along the shores of Lake most hazardous, how would plastic bottles are traps for Norman is the result of ex- you rate these items in terms small animals that get their tensive farming practices that of how potentially hazardous heads stuck inside them. The removed valuable topsoil they are to wildlife and peo- animals die of starvation. ple? Why?” from the land. • Cigarette butts thrown in •“We learned that we are Background Information: the water or on the ground excellent topographic map • Styrofoam is often mis- are often eaten by wildlife. readers and that urbanization taken as food by fish and tur- Fish and deer often mistake can adversely impact water tles. It takes 500 years to them for food and develop quality mainly due to the break down. internal problems from eating resulting runoff. •A fish hook and fishing them. •“We learned that recre- line can also hook and entan- Script, continued – ational activities can ruin the gle birds. The hook can get “Let’s throw all of the trash beauty and safety of a lake if in the cans under the picnic people behave irresponsibly.” shelter and leave our extra, empty bags there, too, where Discussion Questions: Use the questions that follow to help you assess what students learned on the hike. Students can respond orally, or you can ask them to write their answers on paper. As- sessment can be done at the park, if time permits, or back in the classroom.

Lake Norman State Park, N.C. 4.3.8 November 2002 1. Do the effects of dams In otherwise clear water, this tion, (2) increased runoff upon water quality out- dark color is an indication of comes from impervious sur- weigh their benefits? the decomposition products faces, i.e., paved roads and Answers will vary, accord- of leaves and bark. This parking lots, roofs, etc., and ing to students’ beliefs. En- same color could also be an (3) introduction of treated courage students to explain indication of chemical pollu- wastewater that contains their answers by listing pros tion. chemicals and nutrients pol- and cons. 6. What are some ways lutes the water supply. A less obvious answer might be that 2. How, if possible, can the that residents, industries, the increased air pollution effects of dams upon water farmers, etc., within the from cars, trucks, industries, quality be reduced? lake watershed can reduce their negative impacts on etc., contributes to acid rain. (1) Control introduction of water quality? 8. What are some of the suspended solids or runoff ways to reduce the effects through use of silt fences, (1) Control runoff from their of boats upon water quali- watershed protection, etc., property, (2) recycle used ty? and (2) control activities on motor oil, (3) use biodegrad- lakes to minimize turbidity, able or “environmentally (1) Properly maintain boats, etc. (2) use extra care when refu- eling, and (3) always secure 3. What does the absence litter when boating. or presence of certain aquatic organisms indicate 9. As individuals, what can about the quality of water? each of you do to control litter? In aquatic environments, the presence or absence of cer- (1) Use trash cans, (2) tain organisms, called indi- participate in litter re- cator species, reveals much moval projects like Big about the quality of the Sweep, an annual volun- water. Water with a rich teer effort to clean up the and varied range of aquatic state’s waterways, and (3) creatures is usually a healthy recycle as much trash as environment, whereas water you can. with just a few species usu- 10. Why is water quality so ally indicates less healthy important to wildlife? conditions. safe” cleaners, herbicides, Water is essential to all life. 4. When you are being a etc., (4) maintain forested Organisms need clean water Lake Watcher and you dis- creek bottoms and other wet- to breathe, drink, reproduce cover very green water, lands to filter runoff, and (5) and grow. what could that mean? prevent litter – recycle and The water could be overpop- dispose of trash properly. ulated with algae, possibly 7. What are some of the Your Phrase to from too many fertilizers ways urbanization affects Remember: from agricultural runoff. water quality? “Earth is home to us all. 5. How about if you dis- (1) Removal of forests, Water is life to us all. cover water that is a weak which filter runoff and con- tea or coffee color? trol erosion, increases pollu- Share it responsibly.”

Lake Norman State Park, N.C. 4.3.9 November 2002 Alder Trail – Common Aquatic Plants and Wildlife

MAMMALS INSECTS Muskrat Water Striders

BIRDS Belted Kingfisher Dragonfly

Great Blue Heron Water Boatmen

FISH Largemouth Bass

Wood Duck Black Crappie

Mallard Ducks Bluegill

TREES Channel Catfish Smooth Alder REPTILES Northern Banded Water Snake River Birch

Painted Turtle Silky Dogwood

AMPHIBIANS Salamander Musclewood Bull Frog

OTHER PLANTS Cardinal Flower MISCELLANEOUS Giant Cane Rushes Bryozoan Colonies Grasses

Lake Norman State Park, N.C. 4.3.10 November 2002 Lake Watchers Investigation Chart

Observations . . . Possible Cause

very green color Water is overpopulated with algae probably due to ex- cess nutrients from runoff.

reddish color Water may contain excessive clay particles that have not settled out yet (high turbidity).

tan, murky color May be the result of a heavy load of silt, a very fine-grained sediment, due to erosion.

yellow coating on Indication of sulfur entering the stream bed stream bottom

white cottony masses This could be “sewage fungus” — gross! on bottom

multicolored sheen See if you can break it up with a stick. If so, it is caused by bacteria as they decompose natural materials. If not, it is caused by petroleum products entering the stream.

foam on the water When white and thicker than three inches, it may be caused by detergents. Tan foam can be caused naturally due to minerals in the water. Smells . . . rotten egg odor Could be caused by natural decomposition in a swamp or marsh, or by sewage pollution if a marsh is not present.

musky odor Could be caused by untreated sewage, livestock waste or harmful types of algae.

bleach odor May indicate that a sewage treatment plant is over-chlorinating the water.

unusual chemical odor A chemical may be leaking into the water from a nearby source. Be careful!

Lake Norman State Park, N.C. 4.3.11 November 2002 Lake Norman State Park, N.C. 4.3.12 November 2002 Post-Visit Activity #1 Park Lake

Major Concepts: Credits: “Dragonfly Pond,” Educator’s Information: • Human impacts Project WILD Aquatic Edu- • Water quality cation Guide – 1987, 1992. his activity is a simula- • Land use issues Council for Environmental tion where students ana- • Preservation of natural Education. Adapted with T areas permission from Project lyze the potential impacts of • Stewardship WILD. In North Carolina, various land uses on the Project WILD is part of the aquatic life and water qual- Learning Skills: N.C. WILD environmental ity of the park lake. Student • Interpreting data, commu- education program. For in- teams will develop and de- nicating, evaluating formation about N.C. WILD, • Organizing and analyzing contact the N.C. Wildlife fend land use plans for the information Resources Commission, Di- park lake’s watershed. They • Problem solving and criti- vision of Conservation Edu- will also consider how their cal thinking skills cation, 1712 Mail Service decisions affect aquatic re- Center, Raleigh, NC, 27699- sources in the river basin Subject Areas: 1712. • Science downstream. • Social Studies If time permits, allow the • English Language Arts students to do further re- * See the Activity Summary Objectives: search on new technologies for a correlation with the • Evaluate the potential ef- to prevent polluted runoff DPI objectives in these fects of different land uses subject areas. and other types of water pol- on water quality and lution. These technologies Location: Classroom aquatic life in the park could be incorporated into lake. their land use plans. Estimated Time: One to • List and describe at least three 45-minute periods five things we can do as Appropriate Season: Any individuals or societies to protect water quality. Materials: • Create a land use plan for Provided by educator: a small watershed that Per student: One copy of minimizes damage to wa- Student’s Information Per three students: Scissors, ter quality. masking tape, glue or paste, marking pens, paper, one copy each of Land Use Cut- outs and Park Lake Map (two pages)

