Living Water. Eno River State Park: an Environmental Education Learning Experience Designed for the Middle Grades. INSTITUTION North Carolina State Dept

Home , Dobsonfly, Eno River, Eno River State Park

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AUTHOR Hartley, Scott; Woods, Martha TITLE Living Water. Eno River State Park: An Environmental Education Learning Experience Designed for the Middle Grades. INSTITUTION North Carolina State Dept. of Environment, Health, and Natural Resources, Raleigh. Div. of Parks and Recreation. PUB DATE Oct 92 NOTE 96p.; For other Environmental Education Learning Experiences, see SE 054 364-371. AVAILABLE ,FROM North Carolina Division of Parks and Recreation, P.O. Box 27687, Raleigh, NC 27611-7687. PUB TYPE Guides Classroom Use Teaching Guides (For Teacher)(052)

EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS Classification; Computation; Ecology; Entomology; Environmental Education; Experiential Learning; Field Trips; Grade 5; Grade 6; Integrated Activities; Intermediate Grades; Maps; *Marine Biology; Natural Resources; *Outdoor Activities; *Outdoor Education; Teaching Guides; Water Pollution; *Water Quality; *Water Resources IDENTIFIERS Dichotomous Keys; Environmental. Management; *North Carolina; pH; Rivers; State Parks; Water Quality Analysis; Watersheds

ABSTRACT This learning packet, one in a series of eight, was developed by the Eno River State Park in North Carolina for Grades 5-6 to teach about various aspects of water life on the Eno River. Loose -leaf pages are presented in nine sections that contain: (1) introductions to the North Carolina State Park System, the Eno River State Park, and to the park's activity packet;(2) a summary of the activities that includes major concepts and objectives covered; (3) pre-visit activities on map trivia and dichotomous classification keys;(4) on-site activities on river flow, pH values, water bugs and river sediment;(5) post-visit activities on water pollution; (6)a list ol7 69 related vocabulary words; (7) park and parental permission forms for the visit; and (8) blank pages for taking notes. Contains 24 references and includes a separate educator's guide. (MDH)

**********-c************************************************************ Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** U.S. DEPARTMENT OFEDUCATION Office of Educational Researchand Improvement EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC) The document has peen reproducedas received I romthe person or ofganIzation °igniting It 0 Minor charges have been madeto improve reproduction quality

Points of vmw or Opinions statedin this document do not necessarily represent Official OERI position or ool.oi

-PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTEDBY James B. Halley

TO THE EDUCATIONALRESOURCES INFORMATION CENTER (ERIC)." Eno River State Park An Environmental Education Learning Experience Designed for the Middle Grades

2 .

BET AVAILABLE "Without life, there would still be water. Without water no life."

David Quammen. Natural Acts. A Sidelong View of Science and Nature. This Environmental Education Learning Experience was developed by

Scott Hartley and Martha Woods Lead Interpretation and Education Ranger and Ranger Eno River State Park

Funding for this publication was generously provided by

CwroiewCNA Power& uawCan Ow/

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

James G. Martin William W. Cobey, Jr. Governor Secretary

ii4 Other Contributors.. .

Park volunteers;

Association for the Preservation of the Eno River Valley. Inc.;

Riffle and Pool Naturalists..

The N.C. Department of Public Instruction;

The N.C. Division of Water Resources;

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

and the many individuals and agencies who assisted in the review of this publication.

5(X) copies of this public document were printed at a cost of $3.430 or $6.86 per copy

®Printed on recycled paper. 10-92

ifi 5 1 ' 1 1

1. Introduction Introduction to the North Carolina state Parks System 1.1 Introduction to Eno River State Park 1.2 Introduction to the Activity Packet for Eno River State Park 1.3

2. Activity Summary 2.1

3. Pre-Visit Activities #1 Map Trivia 3.1 #2 Keys Made Easy 3.2

4. On-Site Activities "1 Go With The Flow 4.1 '2 Mind Your p's and H's 4.2 #3 Sediment: The "S" 4.3 '4 Water Bugs 4.4

5. Post-Visit Activities '1 Fragile Waters 5.1 #2 Troubled Waters 5.2

6. Vocabulary 6.1

7. References 7.1

'8. Forms 8.1

9. Notes 9.1

iv 11 I a

preserving and protecting That was in 1915. The As one of North Carolina's r North Carolina's natural North Carolina State Parks principal conservationagen- resources is actually a rela- System has now been cies, the Division of Parks tively new idea. The seeds of established for more than and Recreation is responsible the conservation movement three-quarters of a century. for the more than 125,000 were planted early in the 20th What started out as one small acres that make up our state century when citizens were plot of public land has grown parks system. The Division alerted to the devastation of . into 59 properties across the manages these resources Mount Mitchell. Logging state, including parks, for the safe enjoyment of the was destroying a well-known public, and protects and landmark the highest peak preserves them as a part of cast of the Mississippi. As the heritage we willpass on the magnificent forests of this to generations to come. An mile-high peak fell to the important component ofour axe of the lumbermen, stewardship of these lands alarmed citizens began is education. Throughour to voice their opinions. interpretation and environ- Governor Locke Craig mental education services, the joined them in their efforts Divisibn of Parks and Recrea- to save Mount Mitchell. tion strives to offer enlighten- Together they convinced ing programs which leadto the legislature to passa bill recreation areas, trails, rivers, an understanding and establishing Mount Mitchell lakes and natural areas. This appreciation of our natural as the first state park. vast network of land boasts resources. The goal of our some of the most beautiful environmental education scenery in the world and program is to generate an offers endless recreation awareness in all individtials opportunities. But our state which cultivates responsible parks system offers much stewardship of V trth. more than scenery and recreation. Our lands and waters contain unique and valuable archaeological, geological and biological resources which are an important part of our For more information contact: natural heritage. N.C. Division of Parks and Recreation P.O. Box 27687 Raleigh, N.C. 27611-7687 919/ 733-PARK

Eno River State Park, NC 1 October 1992 I.. Introduction to Eno River 'State Park

fforts to establish Eno Life In and Along Freshwater mussels, ./River State Park began the Eno River including the endangered green in 1965 when the city of floater, and numerous aquatic Durham proposed building. Eno River State Park macroinvertebrates, are found a reservoir on the Eno. In re- provides important habitat for in the river. These wonderfully sponse, a group of concerned a host of animals and plants. -adapted creatures can be used citizens formed the Associa- A mixture of steep rocky as indicator species to monitor tion for the Preservation of ridges and bottomlands creates water quality. the Eno River Valley. The several distinct plant commu- Association was successful in nities. Many of the wildflow- Water quality in the river gaining community support ers and shrubs found in the is presently good. The river for its proposal that a state park are normally found in is classified as a public water park be established along the the mountains and foothills supply and is also suitable river. In May of 1972, the state of North Carolina. Shrubs, for swimming, fishing and of North Carolina approved including mountain laurel and wading. Continuing develop- the idea, and the city of Catawba rhododendron, and ment and water withdrawals Durham withdrew its plans wildflowers, such as yellow upstream give cause for con- to construct the reservoir. By lady's slipper, showy orchis cern about the river's quality. 1975, 1,100 acres of land had and wild geranium, find suit- Only through sustained been acquired with the help able habitat in the river valley. vigilance and protection of the Association, the Nature The river hosts 56 species of efforts can the river's water Conservancy and the Division fish. Two are unique to the quality be preserved. of Parks and Recreation. To- Neuse (of which the Eno is day the park protects 11 miles a part) and Tar river basins of river and over 2,100 acres the Roanoke bass and the of associated land in Orange Carolina madtom (a catfish). and Durham counties.

Heare ate hoot of NAM., ( an4. C I 1.511 l pm. 1ft pern.... Carolina madtom

Eno River State Park, NC 1.2 October 1992 Introductiop to the Activity Packet for Eno River State Park

rr he environmental edu- post-visit activities to reinforce NOTE: On-site activities, cation learning experi- concepts, skills and vocabulary weather and river conditions permitting, will be held on the ence, Living Water, was de- learned in the pre-visit and on- banks of the river and in the veloped to provide hands-on site activities. These activities river. Students will wade in environmental education may be performed indepen- shallow rocky areas. They activities for the classroom dently or in a series to build should dress appropriately (long and the outdoor setting of upon the students' newly gained pants and tennis shoes) and Eno River State Park. This knowledge and experiences. bring a change of clothing. The students may encounter ticks, educator's activity packet. poison ivy and snakes, though designed to be implemented The environmental educa- this is not likely as long as in grades 5 and 6, meets estab- tion learning experience, students stay in appropriate lished curriculum objectives Living Water. will expose the areas. Chemical reagents are of the North Carolina Depart- student to the following major used in water quality testing. ment of Public Instruction. Because misuse of these concepts: chemicals can be hazardous. Three types of activities are standard chemical protection included: Water Quality procedures will be required. 1) pre-:visit activities Indicator Species Goggles and rubber gloves will 2) on-site activities Water Testing be provided for all students 3) post-visit activities Watersheds handling testing kits. These Aquatic Sampling must be worn at all times during On-site activities will be Aquatic Insect test procedures. The educator conducted at the park, while Populations will assist in seeing that all pre-visit and post-visit activi- safety precautions are followed. Natural Resource It is also the responsibility of ties are desi:ned for the class- Management the educator to be aware of room environment. Pre-visit Stewardship of Natural special considerations, medical activities should be introduced Resources needs, etc. of participants and prior to the park visit so that be prepared to take appropriate students will have the neces- The first occurrence of a precautionary measures. Park sary background and vocabu- vocabulary word used in these staff should be informed of any activities is indicated in bold special considerations prior to lary for the on-site activities. the group's arrival at the park. We encourage you to use the type. Their definitions are listed in the back of the activity packet. A list of the reference materials used in developing the activities follows the vocabulary list.

This document was designed to be reproduced, in pa.-1 or en- tirety, for use in North Carolina classrooms. If you wish to photocopy or adapt it for other uses, please credit the N.C. Di-

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~~Eno River State Park, NC 1.3 October 1992 9 Activity Summary~~

~~The following outline provides a brief summary of each activity, the major concepts introduced and the objectives met by completion of the activity. I. Pre-Visit Activities~~

*1 Map Trivia (page 3.1.1) Using a North Carolina state transportation map, students will he introduced to the concept that the Eno River watershed is part of a larger river system. They will he asked to trace the river from its headwaters to the ocean and to identify key geographic locations.

~~Major concepts: Map use Watersheds~~

~~. Group participation~~

Objectives: Interpret and use the legends on the North Carolina state transportation map to answer five questions. Locate five geographic locations within the Neuse River watershed. Participate effectively in groups while answering questions on the worksheet.

*2 Keys Made Easy: Introduction to the Use of a Dichotomous Key Parts 1 & 2 (page 3.2.1) Introduce your students to the use of dichotomous keys through a series of fun activities. In Part i, students will use a simple key to identify unknown tree leaves. In Part 2, the students will use a more complex key to identify macroinvertebrates found in the Eno River.

~~Major Concepts: (Part 1) Dichotomous key How to use a key Importance of keys for identification (Part 2) Basic taxonomy~~

Objectives: (Part 1) Define dichotomous key and explain why it is used. Use a simplkey to identify five unknown tree leaves. (Part 2) Define taxonomy. List the five kingdoms. Key out at least one macroinvertebrate using a simple dichotomous key.

~~Eno River State Park, NC 2. 1 J- October 1992 I/. On-Site Activities~~

~~#1 Go with the Flow (page 4.1.1) Gt.,( wet while taking physical measurements of the river. Students willuse their measurements to calculate water flow in the Eno River.~~

Major Concepts: Measurement of water flow leVW Human influence on water flow -oc.440 Natural influences on water flow --;;;,,, ";. How natural and human influences affect aquatic life .--- V. ----- Ir.' la° 1.d.'---- . 0 . t 1 ,,,e...... we,..----- .-'' -- .... ge ..... "----. - '- ... 0.7 re° , . , -' c .... ' ...0. Objectives: 0, t...' ...". _.....el, 4 ...... , Calculate the rate of water flow using measurements ...' and a mathematical formula. List three human actions that affect water flow. :4Y List three natural influences on water flow. Describe the important relationship between water -"" quantity and quality. \ pro' 90 Describe three problems that can result from river water quantity extremes. Describe three problems that can result from river water quality changes. Discuss at least two things people can do to help protect rivers andwater quality.

*2 Mind Your p's and H's-The Power of Hydrogen (page 4.2.1) Learn to measure pH by using hands-on methodsto determine the pH values of several different liquids including water from the Eno River.

~~Major Concepts: Water quality pH testing pH range (acid-neutral-base) pH range that supports aquatic life~~

Objectives: Demonstrate the use of litmus paper and the LaMottetest kit for determining pH. Analyze samples to demonstrate pHrange. List three natural influences whichcan affect the pH rating of a river. List three human influences whichcan affect the pH ratings of a river. Know the North Carolina Environmental Management CommissionpH range for aquatic macroinvertebrates.

1ST COPY MAIM 1 Eno River State Park. NC 2.2 October 1992 #3 Sediment: The "S" Word (page 4.3.1) Through a simple experiment, students will learn one method of meascring sediment. Using what they observe, students will discuss where sediment comes from, how it affects water quality and ways to control sediment.

~~Major Concept: Water quality Observation skills Measurements of sediment Effects of sediment on aquatic life~~

Objectives: Demonstrate how to measure sediment levels using the Imhoff cones. Describe three ways sediment affects aquatic life. List three origins of sediment and three possible ways to control the level of sediment in the river. List the most important causes of stream degradation in North Carolina today.

~~'4 Water Bugs (page 4.4.1) Get wet, have fun, and learn while doing it. Students will use different methods to collect and identify aquatic organisms.~~

MA .. 4uwit* 71.YIhog. loom. orUew Major Concepts: kap. Water quality Aquatic sampling Indicator species Aquatic habitats Basic anatomy Adaptations Species identification Human influence on water quality

Objectives: Describe three characteristics of an aquatic macroinvertebrate. Identify three macroinvertebrates. Define indicator species. Name three indicator species and explain how they are used to determine water quality. Use keys and field guides to identify unknown aquatic specimens. Use a dissecting microscope. List three or more ways humans affect aquatic life. Describe the differences between nymph and larva.

~~Eno River State Park, NC 2.3 October 1992 2~~

~~111- -11nr' licColtrry Age. Hai, o110I Mu* ham sal Isallos KN.n gsrnsoadpecasoase~~

~~Post-Visit Activities~~

*1 Fragile Waters (page 5.1.1) Using a topographic map and land use cutouts, students will make decisions about the development of a portion of the Eno River's watershed.

~~Major Concepts: Human impact on the Eno River watershed Water quality Land use planning and its effect on the Eno and areas further downstream Resource management~~

Objectives: Evaluate the effects of different imaginary land uses on the Eno River watershed. Discuss and list five ways to minimize damaging effects in the Eno watershed. List two animal species endemic to the Neuse River and Tar River watersheds.

*2 Troubled Waters (page 5.2.1) After reading a story about the discovery made by two young river enthusiasts, students will create their own ending. Optionally, the class can develop an action plan to correct an aquatic pollution problem in their community.

