Eno River State Park EELE

LIVINGLIVING

WATERWATER

Eno River State Park An Environmental Education Learning Experience Designed for the Middle Grades “Without life, there would still be water. Without water no life.”

- David Quammen, Natural Acts, A Sidelong View of Science and Nature

Eno River State Park i May 2000 Funding for the original printing of this publication was contributed by

Eno River State Park ii May 2000 This Environmental Education Learning Experience was developed by

Scott Hartley and Martha Woods Former Rangers at Eno River State Park

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

James B. Hunt, Jr. Bill Holman. Governor Secretary

Eno River State Park iii May 2000 Other Contributors . . .

Park volunteers;

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

Riffle and Pool Naturalists;

The N.C. Department of Public Instruction;

The N.C. Division of Water Resources;

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

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

500 copies of this public document were printed at a cost of $3,430 or $6.86 per copy

Printed on recycled paper. 5-00

Eno River State Park iv May 2000 Table of Contents

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 ¥ Correlation Chart ...... 2.2

3. Pre-Visit Activities ¥ #1 Map Trivia ...... 3.1 ¥ #2 The Key to Water Quality ...... 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” Word ...... 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

Eno River State Park v May 2000 Introduction to the North Carolina State Parks System

reserving and protecting started out as one small plot As one of North Caroli- PNorth Carolina’s natural of public land has grown na’s principal conservation resources is actually a rela- into 61 properties across the agencies, the Division of tively new idea. The seeds state, including parks, recre- Parks and Recreation is of the conservation move- ation areas, trails, rivers, responsible for the more than ment were planted early in lakes and natural areas. This 167,000 acres that make up the 20th century when vast network of land boasts our state parks system. The citizens were alerted to the some of the most beautiful Division manages these devastation of Mount Mitch- resources for the safe enjoy- ell. Logging was destroying ment of the public, and a well-known landmark - protects and preserves them the highest peak east of as a part of the heritage we the Mississippi. As will pass on to generations to the magnificent for- come. ests of this mile-high peak fell to the lum- An important component bermen's axe, alarmed of our stewardship of these citizens began to voice lands is education. Through their opposition. Gov- our interpretation and envi- ernor Locke Craig joined ronmental education ser- them in their efforts to save scenery in the world and vices, the Division of Parks Mount Mitchell. Together offers endless recreation and Recreation strives to they convinced the legisla- opportunities. But our state offer enlightening programs ture to pass a bill establish- parks system offers much that lead to an understanding ing Mount Mitchell as the more than scenery and and appreciation of our first state park. recreation. Our lands and natural resources. The goal waters contain unique and of our environmental educa- That was in 1915. The valuable archaeological, tion program is to generate North Carolina State Parks geological and biological an awareness in all individu- System has now been estab- resources that are an impor- als which cultivates respon- lished for more than three- tant part of our natural sible stewardship of the quarters of a century. What heritage. earth.

For more information contact:

N.C. Division of Parks and Recreation 1615 Mail Service Center Raleigh, N.C. 27699-1615 919/ 733-PARK WebsiteÐwww.ncsparks.net

Eno River State Park, NC 1.1 May 2000 Introduction to Eno River State Park

fforts to establish Eno Life in and along Numerous macroinverte- ERiver State Park began the Eno River brates are also found in the in 1965 when the city of river. The tiny panhandle Durham proposed building Eno River State Park pebblesnail, listed as “signifi- a reservoir on the Eno. In re- provides important habitat cantly rare,” is found only in sponse, a group of concerned for a host of animals and the Eno River. Freshwater citizens formed the Associa- plants. A mixture of steep mussels include several en- tion for the Preservation of rocky ridges and bottom- dangered or threatened spe- the Eno River Valley. The lands creates several distinct cies such as the yellow lamp- Association was successful plant communities. Many of mussel, Atlantic pigtoe and in gaining community sup- the wildflowers and shrubs green floater. These and oth- port for its proposal that a found in the park are nor- er aquatic macroinvertebrates state park be established mally found in the moun- can be used as indicator spe- along the river. In May of tains and foothills of North cies to monitor water quality. 1972, the state of North Carolina. Shrubs, including The presence or absense of Carolina approved the idea, mountain laurel and Catawba these wonderfully adapted and the city of Durham with- rhododendron, and wildflow- creatures tells us much about drew its plans to construct ers, such as yellow lady’s the health of our river. the reservoir. By 1975, 1,100 slipper, showy orchids and Presently, water quality in acres of land had been ac- wild geranium, find suitable the Eno River is good. The quired with the help of the habitat in the river valley. river is classified as a public Association, the Nature Con- The river hosts more than water supply and is also suit- servancy and the Division of 61 species of fish. The able for swimming, fishing Parks and Recreation. Today Carolina madtom (a catfish) and wading. Continuing de- the park protects 11 miles of and the Roanoke bass (a velopment and water with- river and over 2,800 acres of game fish) appear in the drawals upstream give cause associated land in Orange Natural Heritage Program for concern about the river’s and Durham counties. List of the Rare Animal quality. Only through sus- Species of North Carolina. tained vigilance and protection efforts can the river’s water quality be preserved.

Eno River State Park, NC 1.2 May 2000 Introduction to the Activity Packet for Eno River State Park

NOTE: Weather and river he environmental edu- ries to build upon the stu- conditions permitting, on-site T cation learning experi- dents’ newly gained knowl- activities will be held on the ence, Living Water, was de- edge and experiences. banks of the river and in the veloped to provide hands-on river. Students will wade in environmental education The environmental edu- shallow rocky areas. They cation learning experience, should dress appropriately activities for the classroom (long pants and tennis shoes) and the outdoor setting of Living Water, will expose and bring a change of clothing. Eno River State Park. This the student to the following The students may encounter educator’s activity packet, major concepts: ticks, poison ivy and snakes, designed to be implemented although this is not likely as in grades 6-8, meets estab- ¥ Water Quality long as students stay in appro- ¥ Indicator Species priate areas. Chemical re- lished curriculum objectives of the North Carolina De- ¥ Water Testing agents are used in water qual- ¥ Watershed ity testing. Because misuse of partment of Public Instruc- these chemicals can be hazard- tion. Three types of activi- ¥ River Basin ous, standard chemical protec- ties are included: ¥ Point and Nonpoint tion procedures will be re- 1) pre-visit activities Source Pollution ¥ Aquatic Macroinver- quired. Goggles and rubber 2) on-site activities gloves will be provided for all tebrates 3) post-visit activities students handling testing kits. ¥ Aquatic Food Webs These must be worn at all On-site activities will be ¥ Natural Resource times during test procedures. Management The educator will assist in see- conducted at the park, while ing that all safety precautions pre-visit and post-visit ac- ¥ Stewardship are followed. It is also the re- tivities are designed for the sponsibility of the educator to classroom environment. The first occurrence of a be aware of special consider- Pre-visit activities should be vocabulary word used in ations, medical needs, etc. of introduced prior to the park these activities is indicated participants and be prepared to visit so that students will in bold type. Their defini- take appropriate precautionary tions are listed in the back have the necessary back- measures. Park staff should be of the activity packet. A list informed of any special con- ground and vocabulary for of the reference materials siderations prior to the group’s the on-site activities. We arrival at the park. used in developing the ac- encourage you to use the tivities follows the vocabu- post-visit activi- lary list. ties to reinforce concepts, skills This document was de- and vocabulary signed to be reproduced, in learned in the part or entirety, for use in pre-visit and on- North Carolina classrooms. site activities. If you wish to photocopy or These activities adapt it for other uses, may be per- please credit the N.C. Divi- formed indepen- sion of Parks and Recre- McCafferty: Aquatic Entomology. © 1981 Boston: Jones and Bartlett Publishers. dently or in a se- ation. Reprinted by permission.

Eno River State Park, NC 1.3 May 2000 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 transportation map and river basin map, students will learn that the Eno River watershed is part of the Neuse River Basin. They will trace the river from its headwaters to the ocean and identify key geographic locations, as well as potential point and nonpoint sources of pollution.

Major Concepts: ¥ River basin ¥ Watersheds ¥ Point and nonpoint pollution

Learning Skills: ¥ Observing, communicating, inferring ¥ Reading and interpreting maps ¥ Estimating distances

Objectives: ¥ Interpret and use the legends on the North Carolina state transportation map to answer five questions. ¥ Locate five geographic locations within the Neuse River watershed. ¥ Identify potential sources of point and nonpoint pollution in the Neuse River Basin.

#2 The Key to Water Quality (page 3.2.1) The students will practice using dichotomous keys to identify unknown tree leaves and macroinvertebrates found in the Eno River. Students will learn that macroinvertebrates are important indicators of water quality.

Major Concepts: ¥ Dichotomous key ¥ Indicator species ¥ Water quality ¥ Aquatic food webs

Learning Skills: ¥ Observing, classifying and communicating ¥ Reading taxonomic keys

Eno River State Park, NC 2.1.1 May 2000 Objectives: ¥ Use simple dichotomous keys to identify pictures of ten unknown leaves and five unknown macroinvertebrates. ¥ Name at least two aquatic macroinvertebrates that are tolerant of pollution and two that are intolerant of pollution. ¥ Give at least two reasons why macroinvertebrates are important to humans. II. On-Site Activities #1 Go with the Flow (page 4.1.1) Get wet while taking physical measurements of the river. Students will use their measurements to calculate water flow in the Eno River.

Major Concepts: ¥ Water flow ¥ Water quality ¥ Natural and human influences on water flow ¥ Aquatic habitats

Learning Skills: ¥ Observing, using numbers, collecting data in the field ¥ Measuring, averaging numbers, calculating water flow

Objectives: ¥ Calculate the rate of water flow using measurements and a mathematical formula. ¥ List three human actions that affect water flow. ¥ List three natural influences on water flow. ¥ Describe the important relationship between water quantity and quality. ¥ Describe three problems that can result from river water quantity extremes. ¥ Describe three problems that can result from river water quality changes. ¥ Discuss at least two things people can do to help protect rivers and water quality. #2 Mind Your p’s and H’s - The Power of Hydrogen (page 4.2.1) Learn to measure pH by using hands-on methods to determine the pH values of several different liquids including water from the Eno River.

Major Concepts: ¥ Water quality ¥ pH range (acid-neutral-base) ¥ Acid precipitation

Learning Skills: ¥ Observing, classifying ¥ Reading informational materials with complex vocabulary ¥ Expanding on information

Eno River State Park, NC 2.1.2 May 2000 Objectives: ¥ Demonstrate the use of litmus paper and the LaMotte test kit for determining pH. ¥ Find the pH of at least three common substances. ¥ List two natural influences that can affect the pH rating of a river. ¥ List two human influences that can affect the pH rating of a river. ¥ State the North Carolina Environmental Management Commission pH range for aquatic macroinvertebrates (6.0-9.0).

#3 Sediment: The “S” Word (page 4.3.1) Through a simple experiment, students will learn one method of measuring sediment. Using what they observe, students will discuss where sediment comes from, how it affects water quality, and ways to control sediment.

Major Concepts: ¥ Water quality ¥ Sediment ¥ Sedimentation ¥ Water pollution

Learning Skills: ¥ Observing, inferring and predicting ¥ Reading technical information and expanding on ideas

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

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

Major Concepts: ¥ Water quality ¥ Indicator species ¥ Adaptations ¥ Ecosystem ¥ Energy flow

Learning Skills: ¥ Observing, using numbers, classifying, inferring and predicting ¥ Reading informational materials; using keys and identification guides

Objectives: ¥ Describe three characteristics of aquatic macroinvertebrates that help them survive in aquatic habitats. ¥ Using keys and field guides, identify three macroinvertebrates in the field. ¥ Name three indicator species and explain how they are used to determine water quality. ¥ Calculate the stream index rating for a river. ¥ List and describe five factors necessary for a healthy river ecosystem. III. Post-Visit Activities #1 Fragile Waters (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: ¥ River basin ¥ Water quality ¥ Land use planning ¥ Resource management

Learning Skills: ¥ Observing, communicating and predicting ¥ Problem solving, respecting differences, working in groups ¥ Expanding on ideas, recognizing bias and persuasive techniques

Objectives: ¥ List two animal species endemic to the Neuse and Tar river watersheds. ¥ Evaluate the effects of different imaginary land uses on the Eno River watershed. ¥ List and discuss five ways to minimize damaging effects in the Eno River watershed. ¥ Balance the need to protect water quality with economic and other concerns while working with a group to arrange land use cutouts on a map. ¥ Give at least two examples of how air and water quality are connected.

Eno River State Park, NC 2.1.4 May 2000 #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 ¥ Environmental issues ¥ Stewardship ¥ Environmental sustainability

Learning Skills: ¥ Communicating, inferring, predicting ¥ Problem solving ¥ Creative writing

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 pollution and improve the sustainability of a river, stream, pond or other water body.

Eno River State Park, NC 2.1.5 May 2000 Correlation Chart

Note to classroom teachers: The following Correlation Chart shows how each activity in this Environmental Education Learning Experience (EELE) correlates with the North Carolina Department of Public Instruction (DPI) objectives in science, mathematics, social studies and English language arts. The activities are listed in the order in which they appear in this EELE. The recommended grade levels are listed along the side of the chart. Notice that only the objective numbers are listed. Use your DPI Teacher Handbook for each subject area to get a complete description of the objectives in that subject area.