Lake Norman State Park, N.C. 5.1.1 November 2002 Instructions: damage to the aquatic life permanently. They can use and water quality of the park the marking pens to add 1. Prepare copies of the Land lake. things they think might help Use Cutouts and Park Lake preserve water quality and Map (two pages) for student 3. For older students, the protect plants and animals. groups. Read and discuss the teacher might ask each team For example, if polluted run- Student’s Information with to represent a specific inter- off is a problem, are there the class. Ask students to de- est group. For example: ways to reduce it and keep it scribe other land uses and A. Farmers - want to clear out of the creek? give pros and cons of each. and use land to produce food, Put these other uses on the livestock and lumber. 5. Give the students addi- chalkboard or overhead. tional time, as needed, to B. Highway department - come up with what they be- 2. Divide the class into wants to build a highway lieve is the best land use plan groups of three or four stu- through the area to provide possible. Ask groups to use dents. Give each group a access for fire, police and glue or paste to permanently copy of the Park Lake Map emergency medical services. fasten cutouts to their maps. (two pages), the Land Use C. Permanent residents - Be sensitive to their frustra- Cutouts, tape, scissors and want development, but not so tions and display all the final marking pens. Have the stu- much that their homes are af- land use plans in the class- dents tape the two sections of fected by noise, traffic, pollu- room for all to see. Ask each the Park Lake Map together. tion, etc. group to present the high- Then, have students cut out D. Business interests - lights of its plan to the class. the land use pieces. Explain want to use the land for com- Analyze and discuss the mer- the following rules. You may merce and development its of each plan. Point out want to put them on the (home builders, small busi- that although the solutions chalkboard: nesses, restaurants, etc.) may not be perfect, damage • In making their land use E. Public services - want to the park lake watershed plans, students must use all to build and operate a waste- can be reduced. the land use pieces. How- water treatment plant in the 6. Consider with them the ever, they can choose to area. idea that all the waters of the make some of the pieces F. Adopt-a-Park group - Earth are interconnected so smaller – down to one half of wants to help preserve addi- that all land use activities af- their original sizes. tional land for the state park. fect many other things. Dis- • None of the pieces can play one of the groups’ maps 4. Have students work in overlap, and all must be on the chalkboard. Next, their teams long enough to placed upstream above the draw the rest of park lake begin serious debate over the state park boundary. No connected to it. Label all the land use decisions. Remind pieces can be placed within features as shown on page them that no land use can be the park. 5.1.9. What lies downstream excluded, but they can find from the park lake? (Answer: • Student teams can develop ways to reduce the damage to Norwood Creek, Hicks Creek and label additional land use the park lake. Have them and Lake Norman) How pieces if they desire. lightly fasten the cutouts to might these aquatic systems the map with small loops of • The goal is to place all the be affected by the activities tape. This will allow them to land use pieces where they in the park lake watershed? change their minds before will do the least amount of Note that all the pollutants they stick the cutouts down

Lake Norman State Park, N.C. 5.1.2 November 2002 dumped into the park lake ment fences and vegetation 5. Collect newspaper articles watershed will eventually buffers. Encourage them to for local water-related and flow downstream. Make in- incorporate these technolo- land use issues as a current ferences and predictions gies into their land use plans. events activity. about the potential conse- 2. If studying the atmo- 6. Learn more about environ- quences of these activities. sphere, ask students to do re- mental impact statements. 7. Finally, ask students to cre- search to learn more about Try to obtain actual state- ate a list of actions that we how land use plans might af- ments about natural areas in can take as individuals or as fect the airshed as well as the your region. See what con- societies to reduce the poten- watershed. For example, re- cerns are addressed in these tially damaging effects of our moval of trees and the intro- documents. lifestyles on water quality. If duction of more homes, cars 7. Find out about zoning laws possible, have students try and industries will increase and land use regulations in some of these suggestions the amount of carbon dioxide your area by contacting your and report periodically on and other greenhouse gases city or county director of their progress in carrying in the atmosphere. planning or zoning. Find out them out. Remember, we all 3. Invite a guest speaker from if the plan your group pro- live downstream! a private organization that posed for the park lake water- works to protect natural re- shed would be allowed in Assessment: sources. Examples of orga- your community. nizations are the North Caro- Create a map of an imagi- 8. Send a representative lina Environmental Defense nary watershed, or use a map sample of the students’ land Fund, the Catawba Lands of an actual watershed. Ask use plans to the park. (We Conservancy and the North students to indicate where would appreciate the feed- Carolina chapters of The Na- they would site a variety of back.) Write to the Iredell ture Conservancy and Sierra land uses from a list you sup- County Planning Board about Club. Discuss “urban ply. Students should write a any concerns you have with sprawl” – what it is and the sentence or two describing the water quality of the swim- possible impacts on water ways to reduce damage to ming lake at Lake Norman quality. water quality for each use. State Park: After this exercise, if a real 4. Organize a Stream Watch Planning Board, c/o Iredell watershed map was used, group in your community. County Planning Depart- show students where various Stream Watch groups ment, PO Box 788, land uses have actually been “adopt” a waterway, or a por- Statesville, NC, 28677. developed. Compare the lo- tion of one, and act on its be- cations of actual development half. They take care of the with the locations suggested waterway by monitoring wa- by the students. ter quality, providing educational programs, removing lit- Suggested Extensions: ter, etc. For more information on Stream Watch, contact: 1. As student teams develop Stream Watch Coordinator, their land use plans, ask them N.C. Division of Water Re- to do research to learn more sources, 1611 Mail Service about methods to control pol- Center, Raleigh, NC, 27699- McCafferty: Aquatic Entomology. © 1983: Jones and Bartlett Publishers, Sudbury, Mass. luted runoff, such as sedi- 1611, (919) 733-4064. www.jbpub.com. Reprinted with permission.

Lake Norman State Park, N.C. 5.1.3 November 2002 Student’s Information

hink back to your visit to • Provide jobs in construc- Restaurants and Shops TLake Norman State Park. tion and home maintenance. PRO You learned that if the lake CON • Provide jobs. water can support a variety • Generate sewage and of plants and animals, it is • Provide convenient loca- other wastes. also healthy for people. tions for people to get food Good water quality is im- • Generate polluted runoff and other necessities. portant to the many towns from yards and streets. CON and cities that rely on water • Damage or destroy habi- • Increase runoff from from Lake Norman for drink- tats for wildlife and plants. parking lots, roofs and other ing, industrial uses and irri- impervious surfaces. gation. Lake Norman is also Farms and Feedlots • Generate waste and sew- used by many people for rec- age that must be treated. reation – swimming, fishing PRO and boating. What would • Produce food for people • Contribute to the loss of happen if the water quality and animals. habitat and natural communities. was damaged in Lake • Provide lumber and Norman and/or in the park wood products. lake? • Provide jobs. Wastewater Treatment The Lake Norman area is Plants CON growing rapidly. Many PRO people seek undeveloped • Increase soil erosion – • Remove disease-caus- land to build new homes and more sediment will enter ing organisms from water. industries. This growth can lakes and streams. help the local economy, but • Use pesticides and herbi- • Provide jobs in con- development within the cides that can get into struction, maintenance and lake’s watershed can also aquatic systems where they operation of the plant. damage water quality and de- poison wildlife and people. CON stroy communities of plants • Increase nutrients in riv- • Discharge effluent con- and animals living in and ers and lakes from fertilizers taining chlorine and nutrients around the lake. Different and animal wastes. into the water. people have different ideas • Allow for more develop- about how to best use the ment – more homes, shops land and water in the Lake and industries. Norman watershed and still keep the water clean. Let’s consider some of the pros and cons of different land uses: Housing Developments PRO • Provide shelter for people. McCafferty: Aquatic Entomology. © 1983: Jones and Bartlett Publishers, Sudbury, Mass. www.jbpub.com. Reprinted with permission.

Lake Norman State Park, N.C. 5.1.4 November 2002 Highways Gas Stations PRO PRO • Provide access to area for • Provide jobs in construc- the public and for emergency tion, maintenance and opera- medical services. tion. • Provide jobs in construc- • Provide convenient location and maintenance of tion for people to buy gas for roads. their cars, boats, etc. • Sometimes allow people CON to get to their homes and jobs • Increase runoff that will faster. contain pollutants such as CON gasoline and oil. • Contribute to the loss of • May contaminate habitat and natural communi- groundwater from leaking ties. underground storage tanks. Other Land Uses • Increase runoff due to • Contribute to the loss of Can you think of other impervious road surfaces. natural areas. land uses? What are their • Increase soil erosion dur- pros and cons? ing road construction. Parks, Greenways and • Disrupt natural water Natural Areas In the following activity, flow and animal migration PRO you will work with other stu- patterns. • Provide outdoor recre- dents to develop a land use • Increase sources of litter ation opportunities such as plan for the park lake water- in the watershed. hiking and nature study. shed. Think about how you • Require use of herbicides • Provide protection of can include various land uses to maintain roadsides. watershed, natural communi- while, at the same time, pro- ties and habitats. tecting water quality in the park lake and downstream in Laundromats • May bring tourist dollars the river basin. This can be into the local economy. PRO a difficult and challenging • Provide jobs in construc- CON job – see how creative you tion and operation. • Remove lands for pos- can be. Remember, we all • Provide a convenient sible development (i.e. agri- live downstream! place for people to wash their culture, forestry, industry, clothes. etc.) CON • Require management, upkeep and protection. • May introduce significant amounts of polluted water into the watershed. • Contribute to the loss of natural areas.