~~Major Concepts: Water pollution Problem solving Creative writing Cause and effect relationships~~

Objectives: Identify two potential cause and effect relationships involving aquatic pollution. List and evaluate two alternative solutions to aquatic pollution. Create an action plan to reduce aquatic pollution.

~~I a.3 Eno River State Park, NC 2.4 October 1992 k Pre-Visit Activity #1 nap Trivia~~

Curriculum objectives: Educator's Information: Grade S - his activity is designed to 'Communication Skills: illustrate the concept that listening and visual compre- the Eno River is part of hension, study skills. a larger river system. \. 'Guidance: competency and Students will trace the skill for interacting with others. river from its headwaters Math: measurement to the ocean, using map Social Science: organize, legends and identifying key analyze information, draw geographic locations along conclusions; use maps, the water course. Students participate effectively in will participate in a group groups. activity to obtain the answers Grade 6 - for the worksheets. 'Communication Skills: listening and visual compre- Provide otv North Caro- hension, study skills. lina transportation map and Math: measurement one worksheet for every four 'Social Science: organize and students. analyze information, draw conclusions; use maps, participate effectively in groups. Note: If your students use the 1992/93 North Carolina Location: Classroom Transportation Map (golf Major Concepts: Group size: course on cover), please have 30 students, class size the students use the scale on Map use Estimated time: 30-40 minutes their worksheet. The scale on Watersheds Appropriate season: Any the 1992/93 map is incorrect. Group participation Materials: Provided by educator: Have each group of stu- Objectives. Map Trivia Worksheet dents answer questions on the (1 copy per group of worksheet, using the map as 4 students), current North Interpret and use the Carolina transportation maps a reference. legends on the North (1 map per group of 4 stu- Carolina transportation dents). Maps are available After the groups have man to answer five through your local tourism finished answering the ques- questions. office or the: tions, have each group answer Locate five geographic N.C. Dept of Economic and one of the questions and locations within the Community Development explain how they got the N. 'el & Tourism Division Neuse River watershed. 430 N. Salisbury St. answer. Continue with each Participate effectively Raleigh, N.C. 27603 group reporting their answer in groups while answer- l-800-VISITNC or 919/ 733-4171 until all questions have been ing questions on the answered and discussed. worksheet.

~~Eno River State Park, NC 3.1.1 1.4 October 1992 .~~

Map Trivia Instructions: Using the North Carolina transportation map, answer the following questions. 1. What is the name of the 9. What is the name of the 15. What is the closest county where the Enc River sound into which the water latitude and longitude to begins? from the Eno River flows? Eno River State Park?

~~2. Name the counties surrounding Orange County. 10. Approximately how 16. New Bern is closest to many miles are there what latitude and longitude? between Durham and New Bern in a straight line?~~

3, What is the name of the kilometers ? 17. Name the points of tributary that joins the Eno interest (see map symbols) near Camp Butner? 11. List the state parks and within three miles of the Eno recreation areas located along and Neuse Rivers from Eno the path that the Eno River River State Park to New Bern. 4. List the counties the Eno takes to the ocean? River flows through before becoming the Neuse River near Camp Butner?

5. Approximately how long 12. What is the approximate 18. Name the national forest is the Eno River? .distance from Ranger. NC to found along the Neuse River. in miles Wi ialchone NC? in kilometers in miles in kilometers 19. Name the river located 6. What is the name of the west and south of the Eno reservoir into which the Eno 13. What is the map symbol River near Burlington. River flows? for park campsites?

20. Near what large city does 7. What is the name of the 14. List the towns or cities the river from question 19 river which eventually carries with a population over 10,000 reach the ocean? the water from the Eno to the that water from the Eno River ocean? flows past on its way to the ocean? 21. Name the river located north and east of Falls Lake. 8. What is the first town with a population over 2.000 through which the Eno River 22. Near what city does the. flows? river from question 21 reach the ocean?

C 5 70 70 SCALE Of WEIS 0411 INCH EQUALS APPROX I.1 MILES 12124* SCAII OF KILOME TORS ONE IPEC.I EQUAL S APPROX ?I KILOMETERS I MITI IS !DUAL TO I 609 RILOMITERS Eno River State Park. NC 3.1.2 October 1992 t)r A

~~Map Trivia~~

1: Orange County 11. Eno River State Park, 17. Bennett Place, Stagville Falls Lake State Center, Clemmons 2. Caswell, Person, Recreation Area, Educational State Forest, Durham, Alamance, Waynesboro State Park Waynesboro State Park Chatham (on 92/93 or later maps), (on 92/93 or later maps), Cliffs of the Neuse Cliffs of the Neuse State 3. Flat River State Park Park, Caswell Memorial & CSS Neuse,Tryon 4. Two Orange and 12. Approximately 500 Palace Durham miles Approximately 805 18. Croatan National 5. Approximately 33 miles kilometers Forest Approximately 53 kilometers 13. A tent 19. Haw River

~~6. Falls Lake 14. Durham, Raleigh, 20. Wilmington, NC Goldsboro, Kinston, 7. Neuse River New Bern 21. Tar River~~

~~8. Hillsborough 15. 79 degrees latitude, 22. Washington, NC 36 degrees longitude 9. Pamlico Sound 16. 77 degrees latitude, 10. Approximately 120 35 degrees longitude miles Approximately 193 kilometers~~

~~Eno River State Park, NC 3.1.3 October 1992 A a~~

Curriculum objectives: Major Concepts: vertebrates, using the same Grade 5 - Part 1: key that they will use at the 'Communication Skills: Dichotomous key park in On-Site Activity '4- listening and visual compre- How to use a key Water Bugs. hension, study skills Importance of keys for Science: earth science, environment identification Instructions for Part 1: Math: measurement Part 2: Have the students read the Basic taxonomy Student's Information. Discuss Grade 6 - taxonomy and how organisms Communication Skills: Objectives: listening and visual compre- are grouped into naturally hension, study skills Part 1: related groups. Define a key 'Science: earth science, Define dichotomous key and discuss why keys are use- environment and explain why it is used. ful. Explain how a key works. Math: measurement Use a simple key to iden- Separate the students into Location: Classroom tify five unknown leaves. groups of four or five. Hand Part 2: out copies of the "Key to 10 Group size: Define taxonomy. Common Leaves." Next hand 30 students, class size List the five kingdoms. out copies of "10 Common Key out at least one Estimated time: Leaves." Have each group Part 1 - 20 to 30 minutes. macroinvertebrate using work through the key to iden- Part 2 - 30 to 50 minutes. a simple dichotomous tify each of the 10 leaves. As key. a class. go over the answers Appropriate season: any and discuss any difficulties Materials: An Introduction encountered. Provided by educator: copies of the activity sheets to the Use of a Instructions for Part 2: and a ruler (1 per student): Dichotomous Key Split the students into groups "Key to 10 Common Leaves", of four or five. Hand each "10 Common Leaves", "Key To Common Macroinverte- Educator's Information: group a copy of "Aquatic Life brates Found at Fews Ford, Illustrations" and a copy of Eno River State Park", rr his two-part.activity "Key To Common Macroin- "Aquatic Life Illustrations" 1 introduces students to a vertebrates." As a class, work simple dichotomous key. through the key to identify Students will learn what a animal number 1 then have dichotomous key is, why keys the students work within their are useful and how to use a groups to identify the rest of simple identification key. the macroinvertebrates. When each group is done, have each Part 1 will give the student group share how they identi- an introduction to the use of fied one of their macroinverte- a simple key and why keys are brates. Discuss the difficulties useful. In Part 2. the students encountered and reinforce will key out several macroin- the importance of keys.

~~Eno River State Park, NC 3.2.1-11. 7 October 1992 Siudent's Intormation:~~

rTaxonomy is the branch Keys: How a Key Works: 1 of biology thatdeals with the classification oforgan- A key is an essential tool isms into established Here's how a dichotomous catego- in the science of taxonomy. ries. The word, key works. A list of charac- taxonomy, It is defined as an ordered list comes from the Greek words teristics is arranged asa series of significant characteristics of either/or statements. For meaning arrangement and law. of a group of organisms used each pair of statements, only Through taxonomy,organ- to identify unknown organ- one will be a correct descrip- isms are arranged into related isms. Simply put, a key is tion of the unknown groups based on similarities organ- a list of characteristics that ism. For example, ifyou in morphology,anatomy, describe an organism. Keys were handed a leaf from physiology, genetics, ecology are used by scientists and and distribution. a pine tree to, identify, you students to identify unknown would start at the top of the organisms. They oftencon- All organisms key with these two choices: are first tain a combination of pictures, divided into large groups drawings and written descrip- known as kingdoms. There 1. Leaf long and tions. needle-like or are five kingdomsMonera, Protista, Fungi, Plantae and 2. Leaf not needle-like. Anima lia. Each kingdom is then split severalmore times Dichotomous Keys: A pine needle is long into more closely related and needle-like soyou would groups until we finally get to Most keys are dichoto- choose statement 2 andcon- a specific organism. mous, meaning dividing or tinue to the next choice under branching into two parts. A that side of the dichotomous dichotomous key, therefore, key. is a key that divides the characteristics that describean organism into two choices. At each level of the key,you pick the choice that best describes the organismyou are trying to identify.

Eno River State Park, NC 3.2.2 October 1992 & needle -like Leaf long 'Key to 10 (Tree Leaves) ommon. Leaves Leaf not needle-like Leavesless in than group 10 ofcm 2; long moreLeaves than in 10 group cm long of 3; Shortleaf pine Leaf with lobes Loblolly pine Leaf without lobes CJ withoutEdge teeth of leaf Edge of leafwith teeth Leaf edge Leaf without teeth petiole 3.5 cm or longer Leaf with 5 lobes; 1 petiole shorter than 3.5 cm Leaf with 3 lobes; 1 with teeth Willow oak 1Petiole cm or oflonger leaf Petiole of leafSweet less gum than 1 cm Red maple American holly Eachwith tooth spine Teeth without spines River birch Leaf petiole less White oak Fine-toothed Wavy-edged Tip Blade Sassafrasthan 2 cm Leaf petiole longer Tulip poplarthan 2 cm --(Coarse-toothedSingle-toothed A LobeSinus Vein 11 21 31 41 51 Centimeters61 Inches 71 31 81 91 101 41 111 121 5 Doubled-toothed -... N Petiole Leaf Base Midrib 10 Common Leaves

~~1. 2.~~

~~5. 4. 6.~~

~~7. 8.~~

~~10.~~

Eno River State Park. NC 3.2.4 ti October 1992 Key FoUnd TO ommon Macroiliveilebrates Park With shells t Fews Ford, Eno River S to Macroir,ertebrates Without shells Legend Shell nearly uniform Double shell Shell longer Single shell Coiled shell (M)( I )Pollution - Moderate Tolerance - IntolerantTolerant Index Value Group IIIII I Freshwater clam (M)in shape (rounded) Freshwater mussel (I) than wide PouchSpiral sna.: shell ;!) Ramshorn snail (I) (T) Three pails of legs Obvious legs More than three pairs of legs Caterpillar-like No obvious legs Worm-like Two pairs of wings i No wings 1 enlarged abdomen taperedDistinct at both head, ends suction disks No distinct head, body Body with at both ends suctionBody without disks Beetle-like i extending over abdomen 1 Thin body with wide I Body with hardened Entire body Hind appearance t legs I Active on i spread legs i Active under exoskeleton, flattened Body whiteor without to greenish a portable with case soft/cylindrical Body dark,prominent head with pinchers Black fly larva (T) Crane fly larva (M) Leech (T) Freshwater worm (T) short water surface water -,.._ surface . eff'.34# Caddisfly larva (I) 14111Nume. lateral appendagesgill tufts at base of no gill tufts Lobster-like rl Shrimp-like bodyto side, flattened swims with legs Whirligig beetle adult (M) Hind legs long Water strider adult (M) Water scorpion adult \(M) appendagessmall No tail-like round Two ! appendages Tail I like Dobsonfly larva (I) tailed Fish fly (I) 1 Crayfish (M) Scud (M) two long oar-like legs Swims on back Crawls on rocks, black body Riffle beetle larva (I) Water penny Long conspicuoustail appendages Tail appendages bnstle-like Tail appendagesbroad & oar -like Short inconspicuoustail appendages Backswimmer adult (M) Riffle beetle adult (M) Stonefly nymph (I) Mayfly nymph---4.10419t (I) Damselfly nymph (M) Dragonfly nymph (M) Cs G IMF Kra km, AN 1.1.,41,1,61Nrol Aquatic Life Illustrations

~~If11 V 1, p~~

~~t511,~~

~~"" '6 A. St s C~~

~~4 A~~

~~1. ttillolt. oak 2. Sassafras 3. Sweet fnun~~

~~5. Tulip poplar 4. Si/or/leg/pine 6. River birch~~

~~7. American holly 8. White oak~~

~~Eno River State Park, NC 3.2.7 0 ,.. October 1992 Answer Sheet to Aquatic Life Illustrations.~~

~~1. backswirnmer adult~~

~~2. crayfish 3. water penny~~

~~4. stonefly nymph~~

~~.0.)~~

~~.11 1 .~~

~~5. freshwater mussel 6. leech~~

~~.0 art..Agrow< kamel, O In, Mow sal Br.Y Pololober. ..r kepnnted by pernusilon~~

~~Eno River State Park. NC 3.2.8 October 1992 ()n-Site Activity #1 Go With The Flow 'I'~~

Curriculum objectives: Materials: Calculating Water Flow in the Eno River Grade 5 - Provided by park: 'Communication Skills: life jackets, throw ropes, listening and visual compre- 100 ft tape measure, metal Major Concepts: hension. yardstick, stopwatches, Guidance: competency and tennis balls, boundary ropes, Measurement of water skill for interacting with charts, activity sheets, clip- flow others. boards, pencils Human influences on 'Healthful Living: recre- water flow ational safety. Provided by educator: "Math: measurement, prob- worksheets (one per student), Natural influences on ability and statistics. pencils water flow 'Science: earth science, How human and natural environment. Special considerations: influences affect aquatic 'Social Science: organize See the safety message on life and analyze information, introduction page 1.3. draw conclusions; participate effectively in groups. Objectives:

Grade 6 - Calculate the rate of water 'Communication Skills: flow using measurements listening and visual compre- and a mathematical for- hension. mula. 'Guidance: competency and skill for interacting with List three human actions others. that affect water flow. 'Healthful Living: environ- List three natural influ- mental health, recreational ences on water flow. safety. Describe the important Math: measurement, prob- relationship between ability and statistics. Science: ecology. water quantity and quality. 'Social Science: organize Describe three problems and analyze information, that can result from draw conclusions; partici- river water quantity pate effectively in groups. extremes. Describe three problems Location: Fews Ford Access Area that can result from river water quality Group size: 8 students changes. Discuss at least two Estimated time: 20 minutes things people can do to help protect rivers and Appropriate season: April through October water quality.