Pre-Visit Activity #1: Map Trivia, p. 3.1.1 Grade Science English Lang. Arts Soc. Studies Mathematics

6 1.03 1.3, 2.2, 3.2, 3.9 2.12 Nature of Science Personal & Social Perspectives

7 1.04 2.3, 3.2 Nature of Science Personal & Social Perspectives

8 1.04,1.05, 2.01 1.1, 2.1, 3.2, 1.1, 1.2, 1.3 2.2 Nature of Science 3.6, 3.7 Skill Goals I & II Personal & Social Perspectives 4.06, 7.02 Earth Nature of Science Science Personal & Social Perspectives

Eno River State Park, NC 2.2.1 May 2000 Correlation Chart Pre-Visit Activity #2: The Key to Water Quality, p. 3.2.1 Grade Science English Lang. Arts Soc. Studies Mathematics

6 2.03, 2.04 1.1, 2.1, 2.3, Personal & Social 3.2, 3.9 Perspectives

7 2.2, 2.3, 3.2

8 1.04, 2.03 Personal & Social 1.1, 1.3, 2.1,3.2 Perspectives

Biology 3.02, 4.01, 4.03, 5.01 Personal & Social Perspectives

On-Site Activity #1: Go with the Flow, p. 4.1.1 Grade Science English Lang. Arts Soc. Studies Mathematics

6 2.03, 2.04 1.3, 2.1, 2.3, 1.13, 2.10, 2.11, Science as Inquiry 3.2, 3.9 2.13 Personal & Social Perspectives

7 2.3, 3.2, 3.11 1.8, 2.9, 3.3

8 1.02, 1.04, 2.02, 2.03, 2.05, 4.06, 2.1, 3.2, 3.6, 3.7, 1.3, 11.2 1.12, 2.1, 2.12, 3.10 Skill Goals I & II 3.1 4.07 Science as Inquiry Personal & Social Perspectives Earth 1.05, 4.01, 4.06, Science 7.01, 7.02 Science as Inquiry Personal & Social Perspectives

Eno River State Park, NC 2.2.2 May 2000 Correlation Chart On-Site Activity #2: Mind Your p's and H's, p. 4.2.1 Grade Science English Lang. Arts Soc. Studies Mathematics 6 2.03 1.3, 2.2, 2.3, Science Inquiry 3.2, 3.9 Personal & Social Perspectives

7 1.04, 4.05 1.2, 1.3, 2.3 Science Inquiry 3.2 Personal & Social Perspectives

8 1.02, 1.04, 2.03 2.1, 2.6, 3.2, 3.6, Science Inquiry 3.7, 3.10 Personal & Social Perspectives Earth 4.06, 7.02 Science Science Inquiry Personal & Social Perspectives

On-site Activity #3: Sediment: The "S" Word, p. 4.3.1 Grade Science English Lang. Arts Soc. Studies Mathematics

6 1,03, 2.03 1.3, 2.2, 2.3, Science Inquiry 3.2, 3.9 Personal & Social Perspectives

7 1.2, 1.3, 2.3, 3.2

8 1.02, 1.04, 1.05, 2.1, 2.6, 3.2, 3.6, 2.03, 2.05 3.7, 3.10 Science Inquiry Personal & Social Perspectives

Earth 1.04, 4.01, 4.06, Science 7.02 Science Inquiry Personal & Social Perspectives

Eno River State Park, NC 2.2.3 May 2000 Correlation Chart On-site Activity #4: Water Bugs, p. 4.4.1 Grade Science English Lang. Arts Soc. Studies Mathematics

6 2.03, 2.04 1.2, 1.3, 2.1, 2.3, 1.9, 1.13, 3.4, Science Inquiry 3.2, 3.9 4.1, 4.2 Personal & Social Perspectives

7 1.2, 2.3, 3.2 3.3, 3.5, 4.4

8 1.02, 1.04, 2.02, 2.03 1.1, 1.3, 2.1, 3.2, 1.2, 1.12, 3.1, Science Inquiry 3.6, 3.7, 3.9, 3.10 4.4, 4.6 Personal & Social Perspectives 3.02, 3.03, 4.01, Biology 4.02, 4.03, 5.01 Science Inquiry Personal & Social Perspectives

Post-Visit Activity #1: Fragile Waters, p. 5.1.1 Grade Science English Lang. Arts Soc. Studies Mathematics

6 1.03, 2.02, 2.03 1.2, 1.3, 2.2, 3.2, Sci. & Technology 3.4, 3.9 Personal & Social Perspectives

7 1.04 1.2, 1.3, 2.3, 3.2, Sci. & Technology 3.3, 3.11, 3.12 Personal & Social Perspectives

8 1.04, 1.05, 2.03, 1.1, 1.2, 2.3, 2.6, 1.1, 1.2, 1.3, 1.4, 2.05 3.2, 3.3, 3.7, 3.9, 1.5, 3.2, 11.2 Sci. & Technology 3.10 Skill Goals I, II, III, Personal & Social & IV Perspectives

Earth 4.06, 7.02, 7.03 Science Sci. & Technology Personal & Social Perspectives

Eno River State Park, NC 2.2.4 May 2000 Correlation Chart

Post-Visit Activity #2: Troubled Waters, p. 5.2.1. Grade Science English Lang. Arts Soc. Studies Mathematics

6 1.03 1.3, 1.5, 2.2, 3.1, Nature of Science 3.2, 3.4, 3.9, 3.12, Personal & Social 4.1, 5.1, 5.4, 5.7, 6.2 Perspectives

7 1.04 1.1, 1.2, 1.3, 2.3, Nature of Science 3.1, 3.2, 3.11, 3.12, Personal & Social 4.1, 4.2, 5.3, 5.6, Perspectives 6.2, 6.7

8 1.04,1.05, 2.01, 1.1, 1.2, 2.1, 2.2, 1.3, 11.2 2.02, 2.03, 2.05 2.3, 3.1, 3.2, 3.6, Skill Goals I-IV Nature of Science 3.7, 3.9, 3.10, 4.1, Personal & Social 4.2, 4.3, 5.1, 5.5, Perspectives 6.2, 6.3

Earth 4.06, 7.02, 7.03 Science Nature of Science Personal & Social Perspectives

Eno River State Park, NC 2.2.5 May 2000 Pre-Visit Activity #1 Map Trivia

Objectives: Major Concepts: ¥ Interpret and use the leg- ¥ River basin ¥ Watersheds ends on the North Caro- ¥ Point and nonpoint source lina transportation pollution map to answer five questions. Learning Skills: ¥ Locate five geo- ¥ Observing, communicat- NORTH CAROLINA graphic locations TRANSPORTATION MAP ing, inferring ¥ Reading and interpreting within the Neuse River maps Basin. ¥ Estimating distances ¥ Identify potential sources of point and Subject Areas: nonpoint pollution in the ¥ Science Neuse River Basin. ¥ English Language Arts ¥ Social Studies ¥ Mathematics * See Activity Summary Educator’s Information: for a Correlation with DPI objectives in these subject his activity is designed areas. Tto illustrate the concept that the Eno River water- Location: Classroom shed is part of a larger river on river basins. This map is systemÐÐthe Neuse River preferred for this activity. Group Size: 30 students Basin. Students will trace 2. Have each group of stu- Estimated Time: 60 minutes the river from its headwaters to the ocean, using map leg- dents answer questions on Appropriate Season: Any ends and identifying key the worksheet, using the geographic locations along map as a reference. Materials: the water course. Students Provided by educator: will participate in a group 3. After the groups have Per student: One copy of activity to obtain the answers finished their worksheets, Student's Information and have each group answer one Neuse River Basin Map for the worksheet. Per group of 4 students: of the questions and explain Map Trivia worksheet and Instructions: how they got the answer to current North Carolina Part 1 Ð Map Trivia the class. Continue with transportation map each group reporting their answer until all questions 1. Provide one North Caro- Maps are available through have been answered and lina transportation map and your local tourism office or by discussed. calling: one worksheet for every four 1-800-VISITNC students. or 1-877-DOT-4YOU Note: The 2000 transportation map includes an insert

Eno River State Park, NC3.1.1 May 2000 Part 2Ð Sources of Water 2. Ask students to read the following questions: Pollution Student's Information that ¥ Define point and nonpoint discusses point and source pollution, giving ex- 1. Have students use the nonpoint source pollution. amples of each. Neuse River Basin map in Then, using the Neuse River ¥ Explain the connection be- this activity, along with the Basin map and the DOT tween air and water pollu- DOT map, to determine how map, teams of students tion. many cities with a popula- should list possible sources ¥ Describe at least three tion over 10,000 exist in the of point and nonpoint pollu- ways that they, as individuals, may be contributing to Neuse River Basin. [An- tion in the Neuse River Ba- swer: eightÐÐDurham, Cary, water pollution and what sin. (To find out about ac- can be done about it. Raleigh, Garner, Smithfield, tual sources of pollution, Goldsboro, Kinston, and call the Divison of Water Extentions: New Bern.] Quality at (919) 733-5083 to If research on the web is Ask students to find the receive a copy of the Neuse possible, have students find population growth statistics River Basinwide Water located on the Neuse River Quality Management Plan. out what river basin they Basin map. Note also that Or, see web site given under live in. Use the Division of one-third (33%) of all the Extensions.) Water Quality web site at: monitored streams in the ba- http://h2o.enr.state.nc.us/ sin are listed as “impaired” Assessment: wqs/ At this site, you can (from the 1998 study of the As a post-test, design view basin statistics and Neuse). Discuss: If popula- some questions of your own maps for all the river basins tion continues to grow as about the Neuse River Basin in North Carolina. You can projected, what might hap- (or another river basin), also find recent data on pen to the water quality in based on the DOT map. In dissolved oxygen, salinity, the river basin? Explain. addition, ask students to pH, etc. for the Neuse Sample Answer: The water write their answers to the River. quality of the basin would likely decrease due to in- creased amounts of sediment and other types of runoff from lawns, streets and parking lots. To provide for a growing population, more water will be needed for households, businesses and industries. A reduction in the quantity of water would result in a concentration of pollutants in the remaining water supply.

Eno River State Park, NC3.1.2 May 2000 Student’s Information:Trivia Map

ach of us lives in a water- Sedimentation Air Pollution Eshed. Unfortunately, many Sediment is the main source Atmospheric pollutants can of our watersheds today are of pollution of North Caroli- cause problems when they being damaged by pollution. na's surface waters. Sedimen- reach water bodies as wet or Water pollution is generally tation (or erosion) results dry fallout. According to defined as human-caused mainly from construction sites, recent scientific studies, 25- contamination of water that urban runoff, row-cropping, 50% of the nitrogen entering reduces its usefulness to hu- livestock operations, and eastern North Carolina water- mans and other organisms. logging operations. Sediment ways each year comes from often carries other pollutants atmospheric sources. One Scientists divide water along with it. It can have a important source is the com- pollution into two major negative impact on recreation- bustion of fossil fuels in categories: point and nonpoint. al, industrial and municpal vehicles, factories and power Point source pollution comes water uses, as well as on plants. Another source is the from a localized source and is aquatic habitats. Sediment vaporization of wastes and fairly easy to pinpoint. An can fill lakes, navigation fertilizers from large farming example would be a specific channels and harbors, resulting operations and wastewater type of chemical that a factory in costly dredging operations. treatment plants. Nitrogen releases through a pipe into a oxides contribute to acid rain, stream. The factory may be the Nutrients which increases the acidity of only source of this particular Other than sediment, the our waters. chemical in the watershed. We pollutants of greatest concern could prevent further pollution from both rural and urban It is important to realize from the chemical by ordering areas are nutrients. Nutrients that the Eno River watershed the factory to stop discharging are compounds containing is connected to many other into the water. nitrogen and/or phosphorous. small watersheds that make up They stimulate plant growth, the Neuse River Basin. If one Nonpoint source pollution causing algal blooms. When watershed in the basin be- cannot be easily traced to a the algae die and sink to the comes contaminated, it will specific source. It often occurs bottom, they use up oxygen as eventually affect all the water- as runoff from large areas such they decompose. Fish kills sheds downstream. Water- as farms, logging roads, con- occur when dissolved oxygen sheds near the ocean can be struction sites, lawns, streets drops below levels needed by severely degraded by the and parking lots. Nonpoint fish to breathe. accumulation of pollutants source pollution does not enter from many sources. the waterway at a single point Point sources of nutrients or orginate from a single may be traced to septic tank As you explore the Neuse location. Therefore, it is much failures or discharges from River Basin on the transporta- harder to manage than point wastewater treatment plants. tion map, consider the various source pollution. Examples of Nonpoint sources include sources of pollution that might nonpoint source pollution runoff from urban lawns and enter the basin from Hillsbor- include sediment, nutrients and farm fields, as well as atmo- ough to the Atlantic Ocean. pesticides. spheric sources.

Eno River State Park, NC3.1.3 May 2000 Neuse River Basin Map

Note: Lakes, rivers and sounds are shown in black. Major cities and towns are dark gray.