Lake Norman State Park, N.C. 5.1.5 November 2002 Lake Norman State Park, N.C. 5.1.6 November 2002 Lake Norman State Park, N.C. 5.1.7 5.1.7 November 2002 Land Use Cutouts

House House House House Laundromat

Natural Area Natural Area Wastewater Treatment Plant

Gas Station Farm Feed Lot

Livestock Pasture

Chicken Farm Tree Farm

Tree Farm

Restaurant and Shops

Highway

Lake Norman State Park, N.C. 5.1.8 November 2002 Lake Norman State Park, N.C. 5.1.9 November 2002 Post-Visit Activity #2 Guilty or Innocent?

Educator’s Information: Major Concepts: Per class: Paints, crayons and/ • Water quality or colored markers • Environmental ethics n this activity, students • Polluted runoff Credits: Adapted with the per- will discuss ways that wa- mission of the National Wild- I Learning Skills: life Federation from the Pol- ter becomes polluted and • Inferring and elaborating lution: Problems & Solutions learn how average citizens • Communicating ideas ver- issue of Ranger Rick’s can contribute to water pol- bally and through art NatureScope. Additional in- lution, often without realiz- Subject Areas: formation from “What’s Up ing it. Students will read • English Language Arts with Our Nation’s Waters?” • Social Studies (booklet #841-B-01-004) about the activities of fic- • Science from the U.S. Environmental tional characters and decide * See Activity Summary for Protection Agency. whether they are guilty or in- a correlation with DPI ob- nocent of polluting the water. jectives in these subject Students will also discuss areas. ways they personally can re- Location: Classroom duce water pollution. They Group Size: 25 - 30 Objectives: will create posters to raise Time: One hour with addi- •Describe at least five ways awareness about what every tional time for exploring water that average citizens individual can do to help pollution in the community might contribute to water protect water quality. and creating posters. pollution. Materials: •Identify at least five things Provided by educator: people can do to help Per student: Student’s Infor- mation, Guilty or Innocent? prevent water pollution. (two pages), pencil, posterboard

Lake Norman State Park, N.C. 5.2.1 November 2002 Instructions: their decision. on page two might do to re- 1. Begin the activity by ask- 5. When everyone is fin- duce their effects on water ing the students to name ished, go over page two with quality. Here are some sug- some ways that water gets your students. Use the an- gestions: polluted. Write their ideas on swers on the answer sheet a chalkboard, easel or over- and background information head projector. Ask them if provided in the Student’s In- they think they are guilty or formation. Be sure to ex- innocent of polluting their plain that some of the actions water. Who do they think is of the people on page two most responsible for water might not affect overall wa- pollution? ter quality very much by 2. Give each student a copy themselves. However, if a of Guilty or Innocent?, page lot of people in the area were Joe – use fewer and less-tox- one, and explain that the doing the same things, the ic pesticides, or he might use facts on this page are all re- cumulative effect could be natural insect predators to lated to water pollution. The disastrous. Unfortunately, help control pest insects. He students will use these clues this is exactly what happens could also make sure his to decide if certain people are in many communities cows graze away from the innocent or guilty of pollut- throughout North Carolina stream. ing the water. Ask students and the rest of the United Leila – use collecting pans to to skim the page and under- States. catch liquids emptying from line any terms that are unfa- 6. Discuss with your students the car. She could take used miliar. Go over these terms. the fact that, like the charac- motor oil and antifreeze to a 3. Next, provide each student ters in the story, we are all collection center for recy- with a copy of Guilty or In- guilty of polluting water, of- cling or to a hazardous waste nocent?, page two. On this ten without knowing it. Ev- collection center. She could page, students will read about ery time we flush our toilets, soak up any spilled liquids the actions of five fictional wash our clothes, take show- with cat litter and then take characters. They should ers and do any number of ac- the litter to a hazardous study each description and tivities that require using wa- waste collection center. use the clues from page one ter, we contribute to water Lee – switch to nontoxic to decide whether or not each pollution problems. lawn care. He might also character is guilty or inno- 7. Ask the students if they’d consider learning about xe- cent of polluting the water. like to add any other sources riscaping so that he could 4. The students should write of water pollution to their provide landscaping options “guilty” or “innocent” on the initial class list. Use the Stu- line above each person’s dent’s Information or other name on page two. On the resource materials to help back of their papers, students students create a more com- should write a short explana- plete list. tion of why they think each 8. Point out that there are person is guilty or innocent. many things we can do to re- Tell them to include the num- duce the amount of water anti- bers of the clues from page pollution we create. Ask the one that helped them reach students what the characters

freeze Lake Norman State Park, N.C. 5.2.2 November 2002 that require less water and story to illustrate the impor- fewer chemicals than grass tance of protecting water does. quality. Display the posters Martha – periodically check or essays around the school. her underground storage Encourage all the students to tank for leaks. She could work together to reduce pol- upgrade the tank so it lution in the river basin that doesn’t corrode. includes your school or city. Amy – use smaller amounts of detergents and cleaning Assessment: products. She could also Ask students to write use less toxic cleaning prod- down at least five sources of ucts such as baking soda and water pollution. Next to vinegar. She should avoid of us can take around our each source, they should ex- using all that bleach, espe- homes to reduce water pol- plain in one sentence how cially if she has a septic lution. Ask each student to they can help to reduce or tank. illustrate one method of pre- prevent this type of pollu- 9. Use the Student’s Infor- venting water pollution on a tion in their river basin. mation or other resource piece of posterboard. An al- materials to help students ternative to drawing might make a list of the actions all be writing an essay, poem or

Lake Norman State Park, N.C. 5.2.3 November 2002 Student’s Information

ater pollution is a can end up in our waterways. is dumped down a storm Wglobal issue. It is easy Pesticides, chemical fertiliz- drain, it can end up in a near- to understand that a crippled ers, animal wastes and other by waterway. Just one quart tanker leaking millions of compounds may flow direct- of oil can create an oil slick gallons of crude oil into ly into waterways or wash that contaminates up to two the ocean is polluting down storm drains. million gallons of drinking the water. But big Find out where the water! Other car products, industry cannot water in your including antifreeze, are also take all the storm drain toxic and may poison dogs blame. We are goes. Most and cats if they drink the wa- each responsi- storm drains ter on your driveway. Or, if ble to some ex- empty directly into these chemicals are washed tent for all forms waterways. This un- into a nearby stream, they can of pollution. And, indi- treated stormwater can carry kill aquatic animals. vidual citizens can make a all kinds of bacteria and positive difference. There chemicals harmful to people Down the Drain? are many simple things we and other forms of life. can do around our homes and The stuff most people wash in our lifestyles to reduce down their sink drains and Car Care pollution and improve water toilets goes to a sewage treat- quality. A car engine can hold four ment plant before it’s released to six quarts of oil. If this oil into rivers or other water- Ruinous Runoff Whenever it rains, many pollutants end up in our streams, lakes and waterways. One of the biggest pollutants carried in runoff is soil or dirt. When soil is washed into streams and rivers, it smothers small animals and kills any fish eggs clinging to rocks. Dirt can also suffocate fish by clogging their gills. Look for bare patches in your yard that might be contributing to ruinous runoff. Plant some trees or use other types of ground cover to keep your soil in place. Almost anything we spray, dump, or spill on the ground

Lake Norman State Park, N.C. 5.2.4 November 2002 ways. These plants can re- Air Pollution = Water Pollu- ries them into surface water. move many of the pollutants tion The more electricity we use, in wastewater, including food In most of the United the more water and air pollu- and other organic waste. States, cars are the major tion we create. What are However, treatment plants means of transportation. They some ways you can conserve can't remove all the hazard- are also one of the major electricity? ous materials. Watch what causes of air pollution. Every you wash down your drain! day, millions of people drive Off the Streets Paints and other household to and from work, school, Oil, dirt, litter and any- chemicals do not belong in church, shopping centers, etc., thing else that’s on the streets your drain. Bring them to a all the while emitting a gas- wash into storm drains. In hazardous waste collection eous pollutant called nitrogen most areas of the country, site in your county. oxide into the air. When it these drains empty into a se- rains, nitrogen oxide com- ries of underground pipes bines with water to produce Groundwater Pollution that eventually dump directly acid rain, snow or fog. Acid There are approximately into waterways. Join with rain damages many plants and five million underground others to clean up litter be- raises the acidity level in storage tanks in the United fore it reaches our water. lakes, rivers and streams, States. More than 200,000 of which can hurt aquatic life. them may be leaking. These Try to combine your trips so Trashing the Water tanks are used to store gaso- that you do not use your car line, oil, chemical waste and When trash gets thrown as much. Ride a bicycle or other hazardous liquids. overboard it can create an walk whenever you can. Most of the tanks are made ugly mess – both in the water of steel, which can corrode, and on shore after it’s washed and often develop leaks after Electric Pollution up. Trash can also harm or even kill wildlife. For exam- 20 to 30 years. Leaks in un- Most of the electricity people, thousands of sea birds, derground tanks and the ple use in the United States sea turtles and marine mam- pipes that lead to them are comes from power plants that mals die each year after eat- one of the most common burn coal or oil. Burning ing or becoming entangled in sources of groundwater pol- these fossil fuels contributes plastic debris floating in the lution. If you have an under- to acid rain and other kinds of ocean. Make sure you don’t ground tank, have it inspect- air pollution. The extraction contribute to this problem. ed for leaks. Remember that of these fuels from the ground Help keep our beaches and any materials you spray, can harm natural areas and re- waterways clean. dump or spill on the ground sult in runoff problems. When can soak into the soil and rain runs off land that’s been Be on the lookout for other pollute the groundwater. disturbed by bulldozers and ways that water can become other heavy equipment, it polluted. Learn as much as picks up dirt and silt and car- you can so that you can help protect the water. Remem- ber, if you pollute the water, you actually pollute yourself!