~~McCallar. berys. Frtvorbtor, C bob. /ow ard Ibbblatten ....mod by rennimuk~~

~~(1:1 I~~

~~Eno River State Park. NC 4. 1.1 October 192 a a~~

n this activity, the students 4. Select four students to mea- hand. This is the signal for the Iwill learn a simple method sure the rate of flow. Have studeit with stopwatch '1 to for determining water flow. two students, each with a ball, start the stopwatch. The stop- They will then use this infor- go to the upstream end of the watch is stopped the moment mation to explore the ways flow space. Have two other the ball passes out of the flow that water flow and water students, each with a stop- space. He or she will then quality are affected by human watch, go to the downstream retrieve the ball, and they will and natural factors. They will end of the flow space. The repeat this four more times. also be asked to think of ways student with ball '1 should The students with ball #2 and they can influence localgov- place it in the river upstream stopwatch '2 will follow the ernment to protect water from the beginning of the flow same procedure. The other quality. space and hold his/her hand in students will record the flow the air. As the ball passes the rates on their worksheets as the To prepare your students for beginning of the flow space, students with the stopwatches their visit we recommend the he/she quickly drops his/her announce them. pre-visit activity, Map Trivia.

~~Have students read Student's Information. Discuss this information in class prior to your visit. Instructions:~~

1. Lead a brief discussion ,cc4 wecsi,tvt.w`c°"` concerning the importance of 0"t\,c)c, water flow in maintaining water quality. Explain that in scot, no - this activity, the students will o' c.00 wo"o learn how to calculate water .,r+V flow and thus he able to evalu- 1+ 1.40^s- ate this aspect of the Eno 0.1614- si'*" River's water quality. 4corOW rtstt GO 2. Explain the method for slot measuring water flow and occ)"°t1'' Vol1`141 q:c safety procedures that must be Nftc-sgc"$te followed. k41% \ - %41. se. 41. 3. Select three studentsto c17:: get in the water. Have two students measure the length and width, and one student 0 measure the depth of the flow space. Have the other students write down the measurements on their worksheets. EST COPY AVAILABLE C) 0.4 C1111 Eno River State Park. NC 4.1.2 October 1992 5. Have all the students deter- obstruction, i.e., beaver dams involved in caring for our mine the four averages and or log jams. Humanactivities resources (stewardship). The then calculate the water flow include dams, irrigation, and Eno River Association is an rate in cubic feet/second. Dis- industrial use. These natural organization that exemplifies cuss these results and what and unnatural water controls stewardship. If time allows, they might mean-to the Eno can adversely impact aquatic the leader will briefly explain River's water quality. organisms by reducing water how the park was created flow and decreasing water with the help of the Eno River 6. Lead a discussion of factors quality.) Association. that affect water flow (natural and human), and how these 7. Ask the students how they factors in turn affect aquatic can influence the government life. (Natural factors affectini-z to protect our water resources. water flow include drought, Be sure to emphasize the flooding and natural stream importance of everyone being

~~Eno River State Park, NC 4.1.3 October 1992 Student's. Information: Water Flow~~

Water flow refers to the each year). Sometimes the A huge delta and estuary amount of water mov- water level is so low that at the mouth of the Colorado ing in a river or stream. Some rafters can not run certain used to be one of the most of the ways that we express rapids in the Grand Canyon. productive in the Southwest, the rate of flow are gallons per but a decrease in water flow second, cubic feet per second Dams above the canyon has caused that to change. or acre feet per second (an control how much water In 1922 ecologist Aldo acre foot is equal to one acre moves through the canyon. Leopold explored the delta. of water one foot deep or This has had a big impact He described it "as a milk and 325,850 gallons of water).The on aquatic life. For example, honey wilderness where following exercise will show before the Colorado was egrets gathered like a prema- you how to estimate water dammed, the river flowed ture snow storm, jaguars flow in cubic feet per second. cold and carried lots of mud roamed, and wild melons Why is this important? Read and silt during the spring grew." Since that time two the following story and dis- floods and slowed to a warm marine animals have become cover why water flow is such clear trickle in the fall. Native endangered, one a porpoise an important concept. aquatic species were well and one a large fish called a adapted to these specific con- totoaba. The totoaba spawned The river is the Colorado. It ditions. Now dams trap sedi- in the estuary, and the tide begins in the Colorado Rockies ment in huge reservoirs and carried their eggs up into the and empties 1,450 miles later constantly release clear cold natural nursery of the delta. into Mexico's Gulf of Califor- water from the bottom of the According to saltwater nia. The Colorado provides lake. This creates excellent agronomist Nicholas Yensen, water fOr seven western states. habitat for introduced species, "the river was like the Nile in This includes water for human like trout, but is contributing its importance to the delta, consumption as well as irriga- to the near extinction of sev- unknown species may have tion for farms and domestic eral native species of fish that disappeared- as a result of the livestock. The Colorado is one do not tolerate the cold water. decrease in water flow. of the most controlled rivers, in the world; it has scores of By the time the Colorado dams, hundreds of miles of River reaches the Gulf of aqueducts and tunnels, dozens California there is barely a of pumping stations, thousandstrickle, and at times the river of miles of canals, and more dries up before it reaches the than 30 hydroelectric plants. gulf. Even if there is water Water is pumped from the flowing, evaporation has Colorado to cities like San caused it to become so saline Diego, California; Las Vegas, (at this point the salt content Nevada; Denver, Colorado and averages 700 parts per mil- Phoenix, Arizona. Each year lion) that it is much too salty 16.5 million acre feet of water to use for irrigation. are diverted from the Colorado (multiply 16.5 million times 325,850 to see how many gallons are taken from the river

30 Eno River State Park, NC 4.1.4 October 1992 Water Flow Basics You might be surprised During low water levels drains that empty into rivers. to learn that even the Eno is there is less habitat for This storm water brings all affected by low water flow. river animals, and they kinds of nasty things into the Such conditions can have become more vulnerable river: vehicle oil and gas from adverse effects on the entire to predators. pavement; chemicals used aquatic community. in fanning and lawn care; Last but not least, you overflow from waste water When water levels are might be forced to con- treatment plants; and trash low, the water temperature serve water during low from dumps and other can increase and result in flow periods to make sure sources. less dissolved oxygen you have enough to drink being available. This can and bathe. As you can see, water flow be dangerous to macroin- is very important to us. Using vertebrates and fish. We have talked a lot about water wisely and protecting low water levels but high flow our river's watershed from Algae can spread rapidly levels affect us also. Heavy unwise use are two ways we during, low water flow, rains wash exposed soil into can help maintain a healthy and it uses tremendous the river. This sediment can and more natural water flow. amounts of oxygen as it suffocate macroinvertebrates, decays. Fish kills can kill fish eggs, and alter habi- occur because of insuffi- tat. A lot of towns and cities cient dissolved oxygen. divert rain water into storm

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~~HC140, 40.0. 0 1011 boom I. we am MAY P00... 14,00.11m 100000a Eno River State Park, NC 41531 October 1992 Worksheet for On-Site Activity #1 How To CalanateWater Flow~~

~~Average length of flow space 0- Average depth of flow space Average width of flow space 0- Time of flow through space Solving for 0 = water flow rate in cubic ft./sec. Equation:10x0x0-0~~

~~Average length of flow space North bank ft. + South bank ft. = + 2 = in~~

~~Average width of flow space Up river ft. + Down river ft. = + 2 = ft.~~

~~Average depth of flow space~~

~~1 in. +2. in. + 3. in. + 4. in. + 5. in. =~~

~~E Illr]dr= in. + 12 in. = ft. eAverage rate of flow through flow space Ball 1 1. sec.+ `). sec. +3. sec.+4. sec. + 5. sec.=[ se] Ball 2~~

~~1. sec.+ 2. sec. + 3. sec.+4. sec.+ 5. sec.= sec]~~

~~[Ball 1 sec] +ft3all 2 sec] 10= sec.~~

~~Equation: ft. x ft. x ft. + sec. = cubic7771 O 0 0~~

~~Eno River State Park. NC 4.1.6 a2 October 1992 oz.~~

~~Answer Sheet for On-Site Activity#1. (An Example)~~

~~How To Calculate WaterFlow~~

~~Average length of flow space 0- Average depth of flow space Average width of flow space Time of flow through space Solving for = water flow rate in cubic ft./sec. Equation: 0 x t +0= 0~~

~~O Average length of flow space North bank 80 ft. + South bank 95 ft. = 175 : 87.5 it.~~

~~O Average width of flow space~~

~~Up river 75 ft. + Down river 83 ft. = 158 ± 2 =I 79 ft. 1~~

~~Average depth of flow space 6 1. 10 in. + 2. 18 in. + 3.24 in. + 4. 12 in. + 5. E70~~

~~+ 5 =14 in. + 12 in. 1.17 ft. 70~~

~~OAverage rate of flow throughflow space Ball 1~~

~~1.20 sec.+2.22 sec.+3. 18 sec.+4.23 sec.+5. 21 sec.=[104 se Ball 2~~

~~1. 21 sec.+ 2.26 sec.+3.24 sec.+4.21 see.±5. 22sec.=[114se]~~

~~Ball 1104se] 4-[all 2 114sec]÷ 10 = 21.8 sec.~~

~~Equation:87.5ft. x 79 ft. x1.16ft. + 21.8sec. = 367.82cubic ft./sec. 0 00 0 0~~

~~Eno River State Park, NC 4.1.7 4).3 October 1992 On-Site Activity #2 Mind Your p's' and H's~~

Curriculum objectives: Major Concepts: Grade 5 - Water quality The Power of 'Communication Skills: pH testing listening and visual compre- pH range Hydrogen hension (acid- neutral -base) Healthful Living: school Educator's Information: safety pH range that supports aquatic life Math: measurement T n this activity, students Science: earth science, I will test the pH of several environment Objectives: Social Science: organize, household products, as well analyze information, draw Demonstrate the use as river water. Park staff will conclusions lead a discussion focusing on of litmus paper and the how the pH scale works, La Motte test kit for Grade 6 - what pH ranges aquatic life 'Communication Skills: determining pH. will tolerate. and natural and listening and visual compre- Analyze samples to hension demonstrate pH range. human influences which can change pH. The students will Heakhful Living: environ- List three natural influ- mental health, home safety use litmus paper to test the pH ences which can affect 'Math: measurement of several items and record the pH rating of a river. 'Science: ecology their results on the "Sample List three human influ- 'Social Science: organize, pH Range" worksheet. They analyze information, draw ences which can affect will also use a LaMotte test conclusions pH ratings of a river. Know the North Carolina kit to test the pH of distilled Location:, Environmental Manage- water and Eno River water Fews Ford Access Area and record their results on the ment Commission pH Group size: 8 students "Sample pH Range" work- range for aquatic macro- Estimated time: 20 minutes sheet. Park staff and students Appropriate season: invertebrates. April to October will discuss their results and compare them to the "pH Materials: Ranges That Support Aquatic Provided by the educator: Special considerations: Life" poster. They will note pencils, student worksheet Chemical reagents are the extreme ranges of the (one copy per student) used in water quality testing. samples and be able to deter- Provided by the park: Because misuse of these test paper, LaMotte Test Kit, chemicals can be hazardous, mine which animals might "pH Ranges That Support standard chemical protection be able to live in water with Aquatic Life" poster, "Sample procedures will be required. those pH's. pH Range" poster, sample . Goggles and rubber gloves will items (distilled water, Eno be provided for all students Have the students read the River water , vinegar, lemon handling testing kits. These Student's Idol:nation prior to juice, Liquid Plumber Tm , must be worn at all times dur- the park visit. RolaidsTM, Coca- ColaTM, ing test procedures. The educa- soap, Formula 409TM, tor will assist in seeing that all baking soda) safety precautions are followed.

Eno River State Park, NC 4.2.1 October 1992 3 4 Instructions: 4. Discuss with the students pH decreases with that the rain water, collected decomposition of plants 1. Review the pH information in a park rain gauge, will have (decomposition provided in the Student's In- a varying pH. (Results for the removes 02) formation. Discuss what the park have been from 5.4 to pH decreases with respi- term pH means and how it is 6.5.) Review the acid precipi- ration (animal breathing measured. Be sure to use an tation section of the Student's releases CO,) example, such as if there was Information. Emphasize that a change in a river's pH from rain is naturally acidic, with 6. Discuss the pH of house- 6 to 5, it would mean that the a pH around 5.5.Rain is hold products (the pH of river is now 10 times more buffered by the soil, resulting many products used for clean- acidic; from 6 to 4 would mean in stream water with a pH ing is basic, while the pH of it is 100 times more acidic. between 6 and 8. Note that items that taste sour is acidic). there are naturally acidic Explain the test procedure 2. Have two students test the bodies of water, particularly using litmus paper. Note that pH of the Eno River water in the eastern part of the state. litmus paper can test a broad, using the LaMotte Test Kit. Finally discuss what acid pre- range of pH and that each Have one student read how it cipitation is, where it comes litmus paper type covers a is done from the instructions from, and what types of specific range within the pH with the test kit while the otherchanges it can cause to the scale. student does the test. Have pH of the stream water. the students then test the pH 7. Have one student come of the distilled water and the 5. Discuss other ways the pH forward and pick a product to pH of the rain water using the of streams is changed, rein- test. Prior to testing, have the LaMotte Test Kit. forcing the Student's Informa- student decide if the product tion, particularly: w;11 be basic, acidic or neutral. 3. Discuss the results, reinforc- Have the student select a strip ing the Student's Information. pH increases with in- of litmus paper from within the (The Eno River water should creases in effluent from range they think appropriate fall between 6.0-9.0 to meet sewage treatment plants and place it in the product. the North Carolina standards (effluent is high in am- Match the color on the litmus for freshwater. Generally, the monia which neutralizes paper chart. Discuss the pH falls between 6.5-7.5, the acids) results and have the student best range for macroinverte- pH increases with mark the class poster. All brates). photosynthesis in plants students should mark their (photosynthesis removes own worksheet. Review how aquatic life carbon dioxide, CO) is affected by pH. Be sure to pH increases with cover the concept of tolerance aeration by riffles and ranges for different organisms. rapids (aeration adds Use an example such as the oxygen, 0,) one on mayfly nymphs. Also, pH decreases with an discuss the range of pH toler- increase in rainfall (rain ance found on the "pH Ranges water is typically more That Support Aquatic Life" acidic) poster.