Neuse River Basin Statistics

Area: Stream Miles: No. of Counties: than 5% of their area in basin) No. of Subbasins: Population (1990): Est. Population (1996): Projected Pop. (2017): % pop. increase: Pop. Density (1990): Impaired Monitored Stream Miles: % Impaired Monitored in Basin:

6,235 square miles

3,440

24 (17 counties with more

36%

1,015,511

181 persons/square mile

1,593,937

1,175,032

33%

454

Map Courtesy of Department of Environment and

Natural Resources, Division of Water Quality

Eno River State Park, NC3.1.4 May 2000 Map Trivia Worksheet

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 16. New Bern is closest to county where the Eno River sound into which the water what latitude and longitude? begins? from the Eno River flows? ______

2. Name the 5 counties 10. Approximately how many 17. Name at least six points surrounding Orange County. miles are there between of interest (see map symbols) ______Durham and New Bern in a within 3 miles of the Eno and ______straight line? Neuse Rivers from Eno River ______State Park to New Bern. kilometers ?______3. Name the river that joins ______the Eno River near Camp 11. List at least 3 state parks ______Butner (northwestern end of and recreation areas located ______Falls Lake)? along the path that the Eno ______River takes to the ocean. ______4. List the counties the Eno ______18. Name the national forest River flows through before be- ______found along the Neuse River. coming the Neuse River near ______Camp Butner (northwestern ______end of Falls Lake). 19. Name the river located ______12. What is the approximate west and south of the Eno ______distance from Ranger, NC to River near Burlington. ______Whalebone, NC? ______in miles ______To what river basin does it 5. Approximately how long in kilometers ______belong?______is the Eno River? in miles ______13. What is the map symbol 20. Near what large city does in kilometers ______for park campsites? the river from question 19 ______reach the ocean? 6. What is the name of the ______reservoir into which the Eno 14. A major tributary that River flows? drains parts of Greene, Pitt and 21. Name the river (or river ______Wilson counties enters the basin) located north and east Neuse River just below what of Falls Lake. 7. What is the name of the city (with a population over ______river which eventually carries 10,000)? the water from the Eno to the ______22. Near what city (with ocean? population over 10,000) does ______15. What is the closest the river from question 21 mix latitude and longitude to with the waters of the Pamlico 8. What is the first town Eno River State Park? Sound? with a population over 2,000 ______through which the Eno flows? ______

Eno River State Park, NC3.1.5 May 2000 Answers for Map Trivia

1. Orange County 11. Eno River State Park, 17. Bennett Place, Falls Lake State Stagville Center, 2. Caswell, Person, Recreation Area, Clemmons Educa- Durham, Alamance, Waynesborough State tional State Forest, Chatham Park (on 92/93 or later Waynesborough maps), Cliffs of the State Park (on 92/93 3. Flat River Neuse State Park or later maps), Cliffs of the Neuse State 4. Two - Orange and 12. Approximately 500 Park, Caswell Memo- Durham miles rial & CSS Neuse, Approximately 805 Tryon Palace, Ava 5. Approximately 33 kilometers Gardner Museum miles Approximately 53 13. A tent 18. Croatan National kilometers Forest 14. Kinston 6. Falls Lake Note: The tributary, not 19. Haw River; Cape Fear named on the DOT River Basin 7. Neuse River map, is Contentnea Creek. 20. Wilmington, NC 8. Hillsborough 15. 79 degrees longitude, 21. Tar River (or Tar- 9. Pamlico Sound 36 degrees latitude Pamlico River Basin)

10. Approximately 120 16. 77 degrees longitude, 22. Washington, NC miles 35 degrees latitude Approximately 193 kilometers

Eno River State Park, NC3.1.6 May 2000 Pre-Visit Activity #2 The Key to Water Quality

Major Concepts: Objectives: Illustrations and the Key to ¥ Dichotomous key ¥ Use simple dichotomous Common Macroinverte- ¥ Indicator species keys to identify pictures brates. As a class, work ¥ Water quality of ten unknown leaves through the key to identify ¥ Aquatic food webs and five unknown macro- animal #1, then have the stu- invertebrates. dents identify the rest of the Learning Skills: ¥ Name at least two aquat- ¥ Observing, classifying, macroinvertebrates on their and communicating ic macroinvertebrates own. ¥ Reading taxonomic keys that are tolerant of pollution and two that are in- When everyone is done, Subject Areas: tolerant of pollution. have individual students or ¥ Science ¥ Give at least two reasons groups share how they iden- ¥ English Language Arts why macroinvertebrates * See Activity Summary tified one of the macroinver- for a Correlation with DPI are important to humans. tebrates. Ask them to use the Key to Common Macro- objectives in these subject Educator’s Information: areas. invertebrates to determine if his activity introduces their organism is tolerant, Location: Classroom Tstudents to dichotomous intolerant or moderately tol- keys. Students will key out Group Size: 30 students erant of pollution. Discuss several macroinvertebrates, the importance of macroin- Estimated Time: 50 minutes using the same key that they vertebrates as indicators of will use at the park during water quality and members Appropriate Season: any On-Site Activity #4, “Water of food webs. Bugs.” Students will also Materials: learn that macroinvertebrates Provided by educator: Assessment: Per student or group: One are indicator species that Use the test found at the copy of the followingÐÐ help us determine water qual- end of this activity. Can stu- Student's Information; Key ity. A discussion of their role dents follow the “text only” to 10 Common Leaves; 10 in aquatic food webs is in- key to identify the five un- Common Leaves; Key to cluded in the Student's Infor- known macroinvertebrates? Common Macroinvertebrates mation. On the back of their papers, Found at Fews Ford, Eno River State Park; and Aquat- ask students to write, in ic Life Illustrations. Instructions: paragraph form, two reasons Have the students read the why macroinvertebrates are Student’s Information and important to humans. use the Key to 10 Common Leaves to identify the leaves Test Answers: 1-caddisfly on the 10 Common Leaves larva, 2-scud, 3-mayfly worksheet. As a class, go nymph, 4-ramshorn snail, over the answers and discuss and 5-riffle beetle adult. any difficulties encountered. The scud is moderately tol- Scud Next, give each student (or erant of pollution. All the McCafferty: Aquatic Entomology. © 1983:Jones and Bartlett Publishers, Sudbury, MA. WWW.jbpub.com. Reprinted with permission. group) a copy of Aquatic Life others are intolerant.

Eno River State Park, NC 3.2.1 May 2000 Student’s Information: The Key toWater Quality

Name That “Bug”! How a Dichotomous Key Food Webs Works ne important method for Many of the macroinverte- Odetermining water quality Practice using the Key to 10 brates are predators that eat is to look at what lives in the Common Leaves first. Notice other animals; for example, the water. When you visit Eno that the list of leaf characteris- dobsonfly larva and the drag- River State Park, you’ll be tics is arranged as a series of onfly nymph. Others, like doing just thatÐÐidentifying either/or statements. For each freshwater mussels, scuds and water “bugs”! pair of statements, only one caddisfly larvae, eat detritus will be the correct description (decaying materials) in the The numbers of organisms of the unknown leaf. For water. Some, like leeches, are you find in the river and the example, if you are handed a parasites on fish, reptiles or diversity of species will tell leaf from a pine tree to identi- mammals. All the macroin- you if the river is healthy. fy, you would start at the top of vertebrates play an important Excellent water quality is the key with these two choices: role in the food web of a river indicated by the presence of a 1. Leaf long and needle-like, or or stream. For example, many large number of different kinds 2. Leaf not needle-like. fish depend on aquatic insects of organisms, especially those for food. Without them, most intolerant of pollution. Exam- A pine needle is long and of the fish would starve and ples of animals that require needle-like, so you would the food web would begin to excellent water quality are choose statement 2 and contin- collapse. Mussels, snails and stoneflies, freshwater mussels ue to the next pair of choices crayfish are eaten by a wide and water pennies. Only under that side of the dichoto- variety of animals, including certain kinds of animals are mous key. more terrestrial species such as able to live in polluted water. the raccoon. If the acidity of the water is too After you have mastered the high or if dissolved oxygen is leaf key, you can try the Key to too low, most aquatic animals Common Macroinvertebrates. cannot survive. Examples of A macroinvertebrate is an animals that are tolerant of invertebrate (animal without a pollution are black fly larvae, backbone) that can be seen leeches and certain types of with the naked eye. Many of So the next time you see an worms. them are insects or insect “ugly bug” in the water, don’t larvae, but only a few are true turn away in disgust. Learn In this activity, you’ll meet bugs. Macroinvertebrates also its name by keying it out! some of the animals that live in include many non-insect This little animal can tell you the Eno River. You’ll also groupsÐÐmollusks (example: what’s happening to your learn how to identify or classi- snails and mussels) and crusta- favorite swimming hole or to fy them using a dichotomous ceans (example: crayfish). the water supply for your key. A dichotomous key Notice that each macroinverte- town. That’s why we call it an divides characteristics that brate’s name on the key is indicator speciesÐÐits pres- describe organisms into two followed by a letter “T” (toler- ence or absence can be used to choices. At each level of the ant of pollution), “I” (Intoler- determine the health of a key, you will pick the choice ant) or “M” (moderately particular environment. Re- that best describes the organ- tolerant). member that “beauty is in the ism you are trying to identify. eye of the beholder”!

Eno River State Park, NC 3.2.2 May 2000 Blade

teeth

Leaf without

Willow oak Willow

Vein

Midrib

Lobe

Leaf Base

Sinus

Petiole

spines

Teeth without

River birch

Spine

lobes

Leaf without

Leaf not needle-like

Leaf edge with teeth

Tip

with spine

Each tooth

Wavy-edged

American holly

Fine-toothed

Single-toothed

Doubled-toothed

Coarse-toothed

Red maple

(Tree Leaves) (Tree

Leaf with 3 lobes;

petiole shorter than 3.5 cm

10 11 12

Key to 10 Common Leaves

with teeth

Edge of leaf

than 2 cm

Tulip poplar Tulip

White oak

Leaf petiole longer

than 1 cm

Loblolly pine

Sweet gum

Petiole of leaf less

Leaves in group of 3;

Inches

Leaf with 5 lobes;

Centimeters

more than 10 cm long

petiole 3.5 cm or longer

567

Leaf with lobes

Leaf long

& needle-like

Edge of leaf

without teeth

Petiole of leaf

1 cm or longer

Shortleaf pine

than 2 cm

Sassafras

Leaves in group of 2;

Leaf petiole less

less than 10 cm long

Eno River State Park, NC 3.2.3 May 2000 10 Common Leaves

1. 2. 3.

5. 4. 6.

7. 8.

10.

Eno River State Park, NC 3.2.4 May 2000 .

Body without suction disks

Freshwater worm (T)

Aquatic Entomology

Scud (M)

III

Worm-like

side, swims with legs

Body with

Leech (T)

Group Group Group

at both ends

Shrimp-like body flattened to

suction disks

Index Value

No obvious legs

Legend

Lobster-like

Crayfish (M)

tail appendages

tapered at both ends

Crane fly larva (M)

No distinct head, body

Short inconspicuous

Dragonfly nymph (M)

Pollution Tolerance

( I )( I Intolerant - (M) - Moderate (T) - Tolerant

Caterpillar-like

no gill tufts

Fish fly (I)

Distinct head,

Black fly larva (T)

enlarged abdomen

broad & oar-like

Tail appendages

Damselfly nymph (M)

pairs of legs

More than three

Dobsonfly larva (I)

gill tufts at base of

lateral appendages

prominent pinchers

bristle-like

Body dark, head with

Three tailed

Tail appendages

Mayfly nymph (I)

Without shells

tail appendages

Long conspicuous

Entire body

soft/cylindrical

Tail-like

appendages

Coiled shell

Macroinvertebrates

Two tailed

No wings

Ramshorn snail (I)

Stonefly nymph (I)

Caddisfly larva (I)

or without a portable case

Body white to greenish with

Obvious legs

Single shell

No tail-like

small round

appendages

Water penny

beetle larva (I)

Body with hardened

exoskeleton, flattened

Found at Fews Ford, Eno River State Park

Spiral shell

Pouch snail (I)

Key To Common Macroinvertebrates To Key

adult (M)

Active under

water surface

Water scorpion

With shells

Three pairs of legs

spread legs

black body

Thin body with wide

than wide

Shell longer

Crawls on rocks,

Riffle beetle adult (I)

Active on

adult (M)

Freshwater mussel (I)

water surface

Water strider

Double shell

Two pairs of wings

extending over abdomen

Hind legs long

Beetle-like

appearance

short

Hind legs

Swims on back

adult (M)

two long oar-like legs

in shape (rounded)

Shell nearly uniform

Whirligig beetle

Backswimmer adult (M) Eno River State Park, NC Freshwater clam (M) 3.2.5 May 2000 Aquatic Life Illustrations

2. 3.

5. 6.

Eno River State Park, NC 3.2.6 May 2000 Answer Sheet to 10 Common Leaves

1. Willow oak 2. Sassafras 3. Sweet gum

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

9. Red maple

7. American holly 8. White oak

10. Loblolly pine

Eno River State Park, NC 3.2.7 May 2000 Answer Sheet to Aquatic Life Illustrations

1. backswimmer adult

2. crayfish 3. water penny

4. stonefly nymph

5. freshwater mussel 6. leech

Eno River State Park, NC 3.2.8 May 2000 The Key to Water Quality Ð Test

Can you identify these five macroinvertebrates? Use the key to help you.

1. © with case

______

2. © ______

3. sideview © ©

______

Note: This winged insect was found crawling on rocks in the river. 6. Which of the five animals (above) could live in water that is somewhat polluted? ______McCafferty: Aquatic Entomology. © 1983: Jones and Bartlett Publishers, Sudbury, MA. WWW.jbpub.com. Reprinted with permission.