Lake Norman State Park, N.C. 5.2.5 November 2002 GuiltyGuilty oror Innocent?Innocent? PAGE ONE

1. Rainwater that washes 6. Sewage treatment plants off the land often flows di- treat waste water by remov- rectly into streams, lakes ing disease-causing organ- and other waterways. isms and food waste. Then the plants release the treated 2. Most storm drains dump water into rivers, streams untreated water directly and other waterways. into rivers, wetlands, sounds or lakes. 7. Septic tanks sometimes leak, especially if they are 3. Underground gasoline not well maintained. or oil storage tanks often develop leaks after 20 to 8. During floods or other 30 years. times of high water flow, 12. Thick, green lawns sewage treament plants may often get that way 4. In most areas of North not be able to process and through the use of chem- Carolina, whatever goes treat all the waste water. ical fertilizers and pesti- down people’s toilets and cides. sinks either travels to a 9. Most sewage treatment septic tank or to a sewage plants can’t remove all the 13. Many pollutants (wastewater) treament chemicals in waste water, found in the air eventual- plant. such as those found in many ly make their way into household cleaning prod- our water. ucts. 14. North Carolina 10. Fertilizers, pesticides, banned the use of phos- road salt, animal waste, car phates in detergents in fluids and other materials 1988. Phosphate is a fer- that wash into waterways tilizer that can cause al- can poison aquatic plants gae blooms. and animals and/or decrease the amount of oxygen in the water. 5. Crops grown with a lot of pesticides often look 11. When substances soak Laundry into the soil, they can con- Laundry “perfect.” Detergent taminate groundwater. This detergent includes substances in trash that is buried in landfills.

Lake Norman State Park, N.C. 5.2.6 November 2002 GuiltyGuilty oror Innocent?Innocent? PAGE TWO

Two days ago, the city water inspector discovered pollutants in Fourth Creek, located LEILA KHALIL just east of town. A short time later, she Leila is a senior at the city found contaminants in several private wells. high school. A year ago Using the clues from Page One, can you she bought a car with figure out which of these area residents money she’d saved from might have contributed to the problem? her part-time job. Since then she’s learned to do most of the car’s maintenance work herself. She changes her own JOE RAMOS oil, maintains the wiper fluid and Joe Ramos’ farm is changes the antifreeze. After Leila works one of the biggest in the on her car she cleans up, pouring her used area. In the summer motor oil down the storm drain and hosing people come from all down her parent’s driveway. over to buy fruits and vegetables from Joe’s produce stand. Everyone knows that Joe has LEE AKIZA some of the most beautiful produce around When he started his lawn- – it’s almost always free of insect damage. care company five years ago, Kids love to come to the stand with their Lee Akiza had no idea it parents because they get a chance to see would become so success- Joe’s cows with their calves in the field ful. In a recent interview next to Fourth Creek. about his company, Lee said he was sure his success was due to his special training programs in which he teaches his workers how best to apply fertilizers and weed killers. Mr. Aki- MARTHA STONE za also said he’s proudest of the thick, Martha Stone’s small gas green grass that grows on the golf course at station east of town has the local country club, which is taken care become a landmark of by his company. in the area. Every day Martha is there sell- ing gas, snacks and ice-cold AMY KAROWSKI sodas. Anyone who goes into the station is sure to get an earful of stories about what Amy Karowski is a full- life used to be like. First-time visitors to the time homemaker with three station almost always get a tour of it, start- dogs and three children who ing on the sidewalk above the underground like to play football, soccer and storage tank. Here Martha shows people baseball. She spends a lot of where she carved her initials and the year time washing dirty uniforms, “1953” into the wet cement the day before cleaning house and walking the dogs! In the station opened. fact, the clerk at the supermarket often teas- es Amy about the huge boxes of heavy-duty detergent, the gallons of bleach and other household cleaning products she buys.

Lake Norman State Park, N.C. 5.2.7 November 2002 Guilty or Innocent? Answer Sheet (Fact numbers are listed in parentheses.)

Joe Ramos – guilty. To grow “perfect” Martha Stone – guilty. Martha Stone’s fruit and vegetables, gas station has an underground gasoline Joe most likely uses storage tank that is more than 30 years lots of pesticides (5). old (3). If gasoline is leaking from the Rainwater may wash tank, it could pollute the groundwater these chemicals into (11). In addition, any fluids that drip off waterways where they cars in Martha’s parking lot could be can poison aquatic organisms (1,10). washed down storm drains and into wa- The pesticides may also contaminate terways (2), damaging the water quality groundwater (11). Also, Joe keeps cows (10). in a field right next to Fourth Creek. The cows’ waste may wash into the Amy Karowski – guilty. Although creek (10). North Carolina does not allow the sale of detergents with phosphates, other chemi- Leila Khalil – guilty. When Leila cals in Amy’s cleaning products dumps her used motor oil down the can cause water quality storm drain, it eventually flows into a problems. The dirty waterway (2). Once in the water from her wash- water, the oil can poison ing machine, or other Laundry aquatic animals (10). In ad- cleaning water that Amy Detergent dition, if Leila lets any chemi- puts down her sink, might cals soak into the soil, they go to a sewage treatment can contribute to groundwater plant (4). The plant may not pollution (11). When she hos- be able to remove all the es down her parents’ driveway, chemicals (9) before discharging the the water may carry more waste into water back into a river. Or the detergents storm drains and then directly into wa- and bleach could end up in her septic terways (2,10). tank (4), which may be leaking (7). Ei- ther way, the chemicals could eventually Lee Akiza – guilty. Lee most likely make their way to a stream or river where uses chemical fertilizers and pesticides they could damage water quality (10). If to make lawns become thick and green Amy throws old cleaning products into (12). Rainwater may wash these chemi- her trash, the chemicals could leak in the cals into waterways (1, 2) where they landfill and cause groundwater pollution can cause problems for aquatic organ- (11). Finally, what does Amy do with all isms (10). Some of the chemicals may her pets’ wastes? During a heavy rain, soak into the soil and contaminate the wastes could run off the land and into groundwater (11). a creek (1, 2), polluting the water (10).

Lake Norman State Park, N.C. 5.2.8 November 2002 Post-Visit Activity ##3 Pollution Dilution

Major Concepts: • Water pollution • Watershed • Point pollution • Nonpoint pollution Learning Skills: • Interpreting data, communicating • Organizing and analyzing information • Graphing Subject Areas: • Science • Social Studies • English Language Arts • Mathematics * See Activity Summary for a correlation with DPI objectives in these subject areas. the Conservation Education of aquatic pollutants on wild- Location: Classroom Division, N.C. Wildlife Re- life and people. Each team Group Size: 30 or smaller sources Commission, 1712 will receive a small container Mail Service Center, Raleigh, with different amounts of Time: 1 - 1 1/2 hours NC, 27699-1712. colored paper squares. The Materials: Objectives: container represents a water Provided by the educator: sample from an imaginary Per class: Nine different •List at least four major colors of construction paper types of aquatic pollution. lake; the paper squares repre- (two sheets of each color), sent different types and colored markers, scissors •Given a list of pollutants amounts of water pollutants in a water sample and a Per team: One Pollution Graph, in their lake. The students tape (or glue), plastic con- description of land use in tainer for simulated water a watershed, make infer- will graph the data from their sample, fact sheet for their ences on the probable sample and use a fact sheet assigned lake and Water causes of the pollution in about their lake to help them Sample Analysis Sheet the sample. make inferences about the Per student: One copy each of probable causes and severity Types of Pollution sheet and •Predict the potential Student’s Information effects of a variety of of pollution in their lake. Using the Types of Pollution Credits: “Deadly Waters,” aquatic pollutants on Project WILD Aquatic Educa- wildlife and people. sheet and Student’s Informa- tion Guide – 1987, 1992. tion, the teams will predict Council for Environmental Educator’s Information: the potential effects of spe- Education. Adapted with per- cific types of water pollutants mission from Project WILD. n this activity, the students on people and wildlife. The In North Carolina, Project WILD is a part of the N.C. Iwill become familiar with teacher should read and study WILD environmental educa- the major types of aquatic the Student’s Information tion program. For more infor- pollution and will predict the and Types of Pollution sheet mation on N.C. WILD, contact potential effects of a variety as background information.