Eno River State Park. NC 4.2.2 35 October 1992 8. Continue this process until [Pizza (tomatoes), chili (toma- stream. The Eno River is all products are tested. toes), orange juice (citric acid), tested each month for pH, dis- etc.] We, too, are living organ-solved oxygen, temperature, To test RolaidsTM, soap and isms and can not tolerate water flow and macroinverte- baking soda, dissolve the prod- drastic changes in pH! To test brate population and diversity. ucts with an equal amount of "you," have a student place These tests are done by the distilled water. Remind the the tip of a strip of paper on his Riffle and Pool Naturalists, students that pure, deionized or her tongue. Have the class a Streamwatch group that has water contains equal numbers decide if the student is acidic, adopted the Eno River. This of H+ and OH- ions and is con- basic, or neutral prior to the vigilant testing of the river sidered neutral, pH of 7. Note test. identified a chemical spill that this will slightly buffer the which put the pH over 12 for true pH of these products, but 9. Sum up the activity by a period of time. It has also the products will still provide emphasizing that aquatic life provided data to help establish examples of basic pH's. Point is affected when the pH varies water flow regulations con- out that RolaidsTM and baking a great deal from neutral. trolling the amount of water soda are both basic (pH of 9) that can be removed from the and that baking soda could be A change in the pH of a river. The Eno Riverfortu- used for acid indigestion just river can be one of the first nate to have so many good as well as Rolaidsrm. Discuss indicators of water quality stewards! some of the foods that give us problems and can quickly acid indigestion. affect the aquatic life in the

~~Eno River State Park, NC 4.2.3 October 1992 Student's Information: Mind Your p's and H's~~

he term pH means (p)owerfrom 5 to 5.5. However,many removes carbon dioxide, CO,), Tof (H)ydrogen ion activity.soils are somewhat basic and and aeration by riffles andrap- Scientists use the pH scaleto "buffer" the rainwater by ids (aeration adds oxygen, 0,). define the degrees of acidity/ raising its pH, making it less basicity in soil andwater. On acidic. As a result. despite the The pH of water decreases one end of the scale, a pH of pH of non-polluted rain being (becomes more acidic) with 0 is extremely acidic (many around 5.5, the pH of most each of the following: hydrogen ions, 11+), whereasat stream water is between 6 increases in rainfall (allowing the other end of the scale,a pH and 8. However, you can find little or no buffering from the of 14 is extremely basic(many naturally acidic water in soil), decomposition of plants hydroxide ions, 0H-). A pH swamplands, bogs and black- (decomposition removes 02) of 7 is neutral (equal numbers water rivers in the eastern part and respiration (animal breath- of H+ and OH- ions), being of the state. There, the soils ing releases CO.,). neither acidic nor basic. pH is contain large amounts ofpeat measured on a logarithmic (partially decayed plant mate- Changes in pH can give scale with each numberrepre- rial) which is acidic. valuable clues to water quality senting a factor of ten. Thus, changes. A pH change, either a change in a river's pH from Some acidic waters are not an increase or decrease, may 6 to 5 means that the river is natural, but the result of acid be an indication of biological now 10 times more acidic: precipitation. Acid precipita- processes such as decom- from 6 to 4 means it is 100 tion falls in the form of rain, position of organic matter, times more acidic. snow, fog, sleet and hail. The photosynthetic activity or an acidity results primarily from increase/decrease in pollutant North Carolina has estab- the mixing of water vapor with levels. lished water quality standards. sulphur dioxide (from coal For all freshwaters, except burning power plants) and ni- Monitoring the pH of our swamps, the acceptable pH trous oxides (from cars and streams and rivers is of great range is 6.0 9.0 (swamps can trucks) in the atmosphere. importance. It is one of the have a pH as lowas 4.3). Acid precipitation cancause methods we use to determine changes in the pH ofour the health of Our v aters. Aquatic life is affected when waterways. Through monitoring, wecan the pH varies a great deal from detect extremely high or low neutral. Different organisms The pH of water increases pH's that would kill most tolerate varying ranges of pH, (becomes more alkalineor aquatic organisms. It can alert and the population of aquatic basic) with increases in the fol-us to changes in our water organisms will change if the lowing: effluents fromsewage quality and help us to protect pH changes favor certain treatment plants (the effluent is our waters by giving us clues species. For example. mayfly high in ammonia), photosyn- to the source of the changes. nymphs do best when the pH thesis in plants (photosynthesis is around 6.5, but theyusually can not survive if the pH drops below 5.0. Most macroinver- pH Scale tebrates do best if the pH is Acid Base between 6.5 and 7.5. 0 1 It23 4 [5 8 11 8 9 10 1112i 13 14 M W N W M S O E E E 0 O A U A The pH of rainfall isnatu- 0 E K T K E N R 0 rally acidic, usually registering G A R N A A G T L E E Eno River State Park, NC 4.2.4 October 1992 Worksheet-for On-Site Activity #2 Sample pH Range Acid Neutral Base 1 2345678 9 101112 13 14

~~H2O (Distilled)~~

~~H2O (Eno River)~~

~~H2O (Rain)~~

~~Vinegar~~

~~Lemon Juice~~

~~Liquid Plumber'~~

~~Yourself~~

~~Rolaids'~~

~~Coca-Cola'~~

~~Baking Soda~~

~~Formula 409'~~

~~Soap _~~

Eno River State Park. NC 4.2.5 38 October 1992 pH Ranges That Support Aquatic Acidic 2 6 Neutral 7 9 Life 10 11 12 Basic 13 14 Bacteria Ltit (algae,Plants water-willow, (tltIttAtttiKtoNiNt4N\ktititt\t4'N\* someCatfish,arrowhead) insects Suckers, Carp, Mussels,Bass, Crappie Snails, Clams b.bawbiwbi,w caddisflies)(mayflies,Largest stonetlies,Variety of Animals 39 A a

3. Have the students com- Curriculum objectives: Objectives: pare the two samples and Grade 5 - Demonstrate how to observe that the second cone 'Communication Skills: measure sediment levels contains more suspended sedi- listening and visual compre- using the Imhoff cones. ment; the larger particles are hension Describe three ways sedi- settling to the bottom, and the Math: measurement ment affects aquatic life. water near the surface of the Science: earth science, environment List three origins of sedi- cone is clearing. The first cone 'Social Science: organize and ment and three possible contains layc7S of sediment on analyze information, draw ways to control the level the bottom; the water appears conclusions of sediment in the river. uniform in clarity from the List the most important surface to the first layer of Grade 6 - causes of stream degra- sediment. Ask the students to 'Communication Skills: listening and visual compre- dation in North Carolina explain why the water in the hension today. first cone is less turbid. (The Healthful Living: environ- water in the first cone is less mental health Educator's Information: turbid because it had time to "Math: measurement settle and has not been dis- 'Science: ecology turbed - like a quiet pool.) Social Science: organize and Tn this activity, students will analyze information, draw lobserve and determine the conclusions amount of sediment in the 4. Ask the students where test cones. They will discuss sediment comes from, its Location: the origin of sediment, how effect on aquatic life, and Fews Ford Access Area sediment is tested in streams ways to control sediment in Group size: 8 students a watershed. Go over the key Estimated time: 20 minutes and lakes, and the effect of Appropriate season: sedimentation and turbidity points from the Student's In- April to October on aquatic life. formation, stressing that some Materials provided by park: sediment is natural, but that Imhoff Cones (2), 2000 ml of Instructions: most of the heavy sediment water with high suspended we see in our streams is due solids level 1. Park staff will prepare a to human activities. Have the 1,000 ml sample of sediment- students list several animals laden water in an Imhoff cone or plants which might be dis- Major Concepts: prior to the arrival of the turbed or killed due to heavy students. sediment loads. Then have Water quality them list ways that sediment Observation skills 2. When the students could be controlled. Encour- Measurements of arrive the group leader will age them to suggest any sediment discuss sediment and turbidity. personal actions they could Effects of sediment on At this point, the leader will take to decrease the sediment aquatic life pour another 1,000 ml of runoff into our waters. sediment-laden water into a second Imhoff cone.

~~Eno River State Park, NC 4.3.1 October 1992 ormation: SedimenThe "S" Word~~

Sedimentation and turbidity nitrogen get into the water, Natural erosion of river banks are the major causes of an over abundance of algae or shorelines is one example. stream degradation in North may grow. Depending on the However, humans add signifi- Carolina today. Sediment clogs source(s) of the solids, turbid cantly to sediment loads in fish gills, destroys habitat a water may be almost any number of ways. Road needed for egg-laying, blocks con- color: white, red-brown,green, struction, timber harvesting, sunlight, carries pollutants and gray, purple, etc. allowing livestock to buries plant life. over graze (so that the soil is bared), At higher levels of turbidity. clearing land for buildings, Sediments are solid materi- water loses its ability to sup- and farming allcan contribute als, usually soil particles,that port a diversity of aquatic to sediment problems inour settle to the bottom ofa river, organisms. Waters become water unless sediment control stream or lake. As a rule, warmer as suspended particles methods are used. particles of silt, clay andor- absorb heat from sunlight. The ganic materials settleto the higher the concentration of river bottom, especially Sediment: in particles, the higher thewater Stop It From the Start impounded or slow-moving temperature rises, which stretches of river. These means there is less oxygen With appropriate control settled particles (sedimenta- available. Also, turbidityre- methods sedimentcan be tion) can accumulate and duces the amount of light stopped before it becomes smother the eggs of fishand penetrating into the water a aquatic insects thatwere laid problem. Here are several which decreases photosynthe- ways: on the river bottom. Sediment sis; that in turn further reduces settles into spaces between oxygen concentrations. Thus, 1. Planning rocks making these micro- fish and other aquatic - anytime a creaturesproject is planned habitats unsuitable formayfly may die of suffocation. near a body nymphs. stoney nymphs. of water, appropriate sediment control methods should he in- caddisfly larvae and other Additionally, suspended aquatic insects whichrequire cluded before the project solids may clog fish gills,re- starts. such spaces. duce growth rates and decrease resistance to disease.as well as 2. Buffer areas- leaving Turbidity results from prevent egg and larval devel- wide undisturbed strips of solids remaining suspended opment. in the water. Thewater is no vegetation betweena project longer clear, but cloudyor and a body of water isessen- Sediment: tial in helping stop excessive muddy. Suspended solids Where It Comes From vary, ranging from clay, silt sediment from reaching the and planktonto industrial water. Sediment is the result of wastes and sewage. Theymay rain or other precipitation fall- come from soil erosion,waste 3. "Silt fence"- string a ing on exposed surfaces and discharge, and urbanrunoff fine mesh net between the carrying materials from them from streets and parkinglots. project and the body ofwater. into streams and lakes. Sedi- They alsomay be the result When this fence is erected ment occurs naturally in small of excess nutrients,for when properly it can trapa lot of too much phosphorous and amounts in any body of water. sediment.

Eno River State Park.NC 4.3.2 42 October 1992 4. Ground cover - after 5. Contour farming - 6. Overgrazing - livestock initial clearing, for a project, farmers can plow with the should be moved at the first all exposed areas should be contour of the land and leave sign of erosion. The number seeded with grass or planted buffer areas along the edges of animals should not be more with some other ground cover of their fields. They can also than an area can handle. Buffer and covered with straw to try to keep cover crops on areas along water should be prevent the soil from being exposed soil to minimize fenced. Watering areas should washed away. erosion. be located where the banks are not steep. These watering areas should be fenced off and new areas should be used when erosion becomes a problem.

~~Eno River State Park. NC 4.3.3 October 1992 On-Site A0i0ty'f:4 Water Bugs~~

Major Concepts: Curriculum objectives: Special considerations: See the Grade 5 - safety message on introduction 'Communication Skills: page 1.3. Water quality listening and visual Location: Fews Ford Aquatic sampling comprehension Group size:16 students, 2 adults In&r:ator species Guidance: competency and Estimated time: 1 hour Aquatic habitats skill for interacting with Appropriate season: Basic anatomy others April to October Adaptations Healthful Living: recreational Species identification safety Materials: Human influence on Math: measurement Provided by park: Science: earth science. kick net, seine net, dip net, water quality environment wide mouth plastic jars, aquari- Social Science: organize and ums, plastic tubs, dissecting Objectives: analyze information; draw scopes, clipboards, remarkable conclusions; participate board, field guides, laminated Describe three character- effectively in groups fish keys, laminated invertebrate istics of an aquatic macro- key, aquarium nets, plastic invertebrate. Grade 6 - spoons, glass dishes, table, life Identify three macroin- -Communioation Skills: jackets, extra activity sheets, ex- listening and visual compre- amples of adult macroinverte- vertebrates. hension brates Define indicator species. 'Guidance: competency and Name three indicator skill for interacting with Provided by the educator: species and explain how others worksheets, pencil (one per they are used to deter- Healthful Living: environ- student) mine water quality. mental health, recreational Make sure participants bring a Use keys and field guides safety complete change of clothes and to identify unknown Math: measurement wear clothes and shoes that they Science: ecology don't mind getting wet and/or aquatic specimens. 'Social Science: organize and dirty. Use a dissecting scope. analyze information; draw List three or more ways conclusions; participate humans affect aquatic life. effectively in groups Describe the differences between nymph and larva.

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Eno River State Park, NC 4.4.1 -October 1992 o prepare your students for Instructions: Group I includes macros Ttheir visit, we recommend 1. Park staff will lead a brief that are very intolerant to water the pre-visit activities: Map discussion focusing on: macro- pollution. The dominant pres- Trivia and Keys Made Easy. invertebrates (macros), what ence of Group I species is an they are and why they are impor-indication of good water quality. The purpose of this activity tant; metamorphosis, what it Group I is given an index value is to introduce students to mac- is and how it is accomplished; of 3. roinvertebrates and aquatic and indicator species, what they organisms and hoN,-, they can are and how they are used to Group II includes macros that be used as indicator species to determine the health of a river. are moderately tolerant to a determine the health of the river. Park staff will also cover how reduction in water quality. They to use sampling equipment and are given an index value of 2. The students will be involvedsafety precautions that must in collecting macroinvertebrates be followed when using the Group III represents macros in the river and must be dressed equipment. that are tolerant to pollution. appropriately. Park staff will Their dominance indicates poor rope off the area where sam- 2. Separate the students into water quality. They are given an pling will occur. Life jackets groups of four or five and have index value of 1. The students and a first aid kit will be avail- them collect aquatic samples will learn how to calculate the able. Park staff will discuss following all safety procedures. Stream Index Value by using safety considerations and the a simple formula: educator will assist in seeing 3. After collecting samples, ( 3 x number of GroupI ) that all safety precautions are each group should identify the ( 2 x number of Group II ) followed. The students will aquatic macroinvertebrates using work in groups of four or five, the "Key to Common Macroin- + ( I x number of Group III ) with one person recording the vertebrates." They should also = Stream Index Value data. After completing the use field guides and dissecting orksheet, students will aather scopes to aid in identification. 4. After the students have and discuss their results with Have them record their answers identified their specimens and the park staff. on the "Aquatic Sampling Data determined the Stream Index Sheet" and use their results to Value, park staff will lead a Have the students determine the Stream Index group discussion summarizing read the Student's Infor- Value (relative health) of what they've learned, what mation and complete Pre- the river. they've identified from the river, Visit Activity *2- Keys and the importance of indicator Made Easy. Discuss these The Stream Index Value species and the Stream Index topics as a class prior groups macros into three Value. to your visit. groups based upon how tolerant or sensitive they are to changes in water quality.