Eno River State Park, NC 3.2.9 May 2000 worm (T)

Freshwater

Body without suction disks

Scud (M)

III

Worm-like

side, swims with legs

Body with

Leech (T)

Group Group Group

at both ends

Shrimp-like body flattened to

suction disks

Index Value

No obvious legs

Legend

Lobster-like

Crayfish (M)

tail appendages

tapered at both ends

Dragonfly nymph (M)

No distinct head, body

Crane fly larva (M)

Short inconspicuous

Pollution Tolerance

( I )( I Intolerant - (M) - Moderate (T) - Tolerant

Caterpillar-like

No gill tufts

Fish fly (I)

Distinct head,

broad & oar-like

Tail appendages

enlarged abdomen

Black fly larva (T)

Damselfly nymph (M)

pairs of legs

More than three

Gill tufts at base of

lateral appendages

prominent pinchers

Dobsonfly larva (I)

Body dark, head with

Three tailed

bristle-like

Without shells

Tail appendages

tail appendages

Mayfly nymph (I)

Long conspicuous

Entire body

soft/cylindrical

Tail-like

appendages

Coiled shell

Macroinvertebrates

No wings

Ramshorn snail (I)

Two tailed

Stonefly nymph (I)

Caddisfly larva (I)

or without a portable case

Body white to greenish with

Obvious legs

Single shell

No tail-like

appendages;

small & round

Water penny

Body with hardened

exoskeleton, flattened

Riffle beetle larva (I)

Spiral shell

Pouch snail (I)

adult (M)

Active under

water surface

With shells

Water scorpion

Three pairs of legs

spread legs

black body

Thin body with wide

than wide

Shell longer

Riffle beetle adult (I)

Crawls on rocks,

The Key to Water Quality - Key for Test Quality - Key for Water The Key to

adult (M)

Active on

Freshwater mussel (I)

Water strider

water surface

Double shell

Two pairs of wings

extending over abdomen

Hind legs long

Beetle-like

appearance

short

Swims on back

Hind legs

adult (M)

two long oar-like legs

in shape (rounded)

Shell nearly uniform

Backswimmer adult (M)

Whirligig beetle

Freshwater clam (M)

Eno River State Park, NC 3.2.10 May 2000 On-Site Activity #1 Go With The Flow

Major Concepts: Calculating Water Educator's Information: ¥ Water flow ¥ Water quality Flow in the Eno n this activity, the students ¥ Natural and human influ- River will learn a simple method ences on water flow I ¥ Aquatic habitats for determining water flow. Objectives: They will then use this infor- Learning Skills: mation to explore the ways ¥ Observing, using num- ¥ Calculate the rate of wa- that water flow and water bers, collecting data in ter flow using measure- quality are affected by hu- the field ments and a mathemati- man and natural factors. ¥ Measuring, averaging cal formula. numbers, calculating wa- They will also be asked to ter flow ¥ List three human actions think of ways they can influ- that affect water flow. ence local governments to Subject Areas: ¥ List three natural influ- protect water quality. ¥ Science ences on water flow. ¥ Mathematics ¥ Describe the important To prepare your students ¥ English Language Arts relationship between wa- ¥ Social Studies for their visit we recommend * See Activity Summary ter quantity and quality. Pre-visit Activity #1, “Map for a Correlation with DPI ¥ Describe three problems Trivia.” objectives in these subject that can result from river areas. water quantity extremes. Instructions: ¥ Describe three problems Location: that can result from river 1. Prior to your visit to the Fews Ford Access Area water quality changes. park, have students read the Group Size: ¥ Discuss at least two Student's Information. Lead 8 students per group things people can do to a brief discussion concerning help protect rivers and the importance of water flow Estimated Time: 30 minutes water quality. in maintaining water quality. Explain that in this activity, Appropriate Season: April through October the students will learn how to calculate water flow and thus Materials: be able to evaluate this as- Provided by park: pect of the Eno River’s life jackets, throw ropes, 100 ft. tape measure, metal water quality. yardstick, stopwatches, tennis balls, boundary 2. Explain the method for ropes, charts, activity measuring water flow and sheets, clipboards, pencils safety procedures that must Provided by educator: be followed. worksheets (one per student), pencils 3. Select three students to get Special Considerations: into the water. Have two See the safety message in McCafferty: Aquatic Entomology. students measure the length © 1983: Jones and Bartlett Publishers, Sudbury, MA. the Introduction page 1.3. WWW.jbpub.com. Reprinted with permission. and width, and one student

Eno River State Park, NC 4.1.1 May 2000 measure the depth of the 6. Lead a discussion of fac- Basics" under Student's In- flow space. Have the other tors that affect water flow formation for specific ex- students write down the (natural and human), and amples of how changes in measurements on their how these factors in turn af- water flow alter aquatic worksheets. fect aquatic life. (Natural habitats.) factors affecting water flow 4. Select four students to include drought, flooding 7. Discuss how low (or measure the rate of flow. and natural stream obstruc- high) water flow can affect Have two students, each tion, i.e., beaver dams or log aquatic food webs. (When with a ball, go to the up- jams. Human activities in- the aquatic habitat changes stream end of the flow clude dams, irrigation, and as a result of water flow de- space. Have two other stu- industrial use. These natural crease or increase, some ani- dents, each with a stop- and unnatural water controls mals may die. Other ani- watch, go to the downstream can adversely impact aquatic mals that depend on them end of the flow space. The organisms by reducing wa- for food will also eventually student with ball #1 should ter flow and decreasing wa- die.) place it in the river upstream ter quality. See "Water Flow from the beginning of the flow space and hold his/her hand in the air. As the ball passes the beginning of the flow space, he/she quickly drops his/her hand. This is the signal for the student with stopwatch #1 to start the stopwatch. The stopwatch is stopped the moment the ball passes out of the flow space. He or she will then retrieve the ball, and they will repeat this four more times. The students with ball #2 and stopwatch #2 will follow the same proce- dure. The other students will record the flow rates on their worksheets as the students with the stopwatches an- nounce them.

5. Have all the students determine the four averages and then calculate the water flow rate in cubic feet/second. Discuss these results and what they might mean to the Eno River’s water quality.

Eno River State Park, NC 4.1.2 May 2000 8. Ask the students how they Assessment: 4. Finally, ask your students can influence the govern- Pencil and Paper TestÐÐ to give several ways that ment to protect our water re- people can protect rivers and sources. Be sure to empha- 1. Create your own post-test water quality. size the importance of every- by filling in the sections A, one being involved in caring B, C, and D on the work- Extension: for our resources (steward- sheet in this activity. Can Although water flow is ship). The Eno River Asso- students calculate the water more often expressed in cu- ciation is an organization that flow with the data you have bic feet per second, you can exemplifies stewardship. If provided? ask your students to convert time allows, the leader will this to the metric system. To briefly explain how the park 2. Ask students to list three convert cubic feet per sec- was created with the help of natural causes and three hu- ond to cubic meters per sec- the Eno River Association. man causes for changes in ond, multiply by 0.03. Ex- water flow. ample: 371 cubic feet per second becomes 11.13 cubic 3. Have students describe meters per second. two ways that low flow can affect water quality. Repeat for high flow.

Eno River State Park, NC 4.1.3 May 2000 Student’s Information: Water Flow

ater flow refers to the verted from the Colorado! flowing, evaporation has Wamount of water mov- (Multiply 16.5 million by caused it to become very ing in a river or stream. Some 325,850 to see how many salty. At this point, the salt of the ways that we express gallons are taken from the content averages 700 parts the rate of flow are gallons river each yearÐÐover five per million, which is much per second, cubic feet per trillion gallons!) Sometimes too salty for irrigation. second, or acre feet per sec- the water level is so low that ond. (An acre foot is equal to rafters can not run certain A huge delta and estuary one acre of water one foot rapids in the Grand Canyon. at the mouth of the Colorado deep, or 325,850 gallons of used to be one of the most water.) When you visit Eno Dams above the canyon productive in the Southwest. River State Park, you will control how much water However, the decrease in participate in an activity to moves through the canyon. water flow has caused many estimate the water flow in cu- This has had a big impact changes. In 1922 ecologist bic feet per second. Why is on aquatic life. For ex- Aldo Leopold explored the this important? Read the fol- ample, before the Colorado delta. He described it “as a lowing story and discover was dammed, the river milk and honey wilderness why water flow is such an flowed cold and carried lots where egrets gathered like a important concept. of mud and silt during the premature snow storm, jag- spring floods. In the fall, it uars roamed, and wild mel- The river is the Colorado. slowed to a warm clear ons grew.” Since that time It begins in the Colorado trickle. Native species were two marine animals have be- Rockies and empties 1,450 well adapted to these condi- come endangeredÐÐone a miles later into Mexico’s tions. Now dams trap sedi- porpoise and one a large fish Gulf of California. The ment in huge reservoirs and called a totoaba. (The Colorado provides water for constantly release clear cold totoaba spawned in the estu- seven western states. This water from the bottom of the ary, and the tide carried their includes water for human lake. This creates excellent eggs up into the natural consumption as well as irri- habitat for introduced spe- nursery of the delta.) gation for farms and domes- cies, like trout, but is con- tic livestock. The Colorado tributing to the near extinc- According to saltwater is one of the most controlled tion of several native species agronomist Nicholas rivers in the world. It has of fish that do not tolerate Yensen, “The river was like scores of dams, hundreds of the cold water. the Nile in its importance to miles of aqueducts and tun- the delta; unknown species nels, dozens of pumping sta- By the time the Colorado may have disappeared...” tions, thousands of miles of River reaches the Gulf of As a result of the decrease in canals, and more than 30 hy- California, it is barely a water flow, entire aquatic droelectric plants. Water is trickle. At times the river communities have disap- pumped from the Colorado to dries up before it reaches the peared and food webs have cities like San Diego, Califor- gulf. Even if there is water collapsed. nia; Las Vegas, Nevada; Den- ver, Colorado; and Phoenix, Arizona. Each year 16.5 million acre feet of water are di-

Eno River State Park, NC 4.1.4 May 2000 Water Flow Basics You might be surprised ¥ Low water flow also towns and cities divert rain- to learn that even the Eno is means low water volume. water into storm drains that affected by low water flow. With less water available empty into rivers. This Such conditions can have to dilute pollutants, toxic stormwater can bring toxic adverse effects on the entire levels are reached more materials into the river: ve- aquatic community. quickly. hicle oil and gas from pave- ment; chemicals used in ¥ When water levels are ¥ Last but not least, you farming and lawn care; over- low, the water tempera- might be forced to con- flow from wastewater ture can increase and re- serve water during low treatment plants; and trash sult in less dissolved flow periods to make sure from dumps and other oxygen being available. you have enough to drink sources. This can be deadly to and bathe. macroinvertebrates and As you can see, water fish. W e have talked a lot about flow is very important to us. low water levels but high Using water wisely and pro- ¥ Algae can spread rap- flow levels affect us also. tecting our river’s water- idly during low water Heavy rains wash exposed shed from unwise use are flow, and these plants use soil into the river. This sedi- two ways we can help main- tremendous amounts of ment can suffocate macroin- tain a healthy and more oxygen as they decay. vertebrates, kill fish eggs, natural water flow. Fish kills can occur be- and alter habitat. A lot of cause of insufficient dissolved oxygen.

¥ During low water levels there is less habitat for river animals, and they become more vulnerable to predators.

A beaver dam reduces water flow downstream, while providing a wetland habitat upstream. How does a beaver dam differ from a manmade dam?

Eno River State Park, NC 4.1.5 May 2000 Worksheet for On-Site Activity #1 How To Calculate Water Flow

A - Average length of flow space C - Average depth of flow space B - Average width of flow space D - Time of flow through space Solving for X = water flow rate in cubic ft./sec. Equation: A x B x C ÷ D = X

A Average length of flow space North bank ______ft. + South bank ______ft. = ______÷ 2 = ______ft.

B Average width of flow space Up river ______ft. + Down river ______ft. = ______÷ 2 = ______ft.

C Average depth of flow space 1.______in. + 2.______in. + 3.______in. + 4.______in. + 5.______in. = ______in.

______in. ÷ 5 = ______in. ÷ 12 in. = ______ft.

D Average rate of flow through flow space Ball 1 1._____sec. + 2._____sec. + 3._____sec. + 4._____sec. + 5._____sec. = _____sec. Ball 2 1._____sec. + 2.______sec. + 3.______sec. + 4.______sec. + 5._____sec. = _____sec.

Ball 1 ____ sec. + Ball 2 _____sec. ÷ 10 = ______sec.

Equation: ______ft. x ______ft. x ______ft. ÷ ______sec. = ______cubic ft./sec. A BC D X

Eno River State Park, NC 4.1.6 May 2000 Answer Sheet for On-Site Activity #1 (An Example) How To Calculate Water Flow

A Average length of flow space North bank ______80 ft. + South bank ______95 ft. = ______175 ÷ 2 = ______87.5 ft.

B Average width of flow space Up river ______75 ft. + Down river ______83 ft. = ______158 ÷ 2 = ______79 ft.

C Average depth of flow space 1.______10 in. + 2.______18 in. + 3.______24 in. + 4.______12 in. + 5.______6 in. = ______70 in.

______in.70 ÷ 5 = ______14 in. ÷ 12 in. = ______1.17 ft.

D Average rate of flow through flow space Ball 1 1. 20 sec. + 2. 22 sec. + 3. 18 sec. + 4. 23 sec. + 5. 21 sec. = 104 sec. Ball 2 1. 21 sec. + 2. 26 sec. + 3. 24 sec. + 4. 21 sec. + 5. 22 sec. = 114 sec.

Ball 1 _____104 sec. + Ball 2 _____114 sec. ÷ 10 = ______21.8 sec.

Equation: ______87.5 ft. x ______79 ft. x ______1.17 ft. ÷ ______21.8 sec. = ______371 cubic ft./sec. A BC D X

Eno River State Park, NC 4.1.7 May 2000 On-Site Activity #2 Mind Your p’s and H’s

Major Concepts: Special considerations: The Power of ¥ Water quality Chemical reagents are ¥ pH range (acid-neutral- used in water quality testing. Hydrogen base) Because misuse of these chemi- ¥ Acid precipitation cals can be hazardous, standard Educator's Information: chemical protection procedures Learning Skills: will be required. Goggles and n this activity, students ¥ Observing, classifying rubber gloves will be provided ¥ Reading informational ma- for all students handling testing Iwill test the pH of several terials with complex vo- kits. These must be worn at all household products, as well cabulary times during test procedures. as river water. Park staff ¥ Expanding on information The educator will assist in see- will lead a discussion focusing that all safety precautions ing on the pH scale, what are followed. pH ranges aquatic life will Subject Areas: ¥ Science tolerate, and natural and hu- ¥ English Language Arts man influences that can * See Activity Summary Objectives: change the pH of a river or for a Correlation with DPI stream. The students will objectives in these subject use litmus paper to test the ¥ Demonstrate the use of areas. pH of several items and litmus paper and the record their results on the Location: LaMotte test kit for de- “Sample pH Range” work- Fews Ford Access Area termining pH. sheet. They will also use a ¥ Find the pH of at least Group Size: LaMotte test kit to test the three common sub- 8 students per group pH of distilled water and stances. Eno River water and record ¥ List two natural influ- Estimated Time: 30 minutes their results on the “Sample ences that can affect pH Range” worksheet. Park Appropriate Season: the pH rating of a river. staff and students will dis- April to October ¥ List two human influ- cuss their results and com- ences that can affect the Materials: pare them to the “pH Ranges pH rating of a river. Provided by the educator: That Support Aquatic Life” ¥ State the North Carolina pencils, student worksheet poster. They will note the (one copy per student) Environmental Manage- extreme ranges of the sam- Provided by the park: ment Commission's pH ples and be able to deter- Test paper, LaMotte Test range for aquatic macro- mine which organisms Kit, “pH Ranges That Sup- invertebrates (6.0-9.0). port Aquatic Life” poster, might be able to live in wa- “Sample pH Range” poster, ter with those pH’s. sample items (distilled water, Eno River water, vinegar, lemon juice, Liquid- Have the students read the Plumbrª, Rolaidsª, Student’s Information prior Coca-Colaª, soap, Formula to the park visit. 409ª, baking soda)