Lake Norman State Park, N.C. 5.3.1 November 2002 Instructions: Green: 23 (Double = 46) Lake Chickamonga: Yellow 1. First, prepare the simulat- Brown: 19 (Double = 38) - 6, Dark Blue - 5, Green- 4, Brown - 4, Pink - 4, Black - ed water samples for the stu- Yellow: 16 (Double = 32) dent teams. It is recommend- 3, Light Blue - 2, Red - 1, Or- Pink: 17 (Double = 34) ed that each team have two ange - 4. to four members to ensure a Black: 15 (Double = 30) Lake Lapihiho: Green - 7, high level of student partici- Light Blue: 12 (Double = 24) Brown - 11, Yellow - 4, Pink pation. These instructions Red: 8 (Double = 16) - 4, Black - 3, Dark Blue - 4, contain directions on prepar- Light Blue - 2, Red - 2, Or- Orange: 15 (Double = 30) ing water samples for four ange - 5. Dark Blue: 26 (Double = 52) imaginary lakes. You could Lake Rockameenie: Black - make two water samples for 3. The “recipe” for the water 6, Green - 5, Brown - 2, Yel- each lake so that you would sample from each imaginary low - 4, Pink - 4, Dark Blue - have a total of eight water lake is given below. If you 5, Light Blue - 4, Red - 4, samples (eight student are making two water sam- Orange - 3. teams). Although the samples for each lake, you will 4. Make one copy of the ples for a given lake will be need a total of eight contain- Student’s Information and identical, the two student ers. You could cut old two- Types of Pollution sheet for teams may differ in their in- liter drink bottles in half and each student. Make one copy terpretation of the data. This use the bottom half as a con- per team of the fact sheet for would be an excellent oppor- tainer. Label each container their lake, the Water Sample tunity to demonstrate the with the name of one of the Analysis Sheet and the Pollu- probabilistic nature of sci- lakes. Place the colored pation Graph. ence. per squares in each container 5. To begin the activity, ask 2. Using nine different col- as called for in the “recipe.” students to call out examples ors of construction paper, Lake Ipecac: Dark Blue - of different types of water cut out half-inch squares so 12, Yellow - 2, Green - 7, pollution. List their exam- that you have the number of Pink - 5, Black - 3, Brown - ples on the board or over- squares per color as listed 2, Light Blue - 4, Red - 1, head. Then give each student below. Remember to double Orange - 3. a copy of the Types of Pollu- the numbers if you are pre- tion sheet. Have the students paring two samples for each compare their examples with imaginary lake. The colors the pollution types listed on represent the categories of the sheet. Are there any new water pollution found on terms, or types of pollution, the Types of Pollution sheet. that are unfamiliar to the stu- If you need to substitute a dents? Also read and discuss different color for one of the the Student’s Information colors below, please correct sheet so that students are pre- the color name on the Types pared to begin analyzing their of Pollution sheet before simulated water samples. photocopying it.

Lake Norman State Park, N.C. 5.3.2 November 2002 6. Divide the students into acceptable level of pollution, shed (Lake Rockameenie) research teams. Give each not likely to be dangerous to have less pollution than some team a simulated water sam- humans or wildlife. (It is of the others? Did they con- ple, Pollution Graph and tape nearly impossible to have sider the size of the lakes and (or glue). Explain that the perfectly clean water!) How- the dilution factor? What different squares represent ever, the fact that a pollutant pollutants would be likely to different types of pollution in is present should cause some cause the most damage to their water sample. The stu- concern. The pollutants be- natural communities, wild- dents should use the Types of low the baseline should be life habitat and people? Pollution sheet to match the carefully monitored over Give examples and discuss colored squares with the dif- time to make sure they don’t the kinds of damage that ferent types of pollution. Ex- become a problem in the fu- could be caused. How could plain the graph, emphasizing ture. the pollution in each lake be that the numbers along the 8. When each team has fin- prevented? If two teams ana- bottom correspond to the ished their graph, give them lyzed the same lake, compare numbered pollutants on the the fact sheet for their lake their presentations. Were Types of Pollution sheet. and a Water Sample Analysis their inferences and predic- 7. Instruct the students to re- Sheet. The fact sheet will tions exactly the same? Why move the paper squares from describe their watershed and or why not? Is it possible their water sample and glue the types of human activities that there could be several or tape them in the appropri- that occur there. The team logical causes or sources for ate location on the graph. should use the Water Sample one type of pollution? What The graph will provide a Analysis Sheet as a graphic further testing could be done good visual representation of organizer to help them orga- to find the actual cause? the whole array of pollutants nize their inferences and pre- in their lake. Explain that dictions. An example is pro- Assessment: anything below the baseline vided on the sheet. The stu- on the graph represents an dents will list only the signif- Create a fact sheet and wa- icant (above baseline) pollut- ter sample for your own ficti- ants on this sheet. Each team tious lake. Ask students to should write a brief report on analyze the sample, graph the their lake, summarizing sig- pollutants and write predic- nificant types of pollution tions regarding the possible as well as possible sources effects of the pollution on and effects. people and wildlife. 9. When the teams are ready, ask them to Suggested Extension: share their summaries Create a circle graph for with the class. Dis- each lake that shows the pro- cuss the similarities portion of various pollutants and differences in the water sample. Using between the four facts from the lake’s fact lakes. Why did sheet, illustrate each lake and the lake with its watershed on poster paper. the largest city, the Display posters with their ac- most campgrounds and companying graphs. the most hotels in its water-

Lake Norman State Park, N.C. 5.3.3 November 2002 Student’s Information

ll the water that has ly easy to pinpoint. An ex- When significant amounts A ever been available to ample would be a specific of water pollution are discov- our planet is on, or in, the type of chemical that is being ered in a city’s water supply, Earth right now. On the en- used or made by a factory. scientists and law enforce- tire planet there are 326 mil- The factory may be the only ment officials work together lion cubic miles of water. If source of that particular to find the cause. In the case the Earth were the size of a chemical in the watershed. of point pollution, the person beach ball, 28 inches in di- If we found this chemical in or persons responsible must ameter, all of the water on the water, it would be very pay a fine for the damage the planet would fill less than likely that the factory was done to other people and to a cup. Most of the water in the cause. We could prevent aquatic wildlife. In the case that cup would be salt water. further pollution from this of nonpoint pollution, we are Less than one drop would chemical by ordering the all responsible and so we all represent the fresh water factory to stop discharging must play a role in correcting contained in rivers and lakes! it into the water. the problem. Our supply of fresh water Nonpoint pollution is In this activity, you will is fragile. Yet every day wa- harder to pinpoint. Nonpoint work with other students to ter is being damaged by pol- pollution enters the water analyze a water sample from lution, and most of the pollu- from a variety of sources that an imaginary lake. Your tion is caused by people and may be hard to identify. For teacher will give your team their activities. There are example, rain can wash mo- a water sample along with a many different types of pol- tor oil leaking from cars in fact sheet that describes the lution. Several major kinds many parking lots into storm watershed surrounding your are listed on the Types of drains. Eventually, this pol- lake. You and your team will Pollution sheet that you will luted runoff can make its work together to identify the be using with this activity. way into the city’s water sup- kinds and amounts of water Scientists divide water ply. Because it’s impossible pollutants in your sample. pollution into two major cat- to pinpoint all the sources of Then you will use your fact egories: point and nonpoint. motor oil in the watershed, sheet and your detective abil- Point pollution comes from this nonpoint pollution is ities to suggest possible caus- a localized source and is fair- much harder to manage than es of the pollution in your point pollution. lake. It could be from point sources or nonpoint sources. Your teacher will give you a Water Sample Analysis Sheet that will help your team organize your clues. Finally you will present your analysis to the class. You will include ways that you think the water pollution in your lake could affect people and wildlife. Good luck!