~~A E C. 1.1boom. 1 as.8 k n. pm...mu P61,611~~

Eno River State Park. NC October 1992 4.4 Ift "Water, Water everywhereRiver State Park you need to Here then is a recipe for nor any drop to drink." So know more about water in the a fine healthy river. says the sailor in Samuel form of a river. Taylor Coleridge's "Rime of Some sunlight- just enough the Ancient Marine?' as their What is a river? A river for algae, moss, diatoms and boat is becalmed at sea. Fortu- is defined as a natural flow of aquatic plants to photosynthe- nately, in our area water is water which empties into an size. (Too much sun heats up everywhere and there seems ocean, a lake, or another river. the water and robs ii of dis- to be plenty to drink. But that It is the result of springs, solved oxygen.) may be changing. Let's take streams and creeks joining a closer look at water and together to produce a larger Fallen leaves - they provide discover what a fragile and volume of flow. These smaller the main source of energy fora sensitive resource it is. bodies of water are called river system. In the fall, leaves tributaries. The land that a drift down from the trees into What is water? The river and its tributaries flow the water where they soon sink dictionary defines water as a through is called a watershed. to the bottom or get caught in colorless, odorless transparent A healthy river must have a logjams or wedged between liquid occurring on earth as well protected watershed be- rocks. At this point, bacteria rivers, lakes, oceans. etc., and cause any kind of disturbance and fungi climb aboard the falling from the clouds as rain, to the watershed has an effect leaves and begin to "munch snow, ice, etc. Water occupies on the river. out," causing the leaves to more than 70 percent of the decompose and break down earth's surface, and it makes Life in a River into smaller pieces. The half- up approximately 60 percent eaten leaves, bacteria and of the human body. You may The various forms of life fungi are eventually swept have heard the saying "Water found in a river can be com- downstream where they pro- is life." Think about it for a pared to a fine stew or soup. vide food for munchers, minute. Can you think of any Just like a river, a fine stew grazers and filter feedersthe living organism that does not or soup needs lots of different wonderfully adapted macroin- depend on water? ingredients. Usually the more vertebrates (macros), such as you add, the better the stew. stoney nymphs, mayfly David Quammen, in his A stew also needs small nymphs, and caddisfly larvae. book, Natural Acts, A Sidelongamounts of spices to make These organisms further break View of Science and Nature it taste just right. If you try down the leaves into a very says, "Without life, there to make a stew with just one fine mulch called detritus. would still be water. Without ingredient, or if you leave out In addition to the munchers, water no life." an important spice, your stew grazers and filter feeders, there is not going to be good. are other types of macroinver- Recipe for a River tebrates that prey on other macroinvertebrates. Lots of Water comes in many forms. different kinds of macros are To really appreciate it you need a sign of a healthy river. to pick out one of its many forms and get to know it personally. For your visit to Eno

Eno River State Park. NC 4.4.3 October 1992 Dissolved oxygen and Various minerals - the for algae and fungi and bacte- carbon dioxide - all the fine spices of a river include ria. a prime dumping ground animals in the river need dis- calcium bicarbonate, potas- for dead leaves, a surpassing solved oxygen to breathe. sium, nitrates and phosphates. reservoir of oxygen and These same animals breathe These ingredients help balance calcium. It will then also, out carbon dioxide which is a river's pH, provide building and thereby, be a good osprey essential for algae and other material for the shells of stream, a favorite among aquatic plants. These plants in snails, mussels, clams and otters, a salvation to dippers turn take in the carbon dioxide crayfish, help fish breathe and kingfishers and bank and give off oxygen. more efficiently and act as swallows and heron, mergan- natural fertilizers essential for sers and Canada geese and Aquatic plants and ani- aquatic plants. water shrews, mink and mals - aquatic plants like muskrat and beaver. Not to riverweed and water willow These are just the minimum mention the occasional griz- provide cover for macros and ingredients needed for a zly bear. And who knows but small minnows. All the healthy river. Now mind you, that, sometime, a human aquatic animals in the river a river needs only natural might want to drink." provide food for each other ingredients, unnatural ingredi- and non-aquatic animals in a ents can have a bad affect on If there are plentiful num- complex food web. When all a river. David Quammen sums bers of many different species these various plants and ani- up what makes a healthy river of plants and animals in a mals die or excrete waste, they when he talks about a trout river, then we have a healthy return essential nutrients that stream. "A good trout stream river. Taking samples of these were borrowed so that they must first be an excellent aquatic plants and animals is could live. insect stream, a superior haven a means to monitor the quality of a river's waters.

/4,10K1*, 0 101I 1.1. 1..... 11.ra04 /wow.. 47 Eno River State Park. NC 4.4.4 October 1992 Key To CommonFound Macroinverteli9rateat Fews Ford, Eno River State Park With shells Macroinvertebrates 1 Without shells Double shell Single shell ( Pollution ToleranceI ) Intolerant Legend Index Value Group I Shellin shapenearly (rounded)uniform Shell lo than wide 1 nger Spiral shell 1 s Coiled shell 1 (T)(M) - Moderate Tolerant Group IllII Pouch snail (I) Ramshom snail (I) 1 Freshwater clam (M) Freshwater mussel (I) Obvious legs No obvious legs 1 Three pairs of legs More than three pairs of legs Caterpillar-like 1 Worm-like 1 Two pairs of wings No wings enlarged abdomen taperedDistinct at both head, ends suction disks 1 No distinct head, body Body with at both ends suctionBody without disks appearanceBeetle-like extending over abdomen Thin body with wide spread legs 1 exoskeleton,Body flattened with hardened soft/cylindncalEntire body Hind legs short water surface Active on waterActive surface under Body whiteor without to greenish a portable with case Body dark,prominent head gillwith pinchers tufts at base of Black fly larva (T) no gill tufts Crane fly larva (M)Lobster-like Shrimp-likeLeech body(T)to side,Freshwater flattened swims withworm legs (T) Caddisfly larva (I) lateral appendages , Whirligig beetle adult (M) Water strider adult (M) Water scorpion adult appendagesNo tail-like appendages Tail-like Dobsonfly larva (I) 1 Fish fly (I) Crayfish (M) Scud (M) Swims on back Hind legs long Crawls on rocks, small round Nr Two tailed Long conspicuous Three tailed Short inconspicuous two long oar-like legs , black body Riffle beetle larva (I) Water penny tail appendages Tail appendages bnstle-like T14211P&ecrZirlce: tail appendages 1 Backswimmer adult (M) Riffle beetle adult (M) zi 8 Stonefly nymph (I) Mayfly nymph (I) -essiejla Damselfly nymph (M) do,grftwk-, Dragonfly nymph (M) 43 /WM. Worksheet for On-Site Activity #4

~~Aquatic Sampling Name: Date: Location: Temperature: Air Water Methods used to sample: Stream Index Value:~~

Instructions: Use the "Key to Common Macroinvertebrates" or "Pollution Tolerance of Macroinverte- brates" chart to identify organisms. Record the species of organisms found in thespace below, using the chart to classify them by their tolerance levels. (See example below.)

~~Group I Group II Group III 1. 1. 1.~~

~~3. 3. 3. 4. 4. 4. 5 5. 5. 6. 6. 7. 7. 7. Total = Total Total =~~

Calculate the Stream Index Value by multiplying the number of species of organisms in each group by the index value for thatgroup. Then, add the resulting three numbers to obtain the Stream Index Value (see example below.)

Cumulative Stream ( 3 x no. of species- GroupI) Index Values Index Rating ( 2 x no. of species- Group II) 23 and above Excellent + ( I x no. of species Group III) 17 to 22 Good = Stream Index Value 11 to 16 Fair 10 to less Poor

EXAMPLE: Group I Group II Group III 1. stonefly 4. riffle beetle 1. drazonflv 1. black fly 2. mayfly 5. caddisfly 2. crayfish 2. freshwater worm 3. mussels 6. 3. 3. (3 x 5) + (2 x 2) + (1 x 2) = 21 [21 is the stream index value, which isa good rating according to the chart above]

~~Adapted from A Field Manual for Water Duality Monitoring. An Environmental EducationProgram for Schools by Mark K. Mitchell and William B. Stapp.~~

~~Eno River State Park, NC 4.4.6 October 1992 Pollution Toleran& of Macroinvertebrates~~

Group I - Index Value = 3 These macroinvertebrates can not tolerate pollution or changes in water quality. Their presence or dominance generally indicates good water quality. mayfly nymph Hellgrammite freshwater mussel (dobsontly larva) -,4116111--Att stonetly nymph riffle beetle adult right-handed pouch snail

~~water penny caddisfly larva (riffle beetle larva) 97;-? gjk% `c,,rfc5'~~

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

"441Mei**' ., freshwater clam scud 7(t14, whirligig beetle water strider 411k a Group III - Index Value =1 These macroinvertebrates can exist in polluted water. Their dominance indicates poor water quality. black fly larva leech freshwater worm

~~..ra/1.1 Igung Eaeolov C 1.11 I.. 1 ts..11. T.1.1.11 " Ittionr yr ppm... 0I~~

~~Eno River State Park. NC 4.4.7 October 1992 A OP~~

Curriculum objectives: Materials: Educator's Information: Provided by educator: El very human use of land Grade 5 - for each student: one copy of Le in the Eno River water- Communication Skills: Student's Information, and shed has a positive or negative listening and visual compre- "Special Species Fact Sheet," hension, study skills for each three students: effect not only on the Eno Guidance: competency and scissors, masking tape, paste River, but on the water, wild- ;kill for interacting with or glue, paper, one copy of life and people from here to others each of the following: "Leg- the Pamlico Sound. What we Science: earth science, end and Land Use Cutouts," do with land is a reflection of environment "Topo Map of the Upper Eno our priorities and lifestyles. River Basin," "Eno River to Social Science: organize and The search for a modem day analyze information, draw the Pamlico Sound" conclusions; use maps, "aood life" and all of its con- .pz rticipate effectively in veniences produces mixed re- groups sults for plants, animals, water Grade 6 - Major Concepts: quality and people in the Eno Communication Skills: Human impact on the watershed. Some people see listening and visual compre- Eno River watershed our natural resources as little hension, study skills Guidance: competency and Water quality more than raw material for hu- skill for interacting with Land use planning and man use. Others believe that others its effect on the Eno and the natural environment is to Healthful Living: environ- areas further downstream be preserved without regard mental health Resource management for human needs. Still others Science: ecology yearn for a balance between Social Science: organize and Objectives: analyze information, draw development and protecting conclusions; use maps, Evaluate the effects of our resources. Very real differ- participate effectively in different imaginary land ences of opinion regarding groups uses on the Eno River these issues exist between well watershed. meaning people. Location: classroom Discuss and list five ways Estimated time: one to three to minimize damaging 45 minute periods At the core of land use Appropriate season: any effects in the Eno water- issues is the concept of growth. Credits: This activity was shed. Growth in natural systems has adapted from the Aquatic List two animal species inherent limits, imposed by Project WILD activity, endemic to the Neuse and a dynamic balance of energy Dragonfly Pond. Tar River watersheds. between all parts of the system. Energy in natural systems is translated into food, water, shelter, space and continued survival. This means that the vitality of natural systems is expressed by their ability to be self-regulating. This capacity 52 for self-regulation makes it

Eno River State Park, NC 5.1.1 October 1992 possible for all natural mem- agreement about local issues, Possible interest groups: bers of an ecosystem to live they will discuss how what Residents - people who in harmony. All life forms of they have done affects the want to live there. any ecosystem must be con- river downstream. The activity Farmers want to use the sidered. The macroinverte- ends with the idea that the land to raise food. brates in the water are just as planet is, in fact, a single river Businesses want to use necessary to a habitat as the watershed. land for commerce and plants and fish. It is this natu- Growth. ral dynamic balance, with all Instructions: State park wants to pre- its inherent and essential parts, serve and protect water- that much of human land use 1. Prepare copies of the shed for plants and wild- has tended to disturb. Human land use cutout sheet, the life, recreation, drinking activities often go beyond "Tope Map of the Upper Eno water and historic sites. the natural limits of a setting. River Basin," the Student's Highway department - Humans have the ability to Information and "Special Spe- wants to build a bypass import energy sources that cies Fact Sheet" ahead of time. road to ease traffic con- allow a system to exceed its Explain the activity. Tell the gestion in town. natural limits- or to remove students that they will be Textile factory wants to energy sources that are neces- responsible for arranging the construct a huge factory sary for a system to stay in pattern of land use around the that would provide 500 balance. For example, people Eno River in such a way as to jobs and boost local can dam rivers to provide minimize the impact on the economy. power, drinking water and river. Remind them that some School representatives- irrigation. Water from the river of these land uses might be want to build a new can be used in factories, mills, conflicting and therefore they school to accommodate sewage treatment and other will have to make some very more students due to industries that need large tough management decisions. rapid growth of the town. amounts of water to produce Pass out the Student's Informa- Hospital representatives certain products. All of these tion and "Special Species Fact propose building a new activities could affect life in Sheet" and have the students hospital to service the the Eno River watershed. read them. community in the future because of expected The purpose of this activity 2. Divide the class into growth and development is to encourage students to groups of three to five, with in the area. wrestle with development, each group representing one County and state repre- local economy and resource of the interest groups or taking sentatives - believe it is management issues. The stu- on the role of the town com- essential to have a bigger dents will use the Eno River missioners. landfill and a newer, watershed as a microcosm more efficient waste- of environmental concerns Students will stay in these water treatment plant. in making management deci- groups until the end of the sions. They will contend with activity. Each group must the arrangement of overlap- decide where to place all the ping and conflicting land uses land uses. in an effort to preserve the Eno River watershed. When the students reach some kind of

5 3 Eno River State Park, NC 5.1.2 October'1992 3. Pass out the "Topo where they might naturally 6. Once the students have Map of the Upper Eno River occur. These species are either cut out the necessary materials Basin." Read the following state protected or Faye special and are ready to make land text to the students: habitat requirements. The pur- use decisions, have them pose of placing these on the create a list of pros and cons You will be using an en- topo is to make the decisions for each land use. Guide the largement of an actual topo- more realistic. Information on class discussion so the conse- graphic map of the upper Eno these species is on the "Special quences of each land use are River basin. Topographic is Species Fact Sheet." considered. Record these on derived from Greek words the chalkboard. topos. meaning place. and 4. Pass out the "Land Use graphein, meaning to write or Cutouts" sheet and the "Topo 7. Have the students work draw. Thus. a topographic Map." Have the students cut in their groups long enough to (topo) map is a drawing or out the land use pieces. When begin to seriously grapple with picture of a place. One feature they fasten the cutouts to their the challenge. on a topo map is contour "Topo Map," suggest that they lines. Contour lines are thin use small loops of tape. This 8. Invite each group to lines that indicate the contour will allow them to change theirdisplay and describe their of the land and its elevc!ion. minds before they paste them work in progress. Encourage The distance between contour down. discussion of their choices. lines on your map is 10 feet. In the discussions emphasize Where the lines are very close 5. Place the following rules that: together there is steep terrain. on the chalkboard: no land use can be Level terrain apr)-:iars where excluded all land use cutouts must contour lines are further apart. wildlife habitat must be be used; the cutouts may Knowing how steep or flat the preserved be cut smaller terrain is in this activity will everyone within their cutouts may touch, but dictp.where certain land uses small group must agree may not overlap can occur. For example, you no cutout, except for the would not want to put a land- Discuss how their plans state park, can touch or fill on a steep ridge. A legend will impact the various interest cover a "Special Species" explaining other map symbols groups. circle is included on the "Legend except for the state park and Land Use Cutouts" page. Look for the consequences and the vegetable farm, of their proposed land use all cutouts must touch a Spend some time discussing plans. Be firm about this being new or existing road features and symbols on the a very difficult set of choices. vegetable farm and land- topo map. Practice locating Remind them that for certain fill must be on relatively ridges, summits, rivers, high- habitats this is a "no-win" level land ways, etc. situation in many ways. The both textile factory and best that can be hoped for is waste water treatment Then read the following that the land use plans will plant must touch the river text aloud: minimize the threats to the no cutout can touch or river and the special plants cover an existing build- Notice that there are two and animals. ing species of plants and three species of animals on the map