Eno River State Park, NC 4.2.1 May 2000 Instructions: Review how aquatic life (photosynthesis removes

is affected by pH. Be sure to carbon dioxide, CO2) 1. Review the pH informa- cover the concept of toler- tion provided in the Student’s ance ranges for different or- ¥ pH increases with aera- Information. Discuss what ganisms. Use an example tion by riffles and rapids the term pH means and how such as the one on mayfly (aeration adds oxygen, it is measured. Be sure to nymphs. Also, discuss the O2) use an exampleÐÐif the range of pH tolerance found river's pH changes from 6 to on the “pH Ranges That Sup- ¥ pH decreases with an in- 5, this means the river is now port Aquatic Life” poster. crease in rainfall (rainwa- 10 times more acidic; from 6 ter is typically more to 4 would mean it is 100 4. Discuss with the students acidic) times more acidic. that the rainwater, collected in a park rain gauge, will ¥ pH decreases with de- 2. Have two students test the have a varying pH. (Results composition of plants pH of the Eno River water for the park have been from (decomposition removes using the LaMotte Test Kit. 5.4 to 6.5.) Review the acid O2) Have one student read how it precipitation section of the is done from the instructions Student’s Information. Em- ¥ pH decreases with res- with the test kit while the phasize that rain is naturally piration (animal breath- other student does the test. acidic, with a pH around 5.5. ing releases CO2) Have the students then test Rain is buffered by the soil, the pH of the distilled water resulting in stream water 6. Discuss the pH of house- and the pH of the rainwater with a pH between 6 and 8. hold products (the pH of using the LaMotte Test Kit. Note that there are naturally many products used for acidic bodies of water, par- cleaning is basic, while the 3. Discuss the results, rein- ticularly in the eastern part of pH of items that taste sour is forcing the Student’s Infor- the state. Finally discuss acidic). Explain the test pro- mation. The Eno River water what acid precipitation is, cedure using litmus paper. should fall between 6.0-9.0 where it comes from, and Note that litmus paper can to meet the standards for how it changes the pH of the test a broad range of pH and fresh water set by the N.C. stream water. that each litmus paper type Environmental Management covers a specific range within Commission. Generally, the 5. Discuss other ways the pH the pH scale. pH falls between 6.5-7.5, the of streams is changed, rein- best range for macroinver- forcing the Student’s Infor- 7. Have one student come tebrates. mation, particularly: forward and pick a product to test. Prior to testing, have the ¥ pH increases with in- student decide if the product creases in effluent from will be basic, acidic or neu- sewage treatment plants tral. Have the student select (effluent is high in ammo- a strip of litmus paper from nia which neutralizes ac- within the range they think ids) appropriate and place it in the product. Match the color on ¥ pH increases with pho- the litmus paper chart. Dis- tosynthesis in plants cuss the results and have the

Eno River State Park, NC 4.2.2 May 2000 student mark the class poster. A change in the pH of a 1. Describe two events, one All students should mark river can be one of the first natural and one human- their own worksheet. indicators of water quality caused, that will increase the problems and can quickly pH of a stream or river. Ex- 8. Continue this process until affect the aquatic life in the plain why. all products are tested. stream. Volunteers and park rangers test the Eno River 2. Describe two events, one To test Rolaidsª, soap several times each month for natural and one human- and baking soda, dissolve the pH, dissolved oxygen, tem- caused, that will decrease the products with an equal perature, water flow and pH of a stream or river. Ex- amount of distilled water. macroinvertebrate population plain why. Remind the students that and diversity. Several years pure, deionized water con- ago,this vigilant testing of 3. Give the Environmental tains equal numbers of H+ the river identified a chemi- Management Commission's and OH- ions and is consid- cal spill that put the pH over acceptable pH range for ered neutral, pH of 7. Note 12 for a period of time! North Carolina fresh waters. that this will slightly buffer Dedicated volunteers have the true pH of these products, also provided data to help es- Modification: but the products will still pro- tablish water flow regula- If time permits, take a vide examples of basic pH’s. tions controlling the amount short hike upriver and test Point out that Rolaidsª and of water that can be removed the pH of the Eno at different baking soda are both basic from the river. The Eno sites along the trail. Ask the (pH of 9) and that baking River is fortunate to have so park staff for trail sugges- soda could be used for acid many good stewards! tions. indigestion just as well as Rolaidsª. Discuss some of Assessment: the foods that give us acid in- If you have litmus paper, digestion. [Pizza (tomatoes), or other method of testing for chili (tomatoes), orange juice pH in your classroom, set up (citric acid), etc.] We, too, lab stations and ask students are living organisms and can to find the pH of a variety of not tolerate drastic changes in substances. Then, discuss, or pH! To test “you,” have a ask students to write their an- student place the tip of a strip swers to the following ques- of paper on his or her tongue. tions: Have the class decide if the student is acidic, basic, or neutral prior to the test.

9. Sum up the activity by emphasizing that aquatic life is affected when the pH varies a great deal from neutral.

Eno River State Park, NC 4.2.3 May 2000 Student’s Information: Mind Your p’s and H’s

he term pH means macroinvertebrates do best The pH of water increases T(p)ower of (H)ydrogen if the pH is between 6.5 and (becomes more alkaline or ion activity. Scientists use 7.5. basic) with increases in the the pH scale to define the following: effluents from sew- degrees of acidity/basicity in The pH of rainfall is natu- age treatment plants (the efflu- soil and water. On one end rally acidic, usually registering ent is high in ammonia), pho- of the scale, a pH of 0 is ex- from 5 to 5.5. However, many tosynthesis in plants (photo- tremely acidic (many hydro- soils are somewhat basic and synthesis removes carbon di- + gen ions, H ), whereas at the “buffer” the rainwater by oxide, CO2), and aeration by other end of the scale, a pH raising its pH, making it less riffles and rapids (aeration of 14 is extremely basic acidic. As a result, despite the adds oxygen, O2). (many hydroxide ions, OH-). pH of non-polluted rain being A pH of 7 is neutral (equal around 5.5, the pH of most The pH of water decreases numbers of H+ and OH- stream water is between 6 and (becomes more acidic) with ions), being neither acidic 8. However, you can find each of the following: nor basic. pH is measured naturally acidic water in increases in rainfall (allowing on a logarithmic scale with swamps, bogs, Carolina bays, little or no buffering from the each number representing a and blackwater rivers in the soil), decomposition of plants factor of ten. Thus, a eastern part of the state. (decomposition removes O2) change in a river’s pH from There, the soils contain large and respiration (animal

6 to 5 means that the river is amounts of peat (partially de- breathing releases CO2). now 10 times more acidic; cayed plant material) which is from 6 to 4 means it is 100 acidic. Changes in pH can give times more acidic. valuable clues to water quality Some acidic waters are not changes. A pH change, either North Carolina has estab- natural, but the result of acid an increase or decrease, may lished water quality stan- precipitation. Acid precipita- be an indication of biological dards. For all fresh waters, tion falls in the form of rain, processes such as decom- except swamps, the accept- snow, fog, sleet and hail. The position of organic matter, able pH range is 6.0 - 9.0 acidity results primarily from photosynthetic activity or an (swamps can have a pH as the mixing of water vapor increase/decrease in pollutant low as 4.3). with sulfur dioxide (from coal levels. burning power plants) and ni- Aquatic life is affected trous oxides (from cars and Monitoring the pH of our when the pH varies a great trucks) in the atmosphere. streams and rivers is of great deal from neutral. Different Acid precipitation can cause importance. It can alert us to organisms tolerate varying changes in the pH of our changes in our water quality ranges of pH, and the popu- waterways. and help us to protect our wa- lation of aquatic organisms ters by giving us clues to the will change if the pH source of the changes. changes favor certain spe- pH Scale cies. For example, mayfly Acid Base nymphs do best when the 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 pH is around 6.5, but they S M W N W M S T O E E E O T usually cannot survive if the R D A U A D R O E K T K E O pH drops below 5.0. Most N R R R N G A A A G T L T E E Eno River State Park, NC 4.2.4 May 2000 Worksheet for On-Site Activity #2 Sample pH Range AcidNeutral Base 1 2 3 4 5 6 7 8 9 10 11 12 13 14

H2O (Distilled)

H2O (Eno River)

H2O (Rain)

Vinegar

Lemon Juice

Liquid-Plumbrª

Yourself

Rolaidsª

Coca-Colaª

Baking Soda

Formula 409ª

Soap

Eno River State Park, NC 4.2.5 May 2000 13 14

Basic

Neutral

Acidic

1 2 3 4 5 6 7 8 9 10 11 12

pH Ranges That Support Aquatic Life That Support pH Ranges

Bacteria

Plants

(algae, water-willow, arrowhead)

Catfish, Suckers, Carp, some insects

Bass, Crappie

Mussels, Snails, Clams

Largest Variety of Animals of Variety Largest

(mayflies, stoneflies, caddisflies)

Eno River State Park, NC 4.2.6 May 2000 On-Site Activity #3 Sediment: The “S” Word

Major Concepts: Objectives: the leader will pour another ¥ Water quality ¥ Demonstrate how to mea- 1,000 ml of sediment-laden ¥ Sediment sure sediment levels using water into a second Imhoff ¥ Sedimentation the Imhoff cones. cone. ¥ Water pollution ¥ Describe three ways sediment affects aquatic life. 3. Have the students compare Learning Skills: ¥ List three origins of sedi- the two samples and observe ¥ Observing, inferring and predicting ment and three possible that the second cone contains ¥ Reading technical infor- ways to control the level more suspended sediment; mation and expanding on of sediment in the river. the larger particles are set- ideas ¥ List the most important tling to the bottom, and the causes of stream degrada- water near the surface of the Subject Areas: tion in North Carolina cone is clearing. The first ¥ Science ¥ English Language Arts today. cone contains layers of sedi- * See Activity Summary ment on the bottom; the wa- for a Correlation with DPI Educator's Information: ter appears uniform in clarity objectives in these subject from the surface to the first areas. n this activity, students will layer of sediment. Ask the Iobserve and determine the students to explain why the Location: amount of sediment in the Fews Ford Access Area water in the first cone is less test cones. They will discuss turbid. (The water in the first Group Size: the origin of sediment, how cone is less turbid because it 8 students per group sediment is tested in streams had time to settle and has not and lakes, and the effect of been disturbed Ð like a quiet Estimated time: 20 minutes sedimentation and turbidity pool.) on aquatic life. Appropriate Season: April to October 4. Ask the students where sediment comes from, its Instructions: Materials: effect on aquatic life, and Provided by the educator: ways to control sediment in 1. Before coming to the park, One copy of Student's Infor- a watershed. Go over the mation per student discuss the Student's Infor- Provided by park: mation with your class. Imhoff Cones (2), 2000 ml of water with high level of 2. Park staff will prepare a suspended solids 1,000 ml sample of sediment-laden water in an Im- hoff cone prior to the arrival of the students. When the students arrive the group leader will discuss sediment and turbidity. At this point, Yellow Lampmussel

Eno River State Park, NC 4.3.1 May 2000 key points from the Student’s 2. List three ways that sedi- 4. List two or more harmful Information, stressing that ment can enter a river or effects that sediment has on some sediment is natural, but stream. aquatic life. that most of the heavy sedi- (Urban runoff, construction (Can decrease the amount of ment we see in our streams is sites, timber harvesting, dissolved oxygen in water, due to human activities. Have livestock overgrazing near can smother fish eggs, can the students list several ani- water body) cover rocks thereby reducing mals or plants which might be habitat for insect larvae, disturbed or killed due to 3. Describe three ways to and can clog fish gills) heavy sediment loads. Then control the amount of sedi- have them list ways that sediment entering our rivers and Modification: ment could be controlled. En- streams. If time permits, take a courage students to suggest (Vegetative bufferÐÐleave a short hike upriver and mea- any personal actions they strip of plants along the sure sediment levels with the could take to decrease the banks of a river to capture Imhoff cones at various sites sediment runoff into our wa- sediment; ground coverÐÐ along the Eno. Ask the park ters. will hold soil in place; silt staff for trail suggestions. Assessment: fenceÐÐwill catch and trap Also, look for possible ori- Pencil and paper testÐ sediment before it enters gins of sediment. river; contour plowingÐÐwill 1. What is the most impor- prevent runoff from carrying tant cause of water pollution soil down the hillside) in North Carolina today? (Sedimentation)

Eno River State Park, NC 4.3.2 May 2000 Student’s Information: Sediment: The “S” Word

edimentation and turbid- for when too much phospho- Sediment occurs naturally in Sity are the major causes rous and nitrogen get into the small amounts in any body of stream degradation in water, an over abundance of of water. Natural erosion of North Carolina today. Sedi- algae may grow. Depending river banks or shorelines is ment clogs fish gills, de- on the source(s) of the solids, one example. However, hu- stroys habitat needed for turbid water may be almost mans add significantly to egg-laying, blocks sunlight, any color: white, red-brown, sediment loads in a number carries pollutants and buries green, gray, purple, etc. of ways. Road construction, plant life. timber harvesting, allowing At higher levels of turbid- livestock to over graze (so Sediments are solid mate- ity, water loses its ability to that the soil is bared), clear- rials, usually soil particles, support a diversity of aquatic ing land for buildings, and that settle to the bottom of a organisms. Waters become farming all can contribute to river, stream or lake. As a warmer as suspended par- sediment problems in our rule, particles of silt, clay and ticles absorb heat from sun- water unless sediment con- organic materials settle to the light. The higher the concen- trol methods are used. river bottom, especially in tration of particles, the higher impounded or slow-moving the water temperature rises, Sediment: stretches of river. These which means there is less Stop It from the Start settled particles (sedimenta- oxygen available. Also, tur- tion) can accumulate and bidity reduces the amount of With appropriate control smother the eggs of fish and light penetrating into the wa- methods, sediment can be aquatic insects that were laid ter which decreases photo- stopped before it becomes a on the river bottom. Sediment synthesis. This in turn fur- problem. Here are several settles into spaces between ther reduces oxygen concen- ways: rocks making these micro- trations. Thus, fish and other habitats unsuitable for mayfly aquatic creatures may die of 1. Planning Ð anytime a nymphs, stonefly nymphs, suffocation. project is planned near a caddisfly larvae and other body of water, appropriate aquatic insects which require Additionally, suspended sediment control methods such spaces. solids may clog fish gills, re- should be included before duce growth rates and de- the project starts. Turbidity results from crease resistance to disease, solids remaining suspended as well as prevent egg and 2. Buffer areas Ð leaving in the water. The water is no larval development. wide undisturbed strips of longer clear, but cloudy or vegetation between a project muddy. Suspended solids Sediment: and a body of water is es- vary, ranging from clay, silt Where It Comes From sential in helping stop ex- and plankton to industrial cessive sediment from wastes and sewage. They Sediment is the result of reaching the water. may come from soil erosion, rain or other precipitation waste discharge, and urban falling on exposed surfaces 3. “Silt fence” – string a runoff from streets and park- and carrying materials from fine mesh net between the ing lots. They also may be them into streams and lakes. project and the body of wa- the result of excess nutrients,

Eno River State Park, NC 4.3.3 May 2000 ter. When this fence is erect- 5. Contour farming Ð number of animals should ed properly, it can trap a lot farmers can plow with the not be more than an area of sediment. contour of the land and leave can handle. Buffer areas buffer areas along the edges along water should be 4. Ground cover Ð after of their fields. They can also fenced. Watering areas initial clearing for a project, try to keep cover crops on should be located where the all exposed areas should be exposed soil to minimize banks are not steep. These seeded with grass or planted erosion. watering areas should be with some other ground cover fenced off and new areas and covered with straw to 6. Prevent Overgrazing Ð should be used when erosion prevent the soil from being livestock should be moved at becomes a problem. washed away. the first sign of erosion. The

Credit: Tennessee Valley Authority. 1993. Environmental Resource GuideÐÐNonpoint Source Pollution Prevention.