Lake Norman State Park, N.C. 5.3.4 November 2002 TYPES OF POLLUTION

1. DOMESTIC SEWAGE Color: Green Human waste (sewage) that is not properly treated at a wastewater treatment plant and then released into the water supply may contain harmful bacteria and viruses. Typhoid fever, polio, cholera, dysentery (diarrhea), hepatitis, flu and common cold germs are examples of diseases caused by bacteria and viruses in contaminated water. Sewage can be accidentally discharged from septic systems or wastewater treatment plants. People can come into contact with harmful microorganisms by drinking polluted water, through swimming or fishing in polluted water or by eating shellfish from polluted water.

2. FERTILIZERS & ANIMAL WASTES Color: Brown

A major source of pollution comes from surplus fertilizers in runoff from farm fields, feed lots, golf courses and lawns. Fertilizers contain nitrogen and phosphorous that can cause large amounts of algae to grow. The large algae blooms cover the water’s surface. The algae die after they have used all of the nutrients. Once dead, they sink to the bottom where bacteria feed on them. As the bacteria feed on the dead algae, bacterial populations can become so large they use up most of the dissolved oxygen in the water. When this happens, many aquatic animals that need oxygen die. Another type of fertilizer, animal waste, also pollutes the water. Unexpected flooding of barnyards or stock pens (used for raising cattle and other animals) can increase the toxic effects of animal waste in water. Animal wastes also act as a fertilizer and can cause algae blooms, just as chemical fertilizers do. In urban areas, pet waste can be a significant contributor to water pollution.

3. INDUSTRIAL ORGANIC WASTE Color: Yellow

Food processing plants, paper mill plants, leather tanning factories and other industries release organic wastes that bacteria consume. Organic materials come from once-living plants and animals. If too much waste is released, the bacterial populations increase and use up the dissolved oxygen. Fish die if too much oxygen is consumed by decomposing organic matter.

4. SEDIMENTS Color: Pink

Particles of soil, sand, silt, clay and minerals wash from land and paved areas into creeks and tributaries. In large quantities, these natural materials can be considered pollutants. Construction projects often contribute large amounts of sediment to waterways. Certain lumbering and farming practices allow for greater amounts of sediments in runoff. Sediments may fill stream channels and harbors that later require dredging. Sediments suffocate fish and shellfish populations by covering the fish nests and clogging the gills of bottom fish and shellfish.

5. PETROLEUM PRODUCTS Color: Black

Oil and other petroleum products like gasoline and kerosene can find their way into water from ships, oil drilling rigs, oil refineries, gas stations and streets. Oil spills kill aquatic life (fish, waterbirds, shellfish and vegetation). Birds are unable to fly when oil coats their feathers. Shellfish and small fish are poisoned. If oil is washed on the beach, it requires much labor to clean up. Fuel oil, gasoline and kerosene may leak into groundwater through damaged underground storage tanks.

Lake Norman State Park, N.C. 5.3.5 November 2002 Types of Pollution, continued

6. INDUSTRIAL CHEMICALS Color: Dark Blue

Detergents, heavy metals and many manmade industrial chemicals are released into waterways. They often come from manufacturing and mining industries, oil field operations and other sources. These chemicals interfere with natural stream purification, and many are toxic to fish and harmful to humans. They cause taste and odor problems with the water and often cannot be treated effectively. Some of these chemicals are very poisonous in small amounts. They also corrode expensive water treatment equipment and increase the cost of boat maintenance.

7. ACID PRECIPITATION Color: Light Blue

Aquatic animals and plants are adjusted to a rather narrow range of pH levels. pH is a measure of the acidity of a solution. When water becomes too acidic, due to industrial chemical pollution or acid rain, fish and other organisms die. Acid rain is caused by car exhaust and smoke from coal- fired power plants. The smoke from an erupting volcano can also cause acid rain.

8. HEATED OR COOLED WATER Color: Red

The hotter the water, the less dissolved oxygen it can hold. Electric power plants use large amounts of water to cool the steam turbines. The heated water is often returned to streams, lagoons or reservoirs. With less oxygen in the water, fish and other aquatic life can be harmed. Water temperatures that are much lower than normal can also cause habitat damage. Deep dams often let extra water flow downstream. When the water comes from the bottom of the dam, it is much colder than normal.

9. PESTICIDES, HERBICIDES, FUNGICIDES Color: Orange

Agricultural chemicals designed to kill or limit the growth of organisms are a common form of pollution. By limiting the growth of undesirable species (i.e. weeds, insects, fungi), they help to increase crop production. These chemicals are also used on golf courses and in people’s yards to get rid of weeds. Irrigation, groundwater flow and natural runoff bring these toxic substances into rivers, streams and lakes. Here they can kill aquatic plants and animals. Some of these chemicals are also known to cause cancer in humans.

Lake Norman State Park, N.C. 5.3.6 November 2002 Fact Sheet for Lake Ipecac

Size: Small, normally holds 40 billion gallons of water. Has 100 miles of shoreline.

Number of counties in watershed: Four.

City wastewater treatment plants discharging into lake: Four.

Industry in watershed with own wastewater treatment facilities discharging into lake: • Machinery company. • Oil company. • Trucking company. • Hosiery mill. • Chemical company. • Fruit product company. • Clothing industry. • Chainsaw manufacturer.

Development on lake: • Eighty percent of shoreline is developed, mostly with homes using septic systems. • Two medium-size cities and several medium-size towns in watershed. • Several shopping centers in watershed. • One private campground on lake with its own wastewater treatment facility. • One public beach with septic system. • Five large motels with own wastewater treatment facilities.

Recreational use: Used for boating, fishing and swimming.

Marinas on lake: Five.

Agriculture: Little agriculture in watershed.

Lake Norman State Park, N.C. 5.3.7 November 2002 Fact Sheet for Lake Ipecac Fact Sheet for Lake Chickamonga

Size: Large, normally holds 200 billion gallons of water. Has 480 miles of shoreline.

Number of counties in watershed: Six.

City wastewater treatment plants discharging into lake: Three.

Industry in watershed with own wastewater treatment facilities discharging into lake: • Large paper mill. • Steel corporation. • Furniture factory.

Development on lake: • Forty percent of shoreline is developed, primarily with homes using septic systems. Many homeowners are there on weekends only. • Two small cities and several small towns in watershed. • A few shopping centers in watershed. • Five private campgrounds on lake with septic systems. • No public beaches on lake. • Four large motels with own wastewater treatment facilities in watershed.

Recreational use: Used extensively on weekends for boating, swimming and fishing.

Marinas on lake: Eight.

Agriculture: Much land in watershed used for agriculture. Tobacco is primary crop.

Lake Norman State Park, N.C. 5.3.8 November 2002 Fact Sheet for Lake Lapihiho

Size: Small, normally holds 35 billion gallons of water. Has 95 miles of shoreline.

Number of counties in watershed: Three.

Agriculture: Much farming upstream of the lake – chicken farms, livestock and thousands of acres of corn crops.

City wastewater treatment plants discharging into lake: One.

Industry in watershed with own wastewater treatment facilities discharging into lake: Fiberboard industry.

Development on lake: • Thirty percent of shoreline is developed, mostly with homes using septic systems. • One medium-size city and several small towns in watershed. • Several shopping centers in watershed. • Two public campgrounds on lake with septic systems. • One public beach on lake with septic system. • Three motels with own wastewater treatment facilities in watershed. • One rest home with on-site wastewater treatment plant. • One race track with on-site wastewater treatment plant.

Recreational use: Used extensively for boating, swimming and fishing. Heavy day use.

Marinas on lake: Three.

Lake Norman State Park, N.C. 5.3.9 November 2002 Fact Sheet for Lake Rockameenie

Size: Very large, normally holds 300 billion gallons of water. Has 500 miles of shoreline.

Number of counties in the watershed: Eight.

City wastewater treatment plants discharging into lake: Six.

Industry in watershed with own wastewater treatment facilities discharging into lake: • Foam products industry. • Large food processing plant. • Leather tannery. • Yarn mill.

Development on lake: • Sixty-five percent of shoreline is developed, mostly with homes using septic systems. Many residents live there year round. • One very large city, one medium-size city and several medium-size towns in watershed. • Several shopping centers in watershed. • Ten large privately-owned public campgrounds on lake with their own wastewater treatment facilities discharging into lake. • Two public beaches on lake with septic system. • Ten motels with own wastewater treatment facilities in watershed.

Recreational use: Used extensively for boating, swimming and fishing. Heavy day use.