Eno River State Park, NC 5.1.3 October 1992 9. Display all the final land to collect methane gas (a 3. Collect newspaper ar- use plans for everyone to see common gas generated by ticles for local water and land and discuss. Analyze and dis- decomposing garbage) from related issues as a current cuss the merits of each of the landfills and use it as a source events activity. approaches. Point out that al- of energy. though their solutions may not 4. Learn more about envi- be perfect, they can minimize 13. Ask the students to ronmental impact statements. the damage to the Eno River. create a list of things they, Try to obtain actual statements personally, can do to begin concerning land use in your 10. Pass out the "Eno to reduce the potentially area. See what concerns are River to the Pamlico Sound" damaging effects of their own addressed in these documents. sheet. Choose one of the lifestyles on the downstream groups' land use plans and habitats. If possible invite them 5. Find out about zoning connect their topo to the "Eno to report periodically, through- laws and land use regulations River to the Pamlico Sound." out the school year, on their in your area. Would the plans progress in carrying out these the student groups proposed 11. Ask the students to new practices. Discuss with for the upper Eno River be brainstorm possible effects them the concept that all the allowed in your community? that their land use plans could waters of the planet are, in fact, have on the water quality and part of a single Eno River. 6. Send a representative people downstream. For ex- sample of the students' land ample, you could emphasize Extensions: use plans to the park. (We the effluent from the textile would appreciate the feed- factory. How will it be treated? 1. Trace the Eno River from back.) Where? By whom? Where its origin to the Pamlico Sound. will it go? What effect will it List all the sites that might have on water quality? lower the quality of the waters in their journey to the sound 12. Ask the students to and suggest how to reverse the look again at all of the land process of lowering water uses in this activity. What quality. could the people who are actually in charge of these various 2. Take a field trip to Cliffs land uses do in their practices of the Neuse State Park near to minimize the damage to Goldsboro to collect similar Eno River and the special data on the river the Eno feeds species? End the activity with into, the Neuse. For more a discussion of solutions, information contact: rather than of problems. For example, some industries have Cliffs of the Neuse State Park developed new technology Route 2 Box 50 that allows them to remove Seven Springs, N.C. 28578 harmful waste using a scrub- (919) 778-6234 bing filter. Maybe such a filter could be used on their textile factory. Some communities have used new technology

Eno River State Park. NC 5.1.4 October 1992 Student's Information: FragileWaters rr he Eno River watershed Think back to your visit to So how do we make land 1 is located in an area that the Eno River. We know that use decisions that will benefit is growing rapidly. Home- the Eno provides drinking the local economy and still owners and industry are water for Hillsborough and protect our natural resources? spreading out from our cities Raleigh. We know that water The following activity is into the country. They seek is taken from the Eno for designed to give you a taste undeveloped land to use and sewage treatment, irrigation for how difficult the decision help our local economy by and use in industry. Many dif- making process can be. creating new jobs. This is ferent forms of recreation are good but sometimes develop- enjoyed in the Eno River ment conflicts with protect- watershed. The Eno River ing the river and the special and its watershed provide species that live in the water- crucial habitat for many plant shed. This is where different and animal species. The people have different ideas Roanoke bass and Neuse River about how to best use the waterdog are two animals that land and water from the Eno are endemic to the Neuse and River and still insure that the Tar river watersheds, of which Eno is clean. the Eno is part. Endemic means they are found in these watersheds and nowhere else on earth!

~~- . . ; s.%-;~~

~~"t -~~

~~\' 1' 1'~~

~~Thorey's grayback draw Ifly~~

A type of dragonfly that. very special habitat requirements. It needs wet seeps or Yellow lady's-slipper orchid marshy areas near springs to A rare wildflower in this raise its young. This dragonfly area. It requires soils that are is also interesting because it close to a neutral pH (most hunts mainly in the forest soils in our region are acidic) instead of over water like and a mature tree canopy to most dragonflies. give partial shade. It takesa minimum of 15 years for this orchid to grow from seed to a flowering plant.

American ginseng A medicinal plant that has Yellow lampmussel been over-collected to sell Almost all mussels require in this country and overseas. clean water to live in. Since the Ginseng is very rare in this lampmussel is a filter-feeder, it area and is becoming rare in passes large volumes of water TM !m.p.g./ the mountains where it was C 100 Id.WI MaNnK I through its system to strain out ll,pr.1.1. once plentiful. This plant has its food. If the water in which been used for centuries for its it lives is polluted, the pollut- Roanoke bass reported medicinal powers. ants can become concentrated An endemic fish that in the mussel's tissue and kill requires clean swift flowing it or impair its ability to repro- rivers with rock and gravel duce. The yellow lampmussel's bottoms. The Roanoke bass presence in a river is an indica- is a favorite game fish in this tor of good water quality. area. '? Eno River State Park. NC 5.1.6 October 1992 Topo Map of the Upper Eno River Basin

~~, I I~~

~~iii I 1- 58 Eno River State Park, NC 5.1.7 October 1992 LEGEND FOR TOPO MAP Building Light-duty road Elevation heights 550 Unimproved road= = = = = Summit symbol Power line Topo lines(10ft. intervals)~~

~~ROAD~~

~~DRY GAS CLEANERS STATION SHOPPING OFFICE COMPLEX MALL~~

~~GROCERY~~

~~WASTE WATER TREATMENT FIRE PLANT STATION VEGETABLE FARM~~

~~SCHOOL~~

~~TEXTILE FACTORY~~

~~LANDFILL STATE PARK~~

~~\HOSPITAL~~

~~Eno River State Park. NC 5.1.8 59 October 1992 Durham Raleigh M Goldsboro Neuse River Kinston 141 103* BernNew Pamlico Sound ti64?. Gil 4'o Atlantic Ocean I A~~

~~Curriculum objectives:~~

Grade 5 - Communication Skills: listening and visual comprehension, writing, study skills Guidance: competency and skill for interacting with others Science: earth science, environment Social Science: organize and Major Concepts: Instructions: analyze information, draw conclusions: use maps. participate effectively in Water pollution 1. Have the students read groups Problem solving the Student's Information. Grade 6 - Creative writing -Communication Skills: Cause and effect relation- 2. Have each student read listening and visual compre- ships the story. hension, writing, study skills Guidance: competency and Objectives: 3. After the students have skill for interacting with finished reading, discuss the others Identify two potential story with them. Ask the stu- Healthful Living: environ- cause andeffect relation- dents to think about as many mental health, ships involving aquatic different endings to the story Science: ecology pollution. Social Science: organize and as possible. Ask each student analyze information, draw to write an ending to the story. conclusions: use maps, List and evaluate two participate effectively in alternative solutions to 4. Divide the class into groups problems with aquatic small groups. Have each pollution. group discuss how they think Location: classroom the story should end, sharing Estimated time: two or more 45 minute class periods. Create an action plan to the ending they wrote. Appropriate season: any reduce aquatic pollution. 5. Have each group present Credits: This activity was one or more of their endings adapted from the Aquatic, to the rest of the class. List the Project WILD activity, essential points of each end- Something's Fishy Here! ing on the chalkboard. Materials: Provided by educator: Student's Information and "Troubled Waters" story (one per student) 62

Eno River State Park, NC 5.2.1 October 1992 6. Discuss the various groups that have a common 9. Once a specific issue endings with the entire class. interest in one or more of the is chosen, have the class list Identify cause and effect rela- "solvable" problems and 10 things that can be done to tionships. Look for possible develop an outline listing steps make that problem less dam- relationships between the on how to find out more about aging to aquatic habitats. story and problems regarding the problem. Once they have water use in the Eno River developed this outline, have 10. Act as facilitator to the watershed or an aquatic habi- each group report back to the clan- by helping them develop tat in your community. class. Or, decide on one prob- an action plan. Establish a time lem and work on it as a class. line and specific assignments. 7. Next, have the students generate a list of possible 8. If several groups outlined 11. Once the students have aquatic problems that they separate problems, ask the implemented their action plan, believe exist in their commu- class to select the problem theyor have completed a project, nity. Then go through the list, would most like to address. please send a brief summary noting which problems they Assure them that choosing one report to the park so we can might be able to solve. For does not make the others less share your efforts to clean up example, pollution in a nearby important. To be most effectivelocal aquatic areas with other brook is far more realistic for in solving a problem, it helps groups. them to address than an entire for everyone to get behind one watershed. It is important that effort. Remind the students to the students be able to experi- develop an attitude for a clean ence some success in devel- environment. Have them seek oping a plan to tackle the solutions rather than only place problem. Have them form blame.

~~0 3~~

~~Eno River State Park,.NC 5.2.2 October 1992 I I I~~

nvironmental pollution of North Carolina. As a result, gases and becomes more acid _Lid is an issue everywhere on Eno River State Park was born and capable of dissolving the planet. Often individuals and the reservoir project was some rocks. Water is known feel overwhelmed, helpless andabandoned. All of this work as the "universal solvent." unable to do anything to help. originated from one person's This means that it can dissolve Yet successful action to reduce decision to take action. many kinds of substances. environmental problems often Water can also carry sus- starts through the actions of There is still much to be pended particles such as soil an individual. School children done to protect aquatic habitatsand plant material. These par- have initiated projects that in the Eno River watershed. ticles reduce the penetration improved the safety of neigh- Reducing or eliminating pollu- of light into water which borhoods, created parkland, tion is one area where indi- affects the plants living below and preserved major habitats viduals can make a difference. the water's surface. Water for wildlife. When a group of Significant aesthetic improve- temperature and the amount individuals join together the ments can result from reducing of dissolved gases also change chances of solving these prob- two common forms of water over time and affect the lems increases. For example, pollutionlitter and sedimenta-aquatic life. Eno River State Park owes its tion. Other forms of pollution creation to an individual who are harder to detect and con- We tend to think of pollu- formed a group called the trol. Much work needs to be tion as something that is Association for the Preserva- done to identify and eliminate damaging and unnatural. Ad- tion of the Eno River Valley. sources of pollution in lakes, ditionally, water pollution is rivers, groundwater and oceans. usually described in relation The city of Durham wanted to the use humans make of the to build a reservoir that would Pollution is a term that is, water in which the pollutant is have flooded the entire Eno at times, difficult to define. found. For example, if condi- River valley. By working Even in nature, pure water can-tions in the Eno River reach together, the group was able not be found. When precipita- the point where Roanoke to acquire some land and sell tion falls from the sky it picks bass, a sought after gamefish, the idea of a park to the state up carbon dioxide and other start to die, the river would

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4cCdfarry Fru..., Iwo Meal W 12 IftivhOort G4 Eno River State Park, NC 5.2.3 October 1992 definitely be labeled polluted. chemicals' concentration. can hold. Some animals need It is quite possible that the Some chemicals can be toxic more oxygen than others, river could have been called to some organisms even at verytherefore warm water can be polluted much earlier, since low concentrations. Scientists described as polluted for some macroinvertebrates were usually measure the concentra- kinds of organisms and not for dying but no one had done any tion of materials in ratios, com- others. sampling. Moreover, it might paring the parts of the chemical also still support other types substance to the parts of water The purpose of this activity of fish that can tolerate more containing it. When concentra- is to recognize our potential pollution than a Roanoke bass. tions of materials reach critical for making a contribution In other words, water could be levels, certain organisms die. to the environmental quality described as polluted for some For example, living things of life in our own community organisms and not for others. need the oxygen that is dis- and our responsibilities for solved in water.When oxygen actions affecting life in the The presence of chemicals levels fall below certain points, Eno River watershed. in water affects certain organ- organisms die. The warmer isms depending upon the the water, the less oxygen it

Eno River State Park. NC 5.2.4 October 1992 Merlin and Barre were expert at finding and catching Merlin had promised to help brother and sister. They the biggest crayfish. She her. With his help, she would lived in an old wooden house would also spend more time have a good chance of win- right beside the Eno River, just looking at the aquatic insects ning the Most Unusual a little ways downstream from than Merlin. These bizarre Animal Display." Bane could Hillsborough. Merlin was in animals were fascinating to herhardly wait to go to the river the sixth grade and his sister and she already knew the names and collect the aquatic insects Barre in the fifth. of most of the common ones. for her display. The river provided endless Ever since they were able opportunities for adventure. Finally, the day before the to walk, their parents had takenThere was always something science fair arrived. Merlin them down to the riverside to new waiting to be discovered. and Barre walked down the play. As they grew older, they short trail to the Eno River. discovered many wonderful Springtime was eagerly an- Signs of spring were every- things living in the river. With ticipated by Barre and Merlin. where. Trout lilies, violets, homemade nets and aquariums Spring meant warmer weather. and crested-dwarf iris were in they Nould spend hours fresh air, wildflowers and lots bloom. Fresh new green leaves catching and watching cray- of new life in the river. This were unfurling on every tree fish, water striders, stonefly spring was especially impor- and shrub. Butterflies and nymphs, minnows, frogs and tant to Barre. Every year the bees floated and buzzed in the turtles. They learned how to fifth grade class had an envi- clean warm air. Their hopes handle and release these crea- ronmental science fair. Stu- ran high, what a great day! tures without harming them dents would choose a topic They were sure to catch lots or themselves. and develop a display to be of neat aquatic insects. Merlin judged at the fair. This year theand Barre made their way Often in the spring and theme for the fair was water down the slippery bank of the summer, the entire family quality. Bane had decided Eno and out onto a gravel bar would spend a day picnicking to learn more about aquatic that stuck out into the river. and fishing. Merlin liked to insects and the kind of water The water was shallow here catch feisty Roanoke bass quality they needed to survive. and moved swiftly over small because they fought so hard. She also planned to catch somerocks and gravel. Here they After admiring them, he wouldaquatic insects to display alive planned to pick up rocks and release them. Barre was the in her aquarium at the fair. gently scrape the clinging