Eno River State Park, NC 4.3.4 May 2000 On-Site Activity #4 Water Bugs

Objectives: Major Concepts: Group Size: ¥ Water quality 16 students, 2 adults ¥ Describe 3 characteristics ¥ Indicator species of aquatic macroinverte- ¥ Adaptations Estimated Time: 1 hour brates that help them sur- ¥ Ecosystem vive in aquatic habitats. ¥ Energy flow Appropriate Season: ¥ Using keys and field April to October guides, identify 3 macro- Learning Skills: invertebrates in the field. Materials: ¥ Observing, using numbers, ¥ Name 3 indicator species classifying, inferring and Provided by park: predicting kick net, seine net, dip net, and explain how they are ¥ Reading informational wide mouth plastic jars, used to determine water materials; using keys and aquaria, plastic tubs, clip- quality. identification guides boards, maker board, field ¥ Calculate the stream in- ¥ Calculating stream index guides, laminated fish keys, dex rating for a river. values laminated invertebrate key, ¥ List and describe 5 fac- aquarium nets, plastic tors necessary for a Subject Areas: spoons, glass dishes, table, healthy river ecosystem. ¥ Science life jackets, extra activity ¥ English Language Arts sheets, examples of adult ¥ Mathematics macroinvertebrates Educator's Information: * See Activity Summary for Provided by the educator: a Correlation with DPI ob- worksheets, pencil (one per o prepare your students jectives in these subject student) Tfor their visit, we recom- areas. mend they complete the two Note: Make sure participants pre-visit activities in this Special Considerations: bring a complete change of EELE. The purpose of this clothes. They should also See the safety message in activity is to introduce stu- Introduction on page 1.3. wear clothes and shoes that they don't mind getting wet dents to macroinvertebrates Location: Fews Ford and/or dirty. and aquatic organisms and how they can be used as indicator species to determine the health of the river.

Eno River State Park, NC 4.4.1 May 2000 The students will be 2. Separate the students into Group II Ð macros that are involved in collecting macro- groups of four or five and moderately tolerant to a re- invertebrates in the river and have them collect aquatic duction in water quality. must be dressed appropriate- samples following all safety They are given an index ly. Park staff will rope off procedures. value of 2. the area where sampling will occur. Life jackets and a 3. After collecting samples, Group III Ð macros that are first aid kit will be available. each group should identify the tolerant to pollution. Their Park staff will discuss safety aquatic macroinvertebrates us- dominance indicates poor water quality. They are considerations and the edu- ing the “Key to Common given an index value of 1. cator will assist in seeing that Macroinvertebrates.” They should also use field guides to all safety precautions are aid in identification. Have The students will learn how followed. The students will them record their answers on to calculate the Stream Index work in groups of four or the “Aquatic Sampling Data Value by using the formula: five, with one person record- Sheet” and use their results to (3 x # species in Group I) ing the data. After complet- determine the Stream Index (2 x # species in Group II) ing the worksheet, students Value (relative health) of the + (1 x # species in Group III) will gather and discuss their river. = Stream Index Value results with park staff. The Stream Index Value 4. After the students have Instructions: places macros into one of identified their specimens and three groups based upon how determined the Stream Index 1. Park staff will lead a brief tolerant or sensitive they are to Value, park staff will lead a discussion focusing on: mac- changes in water quality. group discussion summarizing roinvertebrates (macros), what they’ve learned, what what they are and why they Group I Ð macros that are they’ve identified from the are important; metamorpho- very intolerant to water pol- river, and the importance of sis, what it is and how it is lution. The dominant pres- indicator species and the accomplished; and indicator ence of Group I species is Stream Index Value. species, what they are and an indication of good water how they are used to deter- quality. Group I is given an Assessment: mine the health of a index value of 3. Use the test at the end of river. Park staff will this activity, or design one of also cover use of the your own. sampling equipment and safety precau- Extension: tions that must be Back in the classroom, have followed. students create different graphical representations of their field data.

Eno River State Park, NC 4.4.2 May 2000 Student’s Information: Water Bugs

“ ater, water every visit to Eno River State Park, you leave out an important Wwhere nor any drop to you need to know more about spice, your stew is not going drink” Ðso says the sailor in water in the form of a river. to be good. Samuel Taylor Coleridge's “Rime of the Ancient Mari- What is a river? A river Here then is a recipe for ner” as his boat is becalmed is defined as a natural flow of a fine healthy river: at sea. Fortunately, in our water which empties into an area, water is everywhere and ocean, a lake, or another Some sunlight Ð just there seems to be plenty to river. It is the result of enough for the algae, moss, drink, at least for now. But springs, streams and creeks diatoms and aquatic plants to that may be changing. Let's joining together to produce a carry on photosynthesis. take a closer look at water larger volume of flow. These (Too much sun heats up the and discover what a fragile smaller bodies of water are water and robs it of dis- and sensitive resource it is. called tributaries. The land solved oxygen.) that a river and its tributaries What is water? The dic- flow through is called a wa- Fallen leaves Ð they pro- tionary defines water as a tershed. A healthy river vide the main source of ener- colorless, odorless transpar- must have a well-protected gy for a river system. In the ent liquid occurring on earth watershed because any kind fall, leaves drift down from as rivers, lakes, oceans, etc., of disturbance to the water- the trees into the water where and falling from the clouds as shed has an effect on the they soon sink to the bottom rain, snow, ice, etc. Water river. or get caught in logjams or occupies more than 70 per- wedged between rocks. At cent of the earth’s surface, River as an Ecosystem this point, bacteria and fungi and it makes up approximate- climb aboard the leaves and ly 60 percent of the human A river is an ecosystem. begin to “munch out,” caus- body. You may have heard The plants and animals in the ing the leaves to decompose the saying “Water is life.” river, along with the physical and break down into smaller Think about it for a minute. surroundings of the water- pieces. The half-eaten leaves, Can you think of any living shed form an interdependent bacteria and fungi are even- organism that does not de- system. You might compare tually swept downstream pend on water? a river to a fine stew or soup. where they provide food for The various living or once- munchers, grazers and filter David Quammen, in his living parts of the watershed feeders Ð the wonderfully book, Natural Acts, A Side- are the ingredients for the adapted macroinvertebrates long View of Science and Na- stew or soup. Usually the (macros), such as stonefly ture says, “Without life, there more ingredients you add, the nymphs, mayfly nymphs, would still be water. Without better the stew. A stew also and caddisfly larvae. These water no life.” needs spices to make it taste organisms further break just right. In our analogy, the down the leaves into a very Water comes in many spices refer to the nonliving fine mulch called detritus. forms. To really appreciate parts of the river ecosystemÐ In addition to the munchers, it, you need to pick out one of oxygen, minerals, sunlight, grazers and filter feeders, its many forms and get to etc. If you try to make a stew there are other types of mac- know it personally. For your with just one ingredient, or if roinvertebrates that prey on

Eno River State Park, NC 4.4.3 May 2000 other macroinvertebrates. Various minerals Ð the dead leaves, a surpassing Lots of different kinds of fine spices of a river include reservoir of oxygen and macros are a sign of a calcium bicarbonate, potas- calcium. It will then also, healthy river. sium, nitrates and phos- and thereby, be a good phates. These ingredients osprey stream, a favorite Dissolved oxygen and help balance a river’s pH; among otters, a salvation to carbon dioxide Ð all the provide building material for dippers and kingfishers and animals in the river need dis- the shells of snails, mussels, bank swallows and heron, solved oxygen to breathe. clams and crayfish; help fish mergansers and Canada These same animals breathe breathe more efficiently; and geese and water shrews, out carbon dioxide, which is act as natural fertilizers es- mink and muskrat and bea- essential for algae and other sential for aquatic plants. ver. Not to mention the oc- aquatic plants. These plants casional grizzly bear. And in turn take in the carbon di- These are just the mini- who knows but that, some- oxide and give off oxygen. mum ingredients needed for time, a human might want to a healthy river. A river needs drink.” Aquatic plants and animals only natural ingredients; un- Ð aquatic plants like river- natural ingredients can have If there are plentiful num- weed and water willow pro- a bad affect on a river. David bers of many different spe- vide cover for macros and Quammen sums up what cies of plants and animals in small minnows. All the makes a healthy river when a river, then we have a aquatic animals in the river he talks about a trout stream. healthy river. Taking provide food for each other “A good trout stream must samples of these aquatic and non-aquatic animals in a first be an excellent insect plants and animals is a complex food web. When all stream, a superior haven for means to monitor the quality these various plants and ani- algae and fungi and bacteria, of a river’s waters. mals die or excrete waste, a prime dumping ground for they return essential nutrients that were borrowed so that they could live.

Eno River State Park, NC 4.4.4 May 2000 .

Aquatic Entomology

Body without suction disks

McCafferty:

Freshwater worm (T)

Scud (M)

III

WWW.jbpub.com. Reprinted with permission.

Worm-like

side, swims with legs

Body with

Leech (T)

Group Group Group

at both ends

Shrimp-like body flattened to

suction disks

Index Value

No obvious legs

Legend

Lobster-like

Crayfish (M)

tail appendages

tapered at both ends

Crane fly larva (M)

No distinct head, body

Short inconspicuous

Dragonfly nymph (M)

Pollution Tolerance

( I )( I Intolerant - (M) - Moderate (T) - Tolerant

Caterpillar-like

Fish fly (I)

No gill tufts

Distinct head,

Black fly larva (T)

enlarged abdomen

broad & oar-like

Tail appendages

Damselfly nymph (M)

pairs of legs

More than three

Dobsonfly larva (I)

Gill tufts at base of

lateral appendages

prominent pinchers

bristle-like

Body dark, head with

Three tailed

Tail appendages

Mayfly nymph (I)

Without shells

tail appendages

Long conspicuous

Entire body

soft/cylindrical

Tail-like

appendages

Coiled shell

Macroinvertebrates

Two tailed

No wings

Ramshorn snail (I)

Stonefly nymph (I)

Caddisfly larva (I)

or without a portable case

Body white to greenish with

Obvious legs

Single shell

No tail-like

small round

appendages

Water penny

beetle larva (I)

Body with hardened

exoskeleton, flattened

Spiral shell

Pouch snail (I)

Found at Fews Ford, Eno River State Park

adult (M)

Key To Common Macroinvertebrates Key To

Active under

water surface

Water scorpion

With shells

Three pairs of legs

spread legs

black body

Thin body with wide

than wide

Shell longer

Crawls on rocks,

Riffle beetle adult (I)

Active on

adult (M)

Freshwater mussel (I)

water surface

Water strider

Double shell

Two pairs of wings

extending over abdomen

Hind legs long

Beetle-like

appearance

short

Hind legs

Swims on back

adult (M)

two long oar-like legs

in shape (rounded)

Shell nearly uniform

Whirligig beetle

Backswimmer adult (M) Eno River State Park, NC Freshwater clam (M) 4.4.5 May 2000 Worksheet for 0n-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 the space below, using the chart to classify them by their tolerance levels. (See example below.)

Group I Group II Group III 1. 1. 1. 2. 2. 2. 3. 3. 3. 4. 4. 4. 5. 5. 5. 6. 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 that group. Then, add the resulting three numbers to obtain the Stream Index Value (see example below.)

Cumulative Stream ( 3 x no. of species - Group I) Index Values Index Rating ( 2 x no. of species - Group II) 23 and above Excellent + ( 1 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. dragonfly 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 is a good rating according to the chart above.]