Marinas on lake: Fifteen.

Agriculture: Not extensive.

Other: • Rock quarry in watershed. • Twenty percent of watershed involved in timber harvesting. • Coal-fired steam plant on lake that burns 20,000 tons of coal a day and uses lake water as a cooling agent.

Lake Norman State Park, N.C. 5.3.10 November 2002 Water Sample Analysis Sheet

Lake ______IDENTIFY: INFER: PREDICT: Significant Types of Possible Sources Potential Effects on Wildlife and Pollutants (above baseline) People (social, economic, health)

Example: Petroleum • Runoff from streets • Fish die • Oil company • Money lost to local bait shops that sell to fishermen

Lake Norman State Park, N.C. 5.3.11 November 2002 Pollution Graph Lake

Degree of Pollution

Baseline

142 365879 Type of Pollutant

Lake Norman State Park, N.C. 5.3.12 November 2002 Vocabulary

Acid rain - Rain, or other precipitation, with Basic - Having a pH greater than 7; the a pH less than 5.6, resulting from atmo- chemical state of water or another substance spheric moisture mixing with sulfur and in which the hydroxyl (OH-) ions exceed the nitrogen oxides emitted from the burning of hydrogen (H+) ions. For example, soap has fossil fuels. It may cause damage to build- a pH of 10. See pH. ings, car finishes, crops, forests and aquatic life. Biology - The science that deals with the origin, history, physical characteristics, life Acidic - Having a pH less than 7; the chemi- processes and habits of plants and animals. cal state of water or another substance in which the hydrogen (H+) ions exceed the Classification - The grouping of organisms hydroxyl (OH-) ions. For example, a car’s into categories based on shared characteris- battery acid has a pH of 1. See pH. tics or traits. For example, any animal that has feathers is considered a bird and placed Adaptation - A change in the function or in Class Aves. If the bird has its eyes in structure of a plant or animal that allows it to front rather than on the side of its head, it is adjust to its environment. a member of Order Strigiformes (owls).

Algae - Simple, one-celled or many-celled Condensation - The process by which a plants capable of photosynthesis. They are vapor becomes a liquid. usually aquatic and have no true root, stem or leaf. Consumer - An animal that uses a producer or another consumer as its food. For ex- Algae bloom - A heavy growth of algae in ample, a rabbit is a primary consumer be- and on a body of water. It usually results cause it eats green plants (producers). A fox from high nitrate and phosphate concentra- is a secondary consumer because it eats tions entering water bodies from farm fertil- rabbits (consumers). izers and detergents. Phosphates are also naturally occurring in some rock formations, Decomposer - A plant or animal that feeds such as those found in eastern North Caro- on dead materials and causes their mechani- lina. cal or chemical breakdown.

Anatomy - The branch of biology that deals Detritus - Dead organic matter, such as with the structure of plants and animals. fallen leaves, twigs and other plant and animal material that exists in any ecosystem. Aquatic - Living or growing in water. Dichotomous - Divided into two parts, Aquatic index - The relative health of a groups or classes, such as a dichotomous water body. It is based on the tolerance or key. Using a dichotomous key, one can sensitivity of macroinvertebrates to changes identify an unknown organism by following in water quality. It is calculated using a the one branch of each pair that best de- simple formula. scribes the organism.

Lake Norman State Park, N.C. 6.1 November 2002 Distribution - The act of scattering or Groundwater - Water that fills the spaces spreading out; the geographic range of an between rocks and soil particles under- organism. ground. Groundwater is replenished when rainwater trickles through the soil. Surface Dissolved oxygen (DO) - The amount of water, such as lakes and rivers, is often oxygen gas molecules dissolved in water. replenished by groundwater. Fish and other aquatic animals depend on DO to breathe. Habitat - The environmental conditions of an area where a plant or animal naturally Ecology - The science of the relationships grows or lives; its environment. between organisms and their environments. Impervious surface - A surface that doesn’t Ecosystem - Plants, animals and their physi- absorb water, such as a paved parking lot. cal surroundings that interact with environmental conditions, such as temperature and Indicator species - An organism whose rainfall, forming an interdependent system. presence or absence in a particular environment can be used to determine the health of Effluent - A liquid flowing out. The outflow that particular environment. of a sewer, septic tank, etc. Insect - Any animal in the Class Insecta. It Erosion - The removal or wearing away of has a head, thorax, abdomen and three pairs soil or rock by water, wind or other forces or of legs on the thorax. As an adult, it usually processes. has one or two pairs of wings attached to the thorax as well. Eutrophication - Naturally occurring changes that take place after a water body Irrigation - The pumping of water from receives inputs of nutrients, mostly nitrates ponds, lakes or rivers through pipes or and phosphates, from erosion and runoff of canals to supply crops or livestock with surrounding lands. This process can be water during periods of dry weather. accelerated by human activities. Key - An ordered list of significant charac- Evaporation - The conversion of a liquid teristics of a group of organisms. A key is (water) into a gas (water vapor), usually used to identify unknown species. through the application of heat energy. Larva - (larvae, plural) The immature form Food chain - The transfer of energy and of an animal that changes structurally when material through a series of organisms as it becomes an adult, usually by complete each one is fed upon by the next. metamorphosis.

Food web - The interlocking pattern of food Lifestyle - A way of life, including attitudes, chains that exist in an ecosystem. values and priorities.

Genus - The taxonomic Macroinvertebrate - Macro means “large;” category located between invertebrate means “without a backbone.” species and family. These small animals are usually large enough to be seen without the aid of magnification.

Lake Norman State Park, N.C. 6.2 November 2002 Metamorphosis - Meta means “change;” Point pollution - Pollution morphe means “form.” A change in form, that can be traced to a structure or function as a result of develop- single point source, such as ment. A physical transformation undergone a pipe or culvert (e.g., by various animals during development from industrial and wastewater the larval stage to the adult form. For ex- treatment plant discharges). ample, through metamorphosis, a hellgrammite (larval form) becomes a dobsonfly Pollution - A human- (adult form). The change from a tadpole caused change in the physical, chemical or (larval form) to a frog (adult form) is another biological conditions of the environment that example of metamorphosis. creates an undesirable effect on living things.

Mussel - Any of the various freshwater or Precipitation - Water falling in a liquid or saltwater bivalves, which are animals with solid state from the atmosphere to the Earth. two shells held together by a strong muscle. Examples are rain, snow, sleet and hail.

Natural community - A group of plants, Producer - An organism that makes its own animals, bacteria and fungi that are naturally food. For example, all green plants are associated with each other and their physical producers that make food through photosyn- environment. Scientists often name a natural thesis. community for its most common or domi- nant plants. Pupa - The stage in the metamorphosis of an insect that comes after the larval stage and Nonpoint pollution - Pollution that cannot before the adult stage. The pupa is usually be traced to a specific point because it comes enclosed in a hardened case or cocoon. from many individual places or a widespread area (e.g., urban and agricultural runoff). River basin - The watershed of an entire river. It encompasses the many smaller Nymph - The young of an insect that under- watersheds of the river’s tributaries or goes incomplete metamorphosis, differing branches. from the adult primarily in size and struc- tural proportions (i.e. wings). Runoff - Rain, melted snow and other materials that drain or flow off surfaces such as Organism - A living thing. Examples in- city streets, roofs, suburban lawns and agri- clude plants and animals. cultural land. pH - Potential of hydrogen. A measure that Sediment - Deposits of soil or organic indicates the relative acidity or alkalinity of matter that were suspended in water and then a substance. The pH scale is a logarithmic settled to the bottom. It is often deposited in scale ranging from 1 (most acidic) to 14 the water by runoff. (most basic), with a pH of 7 being neutral.

Photosynthesis - A chemical process carried on by green plants in which cells containing chlorophyll use light energy to produce glucose (a plant food) from carbon dioxide and water; oxygen is a by-product.