.; 6 Eno River State Park, NC 5.2.5 October 1992 insects off them. Merlin had A quick glance over the decided to record observations a dip net to catch some min- surrounding area revealed on a daily basis for a week. nows and water striders. little evidence of foul play. They agreed to take turns Merlin did note that there was looking for evidence. (Good Barre eagerly started pick- a condition common to all of detectives keep records, note ing up rocks while Merlin triedthe dead aquatic insects. They patterns and follow trails to catch the minnows. The were slippery to the touch and before they draw conclusions first rock she picked up hadno seemed to be coated with a or make accusations.) insects on it, neither did the soapy substance. Barre saw second or third rock. Merlin the foamy suds first. The suds gnu evening when it was had not caught any minnows were clinging to the rocks and Bane's turn to observe, her or even seen any water striders. collecting in the still waters mother drove her to the shop- Where were all the insects? of the deeper pool upstream. ping center. What she found They both looked around They started upstream search- made her very excited. When puzzled. Merlin then noticed ing for more clues. Beyond she got home she rushed into some dead aquatic insects the deep pool the suds were Merlin's room and cried, floating on the surface ina scarce. Carefully they moved "We've got them! When pool behind the gravel bar. further upstream until they Mom drove me to the shop- Barre and Merlin looked came to where the river flowed ping center we drove over a around carefully and found through town. Beyond this, a big bump in the parking lot hundreds of dead insects float- new black-topped parking lot near the car wash. They have ing on the surface and washed sporting a brand new mini- a big black hose running into up on the bank. There were shopping mall, signaled the the drain pipe. They connect even some dead minnows. edge of the town. There they it after dark! I saw it- I know It took a few moments to discovered something new. it! They let it flow into the register. Barre forgot all about Under fresh packed soil, storm drains from their storage what this would mean for her tucked beside the fence, storm tanks. That's where the soap science display. They both drains were partially buried. is coming from! We gotta do felt genuine concern. These They were opened to allow something Merlin! Where fascinating animals that had flow of water into the Eno. do we go? What do we do?" provided them with hours of enjoyment were all dead! That night at dinner Barre What could have happened? and Merlin talked with their They soon realized that there parents. They decided to map was a mystery to be solved! the area of the new shopping center and identify the stores What would Sherlock that might have soap in their Holmes have done under waste water. similar circumstances? Right! Look for clues. Hundreds of Merlin and Barre sat down aquatic insects don't keelover and compiled a list of the from fear of being exposed in shopping center's stores. They public at a science fair! There produced several possibilities had to be a really goodreason. - Floyd's Cleaners, Davis' Barre and Merlin were deter- Wash and Dry Laundromat, mined to discover the answer. Geiger's Car Wash, and Tillotson's Auto Body. They

G Eno River State Park, NC 5.2.6 October 1992 Acid - having a pH less than 7; the chemical state of water or other substance in which the hydrogen (H4-) ions exceed the hydroxyl (OH--) ions. For example, a car's battery acid has a pH of 1. See pH scale.

Acid Precipitation (including acid rain) - any form of precipitation that is acidic as a result of mixing with sulphur or nitrogen compounds in the atmosphere. Sulphur and nitrogen compounds can come from coal burning power plants and car emissions.

Adaptation - a change in the structure or activity of an organism that produces a better adjustment to its environment, thus enhancing its ability to survive and reproduce. For example, the flattened, oval shape of the larva of the riffle beetle (called a water penny) is an adaptation that helps it cling to the surface of rocks in swift flowing waters.

~~Aeration - The process of exposing to the air or to causing air to circulate through.~~

~~Algae - primitive one-celled or multi-cellular plants that contain chlorophyll, but has no true root, stem, or leaf. Normally found in water or damp places.~~

~~Alkaline - see Base.~~

~~Ammonia - a colorless, strong smelling gas composed of nitrogen and hydrogen. It has a pH of 12,~~

~~Anatomy- the branch of biology that deals with the structureof plants and animals.~~

~~Aquatic life - A plant or animal growing or living in or upon water.~~

Average - the numerical result obtained by dividing the sum of two or more quantities by the total number of quantities; for example, 2 + 4 + 6 + 8 = 20 and 20/4 = 5 therefore, 5 is the average of the four numbers.

~~Base - having a pH greater than 7; the chemical state of water or other substance in which the hydroxyl (OH-) ions exceed the hydrogen (H+) ions. For example, soap has a pH of 10. See pH scale.~~

~~Biochemistry- the branch of chemistry that deals withthe life processes of plants and animals.~~

~~Biology- the science that deals with the origin, history, physical characteristics, life processes and habits of plants and animals.~~

Classification - The grouping of organisms into categories based on shared characteristics or traits. For example, any animal that has feathers is considered a bird and placed in the Class Ayes. Furthermore, if the bird has its eyes in front rather than on the side of its head, it is a member of the Order Strigiformes (the owls). G 8 Eno River State Park, NC 6.1 October 1992 Community- a group of plants and animals living in a specific region under similar conditions, and interacting with each other through food webs and other relationships.

~~Contour Lines- thin lines found on a topographical map that indicate elevation. They show the contour of the land.~~

~~Decomposer- an organism whose feeding action results in decay, rotting or decomposition. The primary decomposers are bacteria and fungi. Theyare very important parts of a healthy ecosystem.~~

~~De^orriposition- to rot or to break apart into basic components. Decomposition makes nutrients, such as nitrogen and phosphorous, available foruse by other organisms.~~

~~Detritus- dead organic matter, such as fallen leaves, twigs, and other plant and animal material which exist in any ecosystem.~~

Dichotomous- divided into two parts, groups or classes, such as a dichotomous key. Using a dichotomous key, one can identify an unknown organism by following theone branch of each pair that best describes the organism. an animal

~~1 Has 4 or more legs Has 2 or fewer legs~~

1 1 Has 4 legs and scales Haslegs and antennae I Has feathers Has no eyelids and no legs lizard insect bird snake Distribution- the act of scattering or spreading out; the geographic range of an organism.

~~Dissolved Oxygen (DO)- the amount of oxygen gas molecules dissolved in water. Fish and other aquatic animals depend on DO for respiration.~~

~~Ecosystem- plants, animals and their physical surroundings which interact with environmental conditions, such as temperature and rainfall, formingan interdependent system.~~

~~Effluent - a liquid flowing out. The outflow ofa sewer, septic tank, etc.~~

~~Endangered Species- a species that verges on extinction in all or a significant part of its range.~~

~~Endemic- found only in a particular region or area. For example, the Carolina madtom is a species of catfish found only in the Tar and Neuse rivers. Thus, it is endemicto the Tar and Neuse rivers.~~

~~Erosion - the process by which soil particlesare carried away by wind, water, freezing and thawing, or a combination of these factors.~~

~~Evaporation- the natural process by whicn water changes into vapor.~~

Eno River State Park, NC October 1992 61 (.)- Food Chain - the transfer of energy and material through a series of organisms as each one is fed upon by the next. For example: Detritus > caddisfly larvae > sunfish > otter

~~Food Web - the interlocking pattern of food chains which exist in an ecosystem.~~

~~Habitat - the environmental conditions of the area where a plant or animal naturally grows or lives; its environment.~~

~~Indicator Species - an organism whose presence or absence in a particular environment can be used to determine the health of that particular environment.~~

~~Insect - any animal in the Class Insecta. Has a head, thorax, abdomen, and three pairs of legs on the thorax. As adults they usually have one or two pairs of wings attached to the thorax.~~

~~Irrigation - the pumping of water from ponds, lakes, or rivers through pipes or canals to supply crops with water during dry periods.~~

~~Key - an ordered list of significant characteristics of a group of organisms used to identify unknown species.~~

~~Larva - (larvae, plural) the immature form of an animal that changes structurally when it becomes an adult, usually by complex metamorphosis.~~

~~Latitude - measured in degrees, the distance north or south from the equator. For example, Durham is at 36° N latitude.~~

~~Longitude - the distance measured in degrees east or west of the prime meridian (0° longitude) at Greenwich, England. Durham is at 79° W longitude.~~

~~Macroinvertebrate - macro means large, invertebrate means without a backbone. An invertebrate usually large enough to be seen without the aid of magnification.~~

Metamorphosis - meta means change, morphe means form. A change in form, structure or function as a result of development. A physical transformation undergone by various animals during development from the larval stage to the adult form. For example, through metamorphosis, a hellgrammite (larval form) becomes a Dobsonfly (adult form). The change from tadpole (larval form) to frog (adult form) is another example of metamorphosis.

~~Molecular Biology- the branch of biology that deals with the chemical and physical composition, and the activities of the molecules of living matter.~~

~~Mussel - any of the various freshwater or saltwater bivalves (meaning the two shells), held together by a strong muscle.~~

~~Non-permeable - not open to passage or penetration, especially by fluids.~~

~~4 Eno River State Park, NC 6.3 October 1992 Nymph - the young of an insect that undergoes incomplete metamorphosis, differing from the adult primarily in size and structural proportions.~~

Organism - a plant or animal; any living thing. pH - a measure of the power of the hydrogen ion (H+) activity in a substance. pH Scale - a range of 0 to 14 used to measure the degree of acidityor basicity of a substance. A pH of 7 is neutral. See Acid and Base.

Photosynthesis- the chemical process carried on by green plants in which the cells that contain chlorophyll use light energy to produce glucose (a plant food) from carbon dioxide andwater, oxygen is released as a by-product. See Respiration.

Plankton- collective term for the mostly microscopic plants (phytoplankton) and animals (zooplankton) that float or drift inoceans and freshwaters. These plants and animals are a very important food source in aquatic environments.

~~Pool - a deep still spot in a river, creekor stream.~~

~~Precipitation- a general term for all forms of falling moisture including rain, snow, hail or sleet.~~

~~Respiration- the process by which an organism takes in oxygen and releases carbon dioxide; breathing. See Photosynthesis.~~

~~Riffle - a shoal or gravel bar ina shallow part of a stream that produces a stretch of choppy ruffled water surface.~~

~~Sedimentation- the deposition or accumulation of soil particles in water.~~

~~Sewage- liquid and solid waste mixed with water.~~

fti Eno River State Park, NC 6.4 October 1992 Soil - a collection of organic and inorganic particles, mainly composed of clay,silt, sand, and gravel. clay -less than 1/256 of a millimeter (mm) in diameter silt - between 1/256 and 1/16 of a mm in diameter sand between 1/16 and 2 mm in diameter gravel - over 2 mm in diameter

~~Species - A biological classification of organisms. All organisms ofa single distinct kind that have a high degree of similarity, and can mate and produce fertile offspring.~~

~~Stewardship- the act of people taking responsibility to maintain and protect a clean and healthy environment.~~

~~Stream Index Value- the relative health of a water body. It is based on the tolerance or sensitiv- ity of a macroinvertebrate to changes inwater quality and calculated using a simple formula.~~

~~Taxonomy- a system of arranging animals and plants into natural, related groups based on some factor common to each, suchas structure, embryology, biochemistry, etc.~~

~~Threatened Species- a species that could become endangered in the future if it is not given some kind of protection.~~

~~Topographic- an accurate and detailed drawing of surface features of a particular region. These surface features include mountains, valleys, rivers, lakes, highways,bridges, etc.~~

~~Tributary- a stream or river flowing into a larger stream or river. The Eno River is a tributary of the Neuse River.~~

~~Turbidity - cloudiness caused by particles suspended inwater.~~

~~Volume - a quantity, bulk,mass, or amount. The amount of space occupied in three dimensions.~~

~~Waste Water Treatment Plant- a facility where household, business and industrial sewage are treated to remove harmful bacteria and chemicals.~~

~~Water - a colorless, transparent liquid occurringon the earth's surface as rivers, lakes, oceans, etc. A chemical compound of hydrogen andoxygen, H20.~~

~~Water Treatment Plant- A facility where water is treated with chemicals, processed and distributed to homes, businesses and industries for drinking andother clean water uses.~~

~~Watershed- The total land area that drains directly or indirectly into a particular stream, river or lake.~~

~~Nt 4(.4~~

~~Eno River State Park, NC 6.5 October 1992 1 Sla References~~

Borror, J. Donald and E. Richard White. Mitchell, Mark and William Stapp. 1990. 1990. A Field Guide to Insects of America Field Manual for Water Quality Monitor- North of Mexico. Houghton Miffilin Co. ing. An Environmental Education Program Boston, MA. for Schools. Thomson-Shore Printers, Dexter, MI. Coker, Robert E. 1954. Streams, Lakes, Ponds. University of North Carolina Press, Nebel, Bernard and Edward Komondy. Chapel Hill, NC. 1981. Environmental Science, The Way The World Works. Prentice-Hall Inc., Hall, Stephen and Dawson Sather. 1988. Englewood Cliffs, NJ. Inventory of the Natural Areas and Wildlife Habitats of Orange County. North Needham, James and Paul Needham. Carolina. Sponsored by the Triangle Land 1962. A Guide to The Study of Freshwater Conservancy in coordination with the Biology. Holden-Day Inc. Oakland, CA. North Carolina Natural Heritage Program. For information, contact the O'toole, Christopher, ed. 1986. The Ency- Natural Heritage Program, clopedia of Insects. Facts on File Inc., Division of Parks & Recreation, New York, NY. 512 North Salisbury Street, Raleigh, NC. 27604-1148. Penak, W. Robert. 1989. Freshwater Inver- Phone 919-733-7701. tebrates of The U.S. The Ronald Press Co., New York, NY. North Carolina Department of Transporta- tion. 1992-1993. North Carolina Transpor- Pfeiffer, C. Boyd and Mark Sosin. 1987. tation Map. North Carolina Dept. of Aquatic Resources Education Curriculum. Transportation. Maps can be obtained Kendall/Hunt Publishing Co., from: Travel & Tourism Division, Dubuque, IA. 430 N. Salisbury St., Raleigh, NC. 27603. Phone 1-800-VISITNC or 919-733-4171. Quammen, David. 1985. Natural Acts, A Sidelong View of Science and Nature. Kejellstrom, Bjorn. 1975. Be Expert Nick Lyons Books, New York, NY. With Map & Compass, The "Orienteering" Handbook/New Revised Edition. Charles Reid, K. George and Herbert Zim. 1967. Scribner's Sons, New York, NY. Golden Guide, Pond Life. Golden Press Inc., New York, NY. Linnsennanier, Walter. 1972. Insects Of The World. McGraw Hill Co. New York, NY. Division of Water Resources. Stream Watch News, "pH What Does it Mean." McCafferty, Patrick W. 1981. Aquatic Feb. 1991. Division of Water Resources, Entomology, The Fisherman's And Department of Environment, Health, and Ecologist's Illustrated Gt, le to Insects and Natural Resources, 512 North Salisbury Their Relatives. Illustrations by Arwin V. Street, Raleigh, NC. 27604-1148. Provonsha. Jones and Bartlett Inc., Phone 919-7334064. Boston, MA.