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

Eno River State Park, NC 4.4.6 May 2000 Pollution Tolerance of Macroinvertebrates

Group I - Index Value = 3 These macroinvertebrates cannot tolerate pollution or changes in water quality. Their presence or dominance generally indicates good water quality. mayfly nymph hellgrammite freshwater mussel (dobsonfly larva)

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

Eno River State Park, NC 4.4.7 May 2000 Test for 0n-Site Activity #4 Ð Water Bugs

Name: ______Date: ______

Instructions: You have just sampled a river and found the following macroinvertebrates: dragonfly nymphs, damselfly nymphs, freshwater clams, freshwater worms, scuds, crayfish, mayfly nymphs and black fly larvae. Use the “Pollution Tolerance of Macroinverte- brates” chart to classify the organisms by their tolerance levels and record below:

Group I Group II Group III 1. 1. 1. 2. 2. 2. 3. 3. 3. 4. 4. 4. 5. 5. 5. Total = Total = Total = Calculate the Stream Index Value using the formula below. Cumulative Stream ( 3 x no. of species - Group I) Index Values Index Rating ( 2 x no. of species - Group II) 23 and above Excellent + ( 1 x no. of species - Group III) 17 to 22 Good = Stream Index Value 11 to 16 Fair 10 to less Poor What is the Stream Index Value for this river? ______What is the Stream Index Rating? ______

List five factors (or ingredients) needed for a healthy river ecosystem. Make sure that you include at least two nonliving factors. Explain why each factor is important to the health of the river:

1. ______2. ______3. ______4.______5. ______

On the back of this paper, list three macroinvertebrates and, for each one, describe an adaptation that allows it to live in a particular aquatic habitat.

Eno River State Park, NC 4.4.8 May 2000 Answer Key for Test for On-site Activity #4

Group I Group II Group III 1.Mayfly nymphs 1. Dragonfly nymphs 1. Black fly larvae 2. 2. Damselfly nymphs 2. Freshwater worms 3. 3. Freshwater clams 3. 4. 4. Scuds 4. 5. 5. Crayfish 5.

Total = 3 x 1 = 3 Total = 2 x 5 = 10 Total = 1 x 2 = 2

Stream Index Value = 15 Stream Index Rating = Fair

Ingredients for a Healthy River Ecosystem: (in any order)

1. Sunlight Ð makes photosynthesis possible. Plants need sunlight to live. Oxygen, a by-product of photosynthesis, is needed by animals in order to breathe. 2. Dead leaves (detritus) Ð are the main energy source for the ecosystem (base of food web). Smaller organisms feed on this and are eaten by larger organisms. 3. Various minerals Ð are necessary for plants to grow (fertilizers) and for animals to make shells and/or some kind of skeleton. 4. Aquatic plants and animals Ð Plants provide food and shelter for animals. The animals and plants are interrelated through a complex food web. The greater the diversity of organisms, the healthier the river is (indicates excellent water quality). 5. Dissolved oxygen and carbon dioxide Ð oxygen is needed by animals. Carbon dioxide is needed by plants in order to carry on photosynthesis.

On the back of this paper, list three macroinvertebrates and, for each one, describe an adaptation that allows it to live in a particular aquatic habitat.

Sample Responses:

1. Mayfly nymph (or damselfly nymph) - has gills that allow it to take dissolved oxygen from the water. 2. Water penny (or stonefly nymph) - has special adaptation allowing it to cling to rocks so that it can live in fast-moving streams where there is abundant dissolved oxygen. 3. Freshwater clam (or mussel) - has hard shell to protect it. Uses siphons to take in river water and filter out food particles.

Eno River State Park, NC 4.4.9 May 2000 Post-Visit Activity #1 Fragile Waters

Major Concepts: Materials: ¥ River basin Provided by educator: ¥ Water quality Per student: ¥ Air quality One copy of Student’s ¥ Land use planning Information and Special ¥ Resource management Species Fact Sheet Per three students: Learning Skills: Scissors, masking tape, ¥ Observing, communicat- paste or glue, paper, ing and predicting Legend and Land Use ¥ Problem solving, respect- Cutouts, Topo Map of Educator's Information: ing differences, working in the Upper Eno River Ba- groups sin, Eno River to the very human use of land ¥ Expanding on ideas, rec- Pamlico Sound Ein the Eno River water- ognizing bias and persua- shed has a positive or nega- sive techniques Credits: “Dragonfly Pond,” tive effect not only on the Project WILD Aquatic Eno River, but on the water, Subject Areas: Education GuideÐÐ1987, ¥ Science 1992. Council for Environ- wildlife and people from ¥ Social Studies mental Education. Adapted here to the Pamlico Sound. ¥ English Language Arts with permission from What we do with land is a re- * See Activity Summary Project WILD. In North flection of our priorities and for a Correlation with DPI Carolina, Project WILD is lifestyles. The search for a objectives in these subject part of the N.C. WILD modern day “good life” and areas. environmental education program. For information all its conveniences produces Location: classroom about N.C. WILD, contact mixed results for plants, ani- the N.C. Wildlife Resources mals, water quality and Estimated Time: one to three Commission, Division of people in the Eno watershed. 45 minute periods Conservation Education, Some people see our natural 1712 Mail Service Center, resources as little more than Appropriate Season: any Raleigh, NC, 27699-1712 raw material for human use. Others believe that the natu- Objectives: ral environment is to be preserved without regard for hu- ¥ List two animal species ¥ Balance the need to pro- man needs. Still others yearn endemic to the Neuse tect water quality with for a balance between devel- and Tar river watersheds. economic and other con- opment and protecting our ¥ Evaluate the effects of cerns while working with resources. Very real differ- different imaginary land a group to arrange land ences of opinion regarding uses on the Eno River use cutouts on a map. these issues exist between watershed. ¥ Give at least two exam- well meaning people. ¥ List and discuss five ples of how air and water ways to minimize damag- quality are connected. ing effects in the Eno At the core of land use River watershed. issues is the concept of growth. Growth in natural

Eno River State Park, NC 5.1.1 May 2000 systems has inherent limits, which eventually finds its very tough management de- imposed by a dynamic bal- way into our waters. All of cisions. Ask students to read ance of energy between all these activities affect life in the Student’s Information and parts of the system. Energy the Eno River watershed. Special Species Fact Sheet. in natural systems is trans- lated into food, water, shel- The purpose of this activ- 2. Divide the class into ter, space and continued sur- ity is to encourage students groups of three to five, with vival. This means that the to wrestle with development, each group representing one vitality of natural systems is local economy and resource of the interest groups (below) expressed by their ability to management issues. The stu- or taking on the role of the be self-regulating. This ca- dents will use the Eno River town commissioners. Stu- pacity for self-regulation watershed as a microcosm dents will stay in these makes it possible for all of environmental concerns groups until the end of the natural members of an eco- in making management deci- activity. Each group must system to live in harmony. sions. They will contend decide where to place all the All life forms of any ecosys- with the arrangement of land uses. tem must be considered. The overlapping and conflicting macroinvertebrates in the land uses in an effort to pre- Possible interest groups: water are just as necessary to serve the Eno River water- ¥ Residents - people who a habitat as the plants and shed. When the students want to live there. fish. It is this natural dy- reach some kind of agree- ¥ Farmers - want to use the namic balance, with all its ment about local issues, they land to raise food. inherent and essential parts, will discuss how what they ¥ Businesses - want to use that much of human land use have done affects the river land for commerce and has tended to disturb. downstream. The activity growth. ends with the idea that the ¥ State park - wants to pre- Human activities often go planet is, in fact, a single serve and protect water- beyond the natural limits of a river watershed. shed for plants and wild setting. Humans have the life, recreation, drinking ability to import energy Instructions: water and historic sites. sources that allow a system ¥ Highway department - to exceed its natural limitsÐÐ 1. Prepare copies of the Leg- wants to build a bypass or to remove energy sources end and Land Use Cutouts road to ease traffic con- that are necessary for a sys- sheet, the Topo Map of the gestion in town. tem to stay in balance. For Upper Eno River Basin, the ¥ Textile factory - wants to example, people can dam Student’s Information, and construct a huge factory rivers to provide power, the Special Species Fact that would provide 500 drinking water and irriga- Sheet. Explain the activity. jobs and boost local tion. Water from the river Tell the students that they economy. can be used in factories, will be responsible for ar- ¥ School representatives - mills, sewage treatment and ranging the pattern of land want to build a new other industries that need use around the Eno River to school to accommodate large amounts of water to minimize the impact on the more students due to produce certain products. river. Remind them that rapid growth of the town. Combustion of fossil fuels some of the land uses might ¥ Hospital representatives - and vaporization of animal be conflicting and therefore propose building a new wastes add nitrogen to the air they will have to make some hospital to service the

Eno River State Park, NC 5.1.2 May 2000 community in the future Land Use Cutouts page. new or existing road because of expected Spend some time discuss- ¥ vegetable farm and growth and development ing features and symbols on landfill must be on rela- in the area. the topo map. Practice locat- tively level land ¥ County and state represen- ing ridges, summits, rivers, ¥ both textile factory and tatives - believe it is es- highways, etc. Then read the wastewater treatment sential to have a bigger following text aloud: plant must touch the landfill and a newer, river more efficient wastewa- Note: There are two spe- ¥ no cutout can touch or ter treatment plant. cies of plants and three spe- cover an existing build- cies of animals on the map ing 3. Give each group a copy of where they might naturally the Topo Map of the Upper occur. These species are ei- 6. Once the students have cut Eno River Basin and the ther state protected or have out the necessary materials Legend and Land Use Cut- special habitat requirements. and are ready to make land outs page. Read the follow- The purpose of placing these use decisions, have them ing text to your students: on the map is to make the de- create a list of pros and cons You will be using an en- cisions more realistic. Infor- for each land use. Guide the largement of an actual topo- mation on these species is class discussion so the conse- graphic map of the upper given on the Special Species quences of each land use are Eno River basin. Topo- Fact Sheet. considered. Record these on graphic is derived from the chalkboard. Greek words topos, meaning 4. Have the students cut place, and graphein, mean- out the land use pieces from 7. Have the students work in ing to write or draw. Thus, a the Legend and Land Use their groups long enough to topographic (topo) map is a Cutouts page. When they fas- begin to seriously grapple drawing or pricture of a ten the cutouts to their topo with the challenge. place. One feature on a topo map, suggest that they use map is contour lines. Con- small loops of tape. This will 8. Invite each group to dis- tour lines are thin lines that allow them to change their play and describe their work indicate the contour of the minds before they paste them in progress. Encourage dis- land and its elevation. The down. cussion of their choices. In distance between contour the discussions emphasize: lines on your map is 10 feet. 5. Place the following rules ¥ no land use can be Where the lines are very on the chalkboard: excluded close together, there is steep ¥ wildlife habitat must be ¥ all land use cutouts must terrain. Level terrain appears preserved be used; the cutouts where contour lines are fur- ¥ everyone within their may be cut smaller ther apart. In this activity, small group must agree ¥ cutouts may touch, but the steepness or flatness of may not overlap the terrain will dictate where Discuss how their plans ¥ no cutout, except for the certain land uses can occur. will impact the various inter- state park, can touch or For example, you would not est groups. cover a “Special Spe- put a landfill on a steep cies” circle ridge. A legend explaining Look for the consequences ¥ except for the state park other map symbols is in- of their proposed land use and the vegetable farm, cluded on the Legend and plans. Be firm about this be- all cutouts must touch a

Eno River State Park, NC 5.1.3 May 2000 ing a very difficult set of clude other ideas that stu- Extensions: choices. Remind them that dents may have heard about. for certain habitats this is a For example, some industries 1. Review the Neuse River “no-win” situation in many have developed new technol- Basin map from Pre-visit Ac- ways. The best that can be ogy that allows them to re- tivity #1. Call the Division hoped for is that the land use move harmful waste using a of Water Quality at (919) plans will minimize the scrubbing filter. Maybe such 733-5083 for a copy of the threats to the river and the a filter could be used on their Neuse River Basinwide Wa- special plants and animals. textile factory. Some com- ter Quality Management munities have used new Plan. Assessment: technology to collect meth- ane gas (a common gas gen- 2. Take a field trip to Cliffs 1. Pass out the Eno River to erated by decomposing gar- of the Neuse State Park near the Pamlico Sound sheet. bage) from landfills and use Goldsboro to collect similar Have each group connect it as a source of energy. data on the river the Eno their topo map to the Eno feeds into, the Neuse. For River section of this sheet. 3. Ask the students to more information contact: Ask one group to describe create a list of things they, Cliffs of the Neuse St.Park their plan to the class. Then, personally, can do to begin 345-A Park Entrance Road have all the students brain- to reduce the potentially Seven Springs, NC 28578 storm possible effects that damaging effects of their (919) 778-6234 this land use plan could have own lifestyles on the down- on the water quality, air qual- stream habitats. If possible 3. Collect newspaper articles ity, and people downstream. invite them to report periodi- on local water and land re- For example, you could em- cally, throughout the school lated issues as a current phasize the effluent (and/or year, on their progress in car- events activity. smoke and fumes) from the rying out these new prac- textile factory. How will it tices. Discuss the concept 4. Learn more about environ- be treated? Where? By that all the waters of the mental impact statements. whom? Where will it go? planet are, in fact, part of a Try to obtain actual state- What effect will it have on single Eno River. ments concerning land use in air and water quality in the your area. See what con- river basin? 4. Display all the final land cerns are addressed in these use plans for everyone to see documents. 2. Ask the students to look and discuss. Analyze the again at all of the land uses merits of each of the ap- 5. Find out about zoning in this activity. What could proaches. Ask each student laws and land use regulations the people who are actually to write a paragraph stating in your area. Would the plans in charge of these various which land use plan would the student groups proposed land uses do in their prac- have the least harmful effect for the upper Eno River be tices to minimize the damage on the Eno River (or Neuse allowed in your community? to Eno River and the special River Basin) and why. In ad- species? Review technolo- dition, ask them to describe 6. Send a representative gies that were discussed in at least three things that sample of the students’ land the on-site activities of this could be done to further use plans to the park. (We EELE, such as vegetative minimize the damage to wa- would appreciate the feed- buffers and silt fences. In- ter quality in the river basin. back.)