Lake Norman State Park, N.C. 6.3 November 2002 Septic system - A domestic wastewater Thermal stratification - The process treatment system into which wastes are during which waters of different tempera- piped directly from the home into the tures form separate layers in a body of ground. It consists of a septic tank and water with the lighter, warmer water float- drainfield. Wastewater is exposed to bacte- ing on top of the denser, cooler water. ria that decompose the organic waste. Dead bacteria and sediment settle to the bottom Tributary - A stream or river flowing into a of the tank, and treated effluent flows out larger stream, river or lake. For example, in into the ground through drainage pipes. the park lake watershed, Powder Spring Branch is a tributary of Norwood Creek. Sewage - Liquid and solid waste mixed with water. Volume - A quantity, bulk, mass or amount. The amount of space occupied in three Silt - A sedimentary material consisting of dimensions. fine mineral particles intermediate in size between sand and clay. Wastewater treatment plant - A facility where household, business and industrial Soil - A collection of organic and inorganic sewage are treated to remove harmful particles, mainly composed of clay, silt, sand bacteria and chemicals. and gravel. • clay - less than 1/256 of a millimeter Water - A transparent, odorless, tasteless (mm) in diameter liquid compound of hydrogen and oxygen

• silt - between 1/256 and 1/16 of a mm (H20) that occurs on the Earth’s surface as in diameter oceans, lakes, rivers, etc. • sand - between 1/16 and 2 mm in diameter Water cycle - The path water takes through • gravel - more than 2 mm in diameter its various states – vapor, liquid and solid – as it moves throughout the Earth’s systems Species - The taxonomic category following (oceans, atmosphere, groundwater, streams, genus that consists of similar organisms that etc.) can mate and produce fertile offspring. Water quality - A way of determining or Succession - The gradual replacement of measuring certain characteristics of water. one natural community by another. Watershed - The total land area that drains Taxonomy - The branch of biology dealing directly or indirectly into a particular with classifying organisms into naturally stream, river or lake. related groups based on some common factor.

Lake Norman State Park, N.C. 6.4 November 2002 References

Balcom, Nancy C. (ed.). 1991. “Main- Everhart, Jerry (project director). 1986. stream,” “Habitat Hunt,” “Where the Water Project MOST. Pitt County Schools, 1717 Falls” and “Little Limnologists” activities. West 5th St., Greenville, NC, 27834. Virginia’s State Parks: Your Backyard Class- room, Chesapeake edition. For information Izaak Walton League of America. “Save Our contact the Virginia Department of Conserva- Streams.” 1401 Wilson Blvd., Level B, tion and Recreation, Division of State Parks, Arlington ,VA, 22209. 203 Governor St., Suite 306, Richmond, VA, 23219. McCafferty, Patrick W., and Arwin W. Provonsha, illustrator. 1983. Aquatic Ento- Brown, Walker R., and Norman D. Anderson. mology, The Fisherman's and Ecologist's 1971. Earth Science – A Search for Under- Illustrated Guide to Insects and Their Rela- standing. Philadelphia, PA: Lippencott Co. tives. Jones and Bartlett Publishers, Sudbury, MA. www.jbpub.com. Illustrations reprinted Caduto, Michael J. 1985. Pond and Brook, with permission. A Guide to Nature Study in Freshwater Envi- ronments. Englewood Cliff, NJ: Prentice Hall, Mitchell, Mark and William Stapp. 1990. Inc. Field Manual for Water Quality Monitoring: An Environmental Education Program for Council for Environmental Education. 1987, Schools. Dexter, MI: Thomson-Shore Printers. 1992. Project WILD Aquatic Education Guide. For information contact the N.C. Wildlife Montgomery County Public Schools. 1972. Resources Commission, Conservation Educa- “Activities for Studying Streams.” Environ- tion Division, 1712 Mail Service Center, mental Education Series, Bulletin No. 247 A. Raleigh, NC, 27699 - 1712. Montgomery County Public Schools, 850 Hungerford Drive, Rockville, MD, 28050. Dean, Jim. 1978. “The Year the Floods Came.” Wildlife in North Carolina. February. Montgomery County Public Schools. 1972. N.C. Wildlife Resources Commission, 1712 “Activities for Studying Ponds.” Environmen- Mail Service Center, Raleigh, NC 27699 - tal Education Series, Bulletin No. 247 D. 1712. Montgomery County Public Schools, 850 Hungerford Drive, Rockville, MD, 28050. Earley, Lawrence. 1990. “Taking a River’s Pulse.” Wildlife in North Carolina. August. National Aquarium in Baltimore. 1987. N.C. Wildlife Resources Commission, 1712 “In Hot Water?” Living in Water: Aquatic Mail Service Center, Raleigh, NC 27699 - Science Curriculum for Grades 4-6. 1712. Baltimore, MD.

National Wildlife Federation. 1983. Acid Rain – A Teacher’s Guide. 1400 16th St., N.W., Washington, DC, 20036-2266.

Lake Norman State Park, N.C. 7.1 November 2002 National Wildlife Federation. 1987. “We Care Swan, Malcolm D. 1983. Tips and Tricks in About Clean Air.” National Wildlife Week Outdoor Education – Approaches to Provid- Educators Guide, March 15-21. 1400 16th St., ing Children with Educational Experiences in NW, Washington, DC, 20036-2266. the Outdoors. Danville, IL: The Interstate Printers & Publishers, Inc. National Wildlife Federation. 1990. Pollu- tion: Problems and Solutions from Ranger Taylor, Mark. 1989. Streamwatching With Rick’s NatureScope. 1400 16th St., NW, Kids, An Outing Leader’s Guide. Reprinted by Washington, DC, 20036-2266. North Carolina Wildlife Resources Commis- sion, Conservation Education Division, 1712 National Wildlife Federation. 1990. “Earth Mail Service Center, Raleigh, NC, 27699 - Day Every Day – You Can Make a Differ- 1712. ence.” Educator’s Guide. 1400 16th St., NW, Washington, DC, 20036. United States Department of Agriculture. July 1986. Teaching Soil and Water Conservation, North Carolina Division of Water Resources. A Classroom and Field Guide. Soil Conserva- 1991. “pH – What Does It Mean?” tion Service, United States Department of Streamwatch News, Issue #13, Feb. 1611 Mail Agriculture, 4405 Bland Road, Raleigh, NC, Service Center, Raleigh, NC, 27699 - 1611. 27609.

North Carolina Division of Water Resources. United States Department of Agriculture. 1991. “Sediment: It’s Only Dirt, Right?” 1989. Key to The Major Invertebrate Species Streamwatch News, Issue #15, Nov. 1611 of Stream Zones. Soil Conservation Service Mail Service Center, Raleigh, NC, 27699 - Publication SCS-TP-161 Water Quality 1611. Indicators Guide, United States Department of Agriculture, 4405 Bland Road, Raleigh, NC North Carolina Wildlife Resources Commis- 27609. sion, Conservation Education Division. Dec. 1989. “Josh and the Fish Kill.” North Caro- United States Forest Service. 1977. “A lina WILD Notebook. 1712 Mail Service Lesson Plan for Some Water Investigations.” Center, Raleigh, NC, 27699 -1712. Investigating Your Environment series.

Slattery, Britt E. l99l. “Wet ’n’ Wild” activity. Willoughby, L. G. 1976. Freshwater Biology. WOW! The Wonders of Wetlands: An New York, NY: Pica Press. Educator’s Guide. Environmental Concern, Inc., P.O. Box P, St. Michaels, MD, 21663. Winborne, Ferne B. 1989. A Guide to Streamwalking. Division of Water Resources, 1611 Mail Service Center, Raleigh, NC, 27699 -1611.

Lake Norman State Park, N.C. 7.2 November 2002 SCHEDULING WORKSHEET

For office use only: Date request received______Request received by______

l) 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) ______

8)Number of chaperones ______

9)Areas of special emphasis ______

10) Special considerations of group (e.g. allergies, health concerns, physical limitations)______

11) Have you or your group participated in park programs before? If yes, please indicate previous programs attended: ______If not, we will mail the contact person an Educator’s Guide.

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

I, ______, have read the entire Environmental Educa- tion Learning Experience and understand and agree to all the conditions within it.

Return to: Lake Norman State Park Fax: (704) 528-5623 159 Inland Sea Lane Troutman, NC 28166 - 9620

Lake Norman State Park, N.C. 8.1 November 2002 PARENTAL PERMISSION FORM

Dear Parent:

Your child will soon be involved in an exciting learning adventure – an Environmental Education Learning Experience at ______. Studies have shown that “hands-on” learning programs improve children’s attitudes and performances in a broad range of school subjects.

In order to make your child’s visit 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 your child bring his/her medication, and stress that he/she, or the group leader, is 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 ______

Lake Norman State Park, N.C. 8.2 November 2002 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.

Lake Norman State Park 159 Inland Sea Lane Troutman, NC 28166 - 9620 Fax: (704) 528-5623

Lake Norman State Park, N.C. 8.3 November 2002 Notes

Lake Norman State Park, N.C. 9.1 November 2002 Notes

Lake Norman State Park, N.C. 9.2 November 2002 Notes

Lake Norman State Park, N.C. 9.3 November 2002 Notes

Lake Norman State Park, N.C. 9.4 November 2002