Eno River State Park, NC 7.1 it' 3 October 1992 Taylor, Mark. 1989. Streamwatching Wildlife Resources Commission. March With Kids, An Outing Leader's Guide. 1991. Wildlife in North Carolina. "Special Reprinted by North Carolina Wildlife Issue, Endangered Species." Resource Commission, Department of Wildlife Resource Commission, Environment, Health, and Natural Department of Environment, Health, and Resources, 512 North Salisbury Street, Natural Resources, Raleigh, NC. 27604-1148. Phone 919- 512 North Salisbury Street, 733 -7123. Raleigh, NC. 27604-1148. Phone 919-733-7123. United States Dept. of Agriculture. July 1986. Teaching Soil and Water Conserva- Winborne, Ferne B. 1989. A Guide to tion, A Classroom and Field Guide. Streamwalking. Division of Water Soil Conservation Service, Resources, Department of Environment, United States Department of Agriculture, Health & Natural Resources, 4405 Bland Road, Raleigh, NC. 27609. 512 North Salisbury Street, Phone 919-790-2887. Raleigh, NC. 27604-1148. Phone 919-733-4064. United States Department of Agriculture. 1989. Key to The Major Invertebrate Species of Stream Zones. Soil Conserva- tion Service Publication SCS-TP-161 Water Quality Indicators Guide, United States Department of Agriculture, 4405 Bland Road, Raleigh, NC. 27609. Phone 919-790-2887.

Western Regional Environmental Educa- tion Council. 1987. Aquatic Project Wild. For information contact the Wildlife Resources Commission, 512 North Salisbury St., Raleigh, NC. 27604-1148. Phone 919-733-7123.

~~Wiessinger, John. 1990. Right Before Your Eyes, "All Eyes." #9009. Box 453, Ethna, NY. 13602.~~

~~Wiessinger, John. 1990. Right Before Your Eyes, "Flying Dragons." #9020. Box 453, Ethna, NY. 13062.~~

~~Eno River State Park, NC 7.2 October 1992 SCHEDULING WORKSHEET~~

~~Date request received Request received by~~

~~1) Name of group (school)~~

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

~~address 3) Day /date /time of requested program~~

~~4) Program desired and program length~~

~~5) Meeting place~~

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

~~7) Number of students Age range (grade)~~

~~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 no, mail the contact person an Educator's Guide.~~

~~12) Are parental permission forms required? If yes do they have these forms? If they do not, mail contact person a Parental Permission form.~~

~~,have read the entire Educator's Guide and understand and agree to all the conditions within it.~~

~~Return to: Eno River State Park Route 2 Box 436-C Durham, North Carolina 27705 75~~

~~8.1 PARENTAL PERMISSION FORM~~

~~Dear Parent:~~

~~Your child will soon be involved in an exciting learning adventurean environmental education~~

~~experience at . Studies have shown that such "hands-on" learning programs improve children's attitudes and performance ina broad range of school subjects.~~

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

~~Child's name~~

~~Does your child:~~

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

~~Have other allergies?~~

~~Have any other health problems we should be aware of?~~

~~In case of an emergency, I give permission for my child to be treated by the attending physician.1 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~~

~~Eno River State Park, NC 8.2 October 1992 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.~~

~~77 Eno Lver State Park, NC 8.3 October 1992 78~~

~~Eno River State Park, NC 9.1 October 1992 Notes 4.~~

~~0111 WO. Imre W Lou Nelwan~~

~~Eno River State Park; NC 9.2 October 1992 I~~

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~~Eno River State Park, NC 9.3 October 1992 Eno River State Park, NC 9.4 (j 1 October 1992 EDUCATOR'S GUIDE~~

~~Eno River State Park Funding for this publication was generously provided by~~

~~Carolina Powerpa i Light Company~~

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

~~James G. Martin William W. Cobey, Jr. Governor Secretary 10-92 83 I~~

~~kt.~~

Since its creation in 1916, the North Carolina State Parks System has provided its visitors with opportunities for educational experiences and programs.Through the years, we have continued to revise and update our programming to makeit -more informative and moretailored to the needs of our state's school system.

Our state parks system provides a wonderful outdoor classroom for learning about our NorthCarolina heritage. Each of our unique state parks offers a variety ofenviron- mental education opportunities which highlight ourstate's natural and cultural resources. All of ourenvironmental education programs are designed to meet curriculumrequire- ments of the NorthCarolina Department of Public Instruction. Subject areas covered include science, social studies, art, mathematics and communication skills.

The goal of our environmental education program is to generate an awareness inall individuals which cultivates responsible stewardship of the earth. -, e;.-4.",-..,--, ..9-:---.- --5,::--.1--- --.__: -....--,.-.4-:.4.--- ,.. -...- ::. , ..,,,,e_t-5-4., ...,...., , .:-....F...... ,,,,,,..

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84 1 Efforts to establish Eno River State Park began in 1965 in response to the city of Durham's proposal to huild a reservoir on the Eno. A group of concerned citizens formed the Association for the Preservation of the Eno River Val ley. The Association was successful in gaining support from the community, and it proposed that a state park he established along the river. In May 1972 the state of North Carolina approved the idea and the city Durham withdrew its plans to construct the reservoir. By 1975. 1,100 acres of land had been acquired with the help of the Asso- ciation, the Nature Conservancy and the Division of Parks and Recreation. Today the park. located just north of Durham, protects 11 miles of river and over 2,100 acres of associated land in Orange and Durham counties. Four access areas along the river provide access to 20 miles of hiking trails.

~~Combine easy access, 2,100 acres of land along a major river, and unique animal and plant life and you have the recipe for a rewarding educational experience.~~

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~~reA;... I nal.i,. - 101I 11, am 14 hkroro 1111ItzIrrt ;trnrit.1 h, prany, UJ2 Environmental Education~~

Our specially developed, curriculum-based Environmental Education Learning Experiences arc available by reservation only (see section on how to schedule a program).These programs are supplemented by an activity packet which includes suggested activities for before and after your visit.

Programs are geared to different grade levels and provide a fun and exciting way to learn about different topics. Some of these topics include: birds, mammals. Fish. macroinvertebrates, astronomy and plantidentification. Many of our programs can he adapted to meet special requests.

~~Groups are welcome to visit the park for self guided expedi- tions.~~

~~- - sflerly41.1 I loolith 11.1,41..nes riser° 11,10tvri A~~

Eno River State Park's most valuable natural resource is the Eno River and the aquatic life that lives there. The river and river corridor provide critical habitat for both aquatic and terrestrial species. Nine species of freshwater mussels, lour of them on the state threatened and endangered list. arc known to occur inthe river. The Roanoke bass and Neuse River waterdos! (an aquatic salamander) are found only in the Neuse. of which the Eno is a part. and Tar River basins in North Carolina.The 56 species of fish recorded for the river represent 25 percent of the species known for the state.

The river is presently classified WS-111 and Class C which means it. is suitable for fish andwildlife use. boating, fishing and drinking water. Only through continued vigilance and protection efforts can the river's water quality he preserved.

~~I _~~

The park provides important habitat for a host of animals and plants. A mixture of steep rocky ridges and hottomlands create several distinct plant communities. Many of the wildflowers and shrubs found in the park are normally found in our state's mountains and foothills. Some of the park's most outstanding flowers include mountain laurel. Catawba rhododendron, yellow lady's slipper, showy orchis, and wild geranium to name just a few.

Somewhat harder to observe is the animal life in the park. More than 150 species of birds have been observed in the park. Deer are common and can be seen alorw all hiking trails if you are quiet and patient! Signsof animal feeding and tracks give away the presence of beaver,fox. raccoon. mink, muskrat, gray squirrel, and if you're very observant and lucky. bobcat and river otter. Butterflies and a wide variety of insects can readily he observed in the fields near the picnic area at Fews Ford. 87 4 I I 1

Eno Trace Trail: This is a self-guided nature trail. Brochures in a box at the beginning of the trail interpret sites from numbered posts along the trail. The easy.5-mile trail follows the river and loops hack along a small ridge offering a view of the riverbelow. During the spring, wildflowers blanket the ground along the trail. The Trace trail is accessed from the picnic area. Use caution when descending the short steep rocky section from the picnic area.

Fanny's Ford Trail: This easy 1-mile loop trail is accessed by crossing the suspension bridge over the Eno and following an old mill road 1-mile to the Fanny's Ford Trail. The trail takes you to Fanny's Ford, then back down theriver past an old grist mill site. Several forest types can he observed along the trail. Small springs and vernal pools near the trail provide breeding habitat for frogs, toads and salamanders. Along the river look for basking, turtles. water snakes on logs and beaver signs. Total le,f2th of trail from picnic area is 3 miles.

Buckquarter Creek Trail: Access this moderate 1.5-mile loop trail from the Fews Ford parking area. The trail follows the river upstream across a rocky ridge and then back to its beginning. On the ridge, the steep rock outcrop on the right side of the trail gives way to the wide bottomlands of Buckquarter Creek. Enjoy the view and use caution here. Look for wildflowers, birds and animal signs. Listen for owls calling in the afternoon at Buckquarter Creek bridge.

~~Eight additional hiking trails are located in the park. Contact park staff for additiorL information. Scheduling a Trip to Eno River State Perk~~

Groups are encouraged to visit the park during all seasons of the year for hikes. exploration, environmental education programs and activities. Leaders may choose to conduct their own activities or enlist the help of park staff.

~~To Make a Reservation~~

~~Because our Environmental Education Learning Experiences involve all park staff and several volunteers, it is necessary to contact the park one month in advance.~~

~~For other types of programs including special requests, please contact the park at least two weeks in advance.~~

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~~'ONO44n4,... - 7- Please provide the following information:~~

Name of group (school). Name, address, work and home telephone numbers of the group contact person. Date. time of arrival and meeting place at the park. Departure time from the park. Number of participants and adult leaders. A maximum of 30 participants is recomniended. Please have one adult leader per 8 students. Adult leaders are responsible for Illaintaining control of the grottp. Aae range and/or special needs of participants. Desired activities, assistance needed by park. Bad Weather Policy and Cancellations

Our Environmental Education Learning Experiences are held outside. If weather conditions prohibit us from holding the program outside, we will provide amodified version at the park office. If you make a reservation for a Environmental Education Learning Experience, plan to come regardless of the weather. If you make a reservation for another type of program, we can reschedule in case of bad weather. If you need to cancel your trip please notify the park as soon as possible.

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1. Complete any appropriate pm-visit activities. 2. Visit the park without the participants prior to the scheduled group trip. This will give you a chance to become familiar with acilities and park staff, and provide .\,,ou with an opportunity to identify potential problems. 3. Discuss behavior expectations with adult leaders and participants when planning the trip. Discuss the park rules listed. Emphasize safety. 4. Inform the group about poison ivy. ticks and snakes. Discuss the need to use insect repellant in the spring and early summer. 5. Inform your group of the need to dress appropriately for the season. Shoes suitable for wading and walking on slippery trails, clothes that students don't mind getting wet or dirty, a towel and a complete change of clothes are recommended for the Environ- mental Education Learning Experience, Living Water. 6. Have everyone wear a name tag. For safety, please color- code them for groups. Establish a buddy system for younger students. 7. Group leaders are responsible for obtaining a consent ,form from each participant including a list of any health considerations and medical needs. These forms are available at the park and in the Environmental Education Learning Experience packet. 8. If your group plans,to collect any plant, animal or mineral within the park, a Research Activity Permit is required. Contact the park to obtain a permit application at least 30 days in advance. 9. Assign jobs to students and/or leaders. Leaders could be responsible for lunches, moving groups from one place to another and enforcing rules. If students are working in small groups they could each be assigned a task to accomplish.

8 Please obey the following rules: 1. To help you get the most out of the experience andincrease the chance of observing wildlife. he as quiet aspossible while in the park 2. On hikes. walk behind the leader at all times.Stay on thetrails. Running is not permitted. 3. All plants and animals within the park are protected. Breaking plants and harming animals is prohibited in all stateparks. This allows future visitors the same opportunity toenjoy our natural resources. 4. Picnic only in designated picnic areas. Help keep the parkclean and natural: do not litter. 5. Always wear shoes or waders when wading in theriver. No hare feet. 6. Avoid the river during high water. Riverside trails can be very slick and are sometimes completely underwater after a heavyrain. 7. In case of accident or emergency. contact park staff immediately.

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1. Complete post-visit activities in'the Environmental Education Learning Experience packet. 2. Build upon the field experience and encourage participants to seek answers to questions and problems encountered at thepark. 3. Relate the experience to classroom activities and curriculum through reports, projects. demonstrations. displays and presentations. 4. Give tests or evaluations, if appropriate, to determine if students have gained the desired information from the experience. 5. File a written evaluation of the experience with the park. Evalu- ation forms are available from park staff and in the Enivironmental Education Learning Experience activity packet. 9 92 Facilities at Fews Ford

~~Restrooms: Restrooms are available only at the Park Office.~~

~~Picnic Area: Picnic tables and grills, availableon a first-come basis. are located adjacent to the trail to the suspension bridge. Water is available from March to November.~~

Primitive Group Camping: One area with live large leveltent pads is available for organized groups. A small fee is charged for the use of this area, which is available by reservation only. Facilities include one fire ring (bring yourown firewood since collecting live or dead wood is not allowed),one picnic table, three benches and a pit toilet. Drinking water isnot available. There is no vehicular access to the group campingarea. Campers must carry their gear .5 mile to the site.

Primitive Backpack Camping: Five sitesare available on a first-come basis. A pit toilet is available. Campersmust carry everything they need 1 mile to the sites. Firesare not allowed at this area. A modest fee is charged.

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~~Location: The park office is located at Fews Ford Access Area, six miles north of Durham at the end of Cole Mill Road. Do not confuse us with West Point on the Eno, located on Roxboro Road.~~

~~Address: Eno River State Park Route 2 Box 436-C Durham. North Carolina 27705~~

~~Telephone: (919) 383-1686~~

~~Office Hours: - Monday-Friday 8 a.m. to noon and most weekend afternoons.~~

~~Hours of Operation for Fews Ford Access Area: November February 8 a.m. 6 p.m. March and October 8 a.m.7 p.m. April. May and September 8 a.m.8 p.m. June-August 8 a.m.9 p.m.~~

~~Hours of Operation for Cole Mill Access: Open 9 a.m. and close one-half hour earlier than the above times.~~

~~Hours of Operation for Pleasant Green Access: Open 8:30 a.m. and close one-half hour earlier than the above times.~~

11 94 Eno River State Park Hiking Trails 1313nd le Trail Few's Boobal s Hole2 5 notes. moderate MCamoer Parking Ford Creek15 n-..les moderate EiCanoe Access r:abe LandsI 5 notes. moderate Elevation Cote mot1 25 Wes. moderate Coo Mountaina ma's, strenuous gaGroup Camp Dunnagan s - 2 Mass. moderate =Gravel Road 14;;;...... Eno "Nate4 mile easy Fanny s Ford1 rntle. moderate ISHandicapped Accessibility , Holden s Mal 2 miles. moderate 60Hospital County Genera, 470 5345 Pea CreekI 25 miles, moderate ElHiking Trail Pump Station2 5 miles. moderate enMaintenance Area 0 20.00 4000 --Park Boundary 612261 I Park Entrance Sea* m Feet CD Park Office pParking Lot =Paved Road Picnic Area APrimitive Camping Point of Interest Power Easement Ranger Residence ,ee 110 Rest Room IN Privies) snctOn n0110 se-3,e IS Water o SranCe 10 Pleasant Green Ana. 95 aGeroxenately 2 rones 0 Pump 0 .> Station o 4.2 a 009 7? 2 0

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