Eno River State Park, NC 5.1.4 May 2000 Student’s Information: Fragile Waters

he watershed for the Many different forms of rec- new nitrogen added yearly to TEno River is located in reation are enjoyed in the Eno our waters. (Atmospheric an area that is growing rap- River watershed. The Eno nitrogen comes from fossil- idly. Home owners and in- River and its watershed pro- fuel combustion in cars, dustries are spreading out vide crucial habitat for many trucks, power plants and in- from our cities into the plant and animal species. dustries, as well as vaporiza- country. Business and in- The Carolina madtom (a cat- tion of wastes from agricul- dustry seek undeveloped fish) and the Neuse River ture and wastewater treat- land to use and help our lo- waterdog (a salamander) are ment plants.) All this extra cal economy by creating two animals that are endemic nitrogen stimulates the new jobs. This is good but to the Tar and Neuse river growth of algae and can re- sometimes development basins, of which the Eno is sult in fish kills. Atmo- conflicts with protecting the part. Endemic means they spheric nitrogen also contrib- river and the special species are found in these river basins utes to acid rain. When that live in the watershed. and nowhere else on earth! evaluating the health of our This is where different The panhandle pebblesnail, a rivers, we shouldn't forget people have different ideas tiny and very rare snail, ap- that air, land and water qual- about how to best use the pears to be endemic to just ity are all closely linked. land, air and water in the the Eno River. Eno River watershed and So how do we make land still insure that the Eno During your visit to the use decisions that will ben- River is clean. park, you explored various efit the local economy and types of water quality prob- still protect our air, water Think back to your visit lems, such as sedimentation and other natural resources? to the Eno River. We know and changes in stream flow. The following activity is de- that the Eno provides drink- Some threats to water quality signed to give you a taste for ing water for Hillsborough are not as obvious. For ex- how difficult the decision- and Raleigh. We know that ample, in eastern North Caro- making process can be. water is taken from the Eno lina, atmospheric nitrogen ac- for sewage treatment, irri- counts for at least 25% of the gation and use in industry.

Eno River State Park, NC 5.1.5 May 2000 Special Species Fact Sheet

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

American ginseng This medicinal plant has Yellow lampmussel The Freshwater Fishes of North Carolina. © 1991 Edward F. Menhinick. been over-collected to sell Reprinted by permission. Almost all mussels require in this country and overseas. clean water to live in. Since Ginseng is very rare in this Carolina madtom the lampmussel is a filter- area and is becoming rare in feeder, it passes large vol- This endemic catfish is the mountains where it was umes of water through its found only in the Neuse and once plentiful. It has been system to strain out its food. Tar river basins. It prefers used for centuries for its re- If the water in which it lives shallow water with little cur- ported medicinal powers. is polluted, the pollutants can rent over a sandy bottom. become concentrated in the The Neuse River population mussel’s tissue and kill is listed as “special con- it, or impair its ability to re- cern,” which means it has produce. The presence of legal protection status in this mussel in a river is an in- North Carolina. dicator of good water quality.

Eno River State Park, NC 5.1.6 May 2000 Topo Map of the Upper Eno River Basin

RIVER

ENO

Eno River State Park, NC 5.1.7 May 2000 Legend and Land Use Cutouts

LEGEND FOR TOPO MAP Building Light-duty road Elevation heights 550 Unimproved road Summit symbol X Power line ¥ ¥ Topo lines (10 ft. 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 May 2000 Eno River to the Pamlico Sound

Atlantic Ocean

Pamlico Sound

City

Morehead

New

Bern

Kinston

Neuse River

Goldsboro

Falls Lake

Raleigh

Durham

Eno

Note: The Eno River is part of subbasin 01 (the northernmost section) of the Neuse River Basin.

River

Eno River State Park, NC 5.1.9 May 2000 Post-Visit Activity #2 Troubled Waters

Objectives: Major Concepts: Credits: “Something's Fishy ¥ Water pollution Here,” Project WILD Aquat- ¥ Identify two potential ¥ Environmental issues ic Education GuideÐÐ1987, ¥ Stewardship 1992. Council for Environ- cause and effect relation- ¥ Environmental mental Education. Adapted ships involving aquatic sustainability with permission from pollution. Project WILD. In North ¥ List and evaluate two Learning Skills: Carolina, Project WILD is alternative solutions to ¥ Communicating, inferring, part of the N.C. WILD problems with aquatic predicting environmental education ¥ Problem solving program. For information pollution. ¥ Creative Writing about N.C. WILD, contact ¥ Create an action plan to the N.C. Wildlife Resources reduce pollution and Subject Areas: Commission, Division of improve the sustainabili- ¥ Science Conservation Education, ty of a river, stream, ¥ English Language Arts 1712 Mail Service Center, pond or other water body. ¥ Social Studies Raleigh, NC, 27699-1712. * See Activity Summary for a Correlation with DPI Instructions: objectives in these subject areas. 1. Have the students read the Location: Classroom Student’s Information. Fo- cus on environmental sus- Estimated Time: Two or tainability and how water more 45 minute class periods. pollution interferes with the ability of a water body to Appropriate Season: any sustain lifeÐÐfor people as Materials: well as other living things. Provided by educator: Per student: Student’s Informa- 2. Have each student read the tion and “Troubled Waters” story “Troubled Waters.” Af- ter the students have finished

Eno River State Park, NC 5.2.1 May 2000 reading, discuss the story lems and develop an outline so that we can share your ef- with them. Ask them to listing steps on how to find forts to clean up local aquatic think about as many different out more about the problem. areas with other groups. endings to the story as possi- Once they have developed ble. Ask each student to this outline, have each group Assessment: write an ending to the story. report back to the class. Or, 1. Ask students to write a decide on one problem and brief story describing the 3. Divide the class into small work on it as a class. possible downstream conse- groups. Have each group dis- quences of the following cuss how they think the story 6. If several groups outlined events (or others of the should end, sharing the end- separate problems, ask the teacher's own creation): ing they wrote. Ask each class to select the problem ¥A wastewater treatment group to present one or more they would most like to ad- plant has a failure and of their endings to the rest of dress. Assure them that raw sewage enters a river. the class. List the essential choosing one does not make ¥ A forest is cut down to points of each ending on the the others less important. To make way for a new shop- chalkboard. be most effective in solving a ping mall with large park- problem, it helps for every- ing area. (It is located 4. Discuss which ending(s) one to get behind one effort. near a river's tributary.) best illustrate environmental Remind the students to de- ¥ A large freshwater wet- sustainability. Identify cause velop an attitude for a clean, land is drained for a new and effect relationships. sustainable environment. golf course. Look for possible relation- Have them seek solutions Stories should show cause ships between the story and rather than only place blame. and effect relationships. problems regarding water use in the Eno River water- 7. Once a specific issue is 2. Next, ask the students to shed or an aquatic habitat in chosen, have the class list choose one of the events in your community. 10 things that can be done to question #1 and list two pos- make that problem less dam- sible solutions to the water 5. Next, have the students aging to aquatic habitats. Fo- quality problem. Solutions generate a list of possible cus on environmental sustain- should illustrate environmen- aquatic problems that they ability ÐÐ how can the prob- tal sustainability. believe exist in their commu- lem be solved so that the nity. Go through the list, aquatic habitat can sustain 3. If the class, or a group of noting which problems they life for years to come? students has implemented an might be able to solve. For action plan, evaluate the suc- example, pollution in a 8. Act as facilitator to the cess of this plan. What nearby brook is far more re- class by helping them de- worked well? How could the alistic for them to address velop an action plan. Estab- plan have been improved? than an entire river basin. It lish a time line and specific is important that the students assignments. Extension: be able to experience some Find out if any Stream success in developing a plan 9. Once the students have Watch groups or River to tackle the problem. Have implemented their action Keeper groups are operating them form groups that have a plan, or have completed a in your area. Invite a repre- common interest in one or project, please send a brief sentative to come to your more of the “solvable” prob- summary report to the park class and talk to the students.

Eno River State Park, NC 5.2.2 May 2000 Student’s Information: Troubled Waters

nvironmental pollution is land and sell the idea of a Even in nature, pure water Ean issue everywhere on park to the state of North cannot be found. When pre- the planet. Often individuals Carolina. As a result, Eno cipitation falls from the sky, feel overwhelmed, helpless, River State Park was born it picks up carbon dioxide and unable to do anything to and the reservoir project was and other gases and becomes help. Yet successful action abandoned. All of this work more acid and capable of to reduce environmental originated from one person’s dissolving some rocks. Wa- problems often starts through decision to take action. ter is known as the “univer- the actions of one individual. sal solvent.” This means that Students have initiated There is still much to be it can dissolve many kinds of projects that improved the done to protect aquatic habi- substances. Water can also safety of neighborhoods, tats in the Eno River water- carry suspended particles created parkland, and pre- shed. Reducing or eliminat- (sediment) such as soil and served major habitats for ing pollution is one area plant material. These parti- wildlife. When a group of where individuals can make a cles reduce the penetration individuals join together, the difference. Significant aes- of light into water which af- chances of solving problems thetic improvements can re- fects the plants living below increases. For example, Eno sult from reducing two com- the water’s surface. Water River State Park owes its mon forms of water pollution temperature and the amount creation to an individual who Ð litter and sedimentation. of dissolved gases also formed a group called the Other forms of pollution are change over time and affect Association for the Preserva- harder to detect and control. the aquatic life. tion of the Eno River Valley. Much work needs to be done to identify and eliminate The presence of chemicals The city of Durham want- sources of pollution in lakes, in water affects organisms ed to build a reservoir that rivers, groundwater and differently, depending upon would have flooded the en- oceans. the chemicals’ concentration. tire Eno River valley. By Some chemicals can be toxic working together, the group Pollution is a term that is, to some organisms even at was able to acquire some at times, difficult to define. very low concentrations.

Eno River State Park, NC 5.2.3 May 2000 Scientists usually measure Water pollution is usually basin. When a river or the concentration of materials described in relation to the stream no longer supports the in ratios, comparing the parts use humans make of the wa- intended or best use, it is of the chemical substance to ter in which the pollutant is considered “impaired.” the parts of water containing found. For example, if con- Then actions must be taken it. When concentrations of ditions in the Eno River reach to restore the river. materials reach critical levels, the point where Roanoke certain organisms die. Mac- bass, a sought after gamefish, The purpose of this activi- roinvertebrates are especial- start to die, the river would ty is to recognize that all of ly sensitive to small changes be considered polluted. us can make a contribution to in water quality. However, the river might still environmental sustainabili- support other types of fish ty in our own community. Living things need the ox- that can tolerate more pollu- Environmental sustainability ygen that is dissolved in wa- tion than a Roanoke bass. In means the ability to meet the ter. When oxygen levels fall other words, water could be needs of the present without below certain points, organ- described as polluted for compromising the ability of isms die. The warmer the some organisms and not for future generations to meet water, the less oxygen it can others. That's why it is im- their needs. We are all re- hold. Some animals need portant to know the river's le- sponsible for actions affect- more oxygen than others; gal classification. Classifica- ing life in the Eno River wa- therefore, warm water can be tions are assigned to the riv- tershed, and other watersheds described as polluted for ers of North Carolina based where we live and work. some kinds of organisms and upon the existing or contem- Let's help these waters sus- not for others. plated best usage of the vari- tain life for generations to ous streams in the river come!

Roanoke Bass

Eno River State Park, NC 5.2.4 May 2000 Troubled Waters

erlin and Barre were After admiring them, he quality they needed to sur- Mbrother and sister. would release them. Barre vive. She also planned to They lived in an old wooden was the expert at finding and catch some aquatic insects to house right beside the Eno catching the biggest crayfish. display alive in her aquari- River, just a little ways She would also spend more um at the fair. Merlin had downstream from time looking at the aquatic promised to help her. With Hillsborough. Merlin was in insects than Merlin. These his help, she would have a the sixth grade and his sister bizarre animals were fasci- good chance of winning the Barre in the fifth. nating to her and she already “Most Unusual Animal Dis- knew the names of most of play.” Barre could hardly Ever since they were able the common ones. The river wait to go to the river and to walk, their parents had provided endless opportuni- collect the aquatic insects taken them down to the river- ties for adventure. There was for her display. side to play. As they grew always something new wait- older, they discovered many ing to be discovered. Finally, the day before the wonderful things living in the science fair arrived. Merlin river. With homemade nets Springtime was eagerly and Barre walked down the and aquariums, they would anticipated by Barre and short trail to the Eno River. spend hours catching and Merlin. Spring meant Signs of spring were every- watching crayfish, water warmer weather, fresh air, where. Trout lilies, violets, striders, stonefly nymphs, wildflowers and lots of new and crested-dwarf iris were minnows, frogs and turtles. life in the river. This spring in bloom. Fresh new green They learned how to handle was especially important to leaves were unfurling on ev- and release these creatures Barre. Every year the fifth ery tree and shrub. Butter- without harming them or grade class had an environ- flies and bees floated and themselves. mental science fair. Students buzzed in the clean warm would choose a topic and de- air. Their hopes ran high; Often in the spring and velop a display to be judged what a great day! They summer, the entire family at the fair. This year the were sure to catch lots of would spend a day picnick- theme for the fair was water neat aquatic insects. Merlin ing and fishing. Merlin liked quality. Barre had decided and Barre made their way to catch feisty Roanoke bass to learn more about aquatic down the slippery bank of because they fought so hard. insects and the kind of water the Eno and out onto a

Eno River State Park, NC 5.2.5 May 2000 gravel bar that stuck out into Right! Look for clues. map the area of the new the river. The water was Hundreds of aquatic insects shopping center and identify shallow here and moved don’t keel over from fear of the stores that might have swiftly over small rocks and being exposed in public at a soap in their waste water. gravel. Here they planned to science fair! There had to pick up rocks and gently be a really good reason. Merlin and Barre sat down scrape the clinging insects Barre and Merlin were de- and compiled a list of the off them. Merlin had a dip termined to discover the an- shopping center’s stores. net to catch some minnows swer. They produced several possi- and water striders. bilities – Floyd’s Cleaners, A quick glance over the Davis’ Wash and Dry Barre eagerly started pick- surrounding area revealed Laundromat, Geiger’s Car ing up rocks while Merlin little evidence of foul play. Wash, and Tillotson’s Auto tried to catch the minnows. Merlin did note that there Body. They decided to The first rock she picked up was a condition common to record observations on a had no insects on it, neither all of the dead aquatic in- daily basis for a week. They did the second or third rock. sects. They were slippery to agreed to take turns looking Merlin had not caught any the touch and seemed to be for evidence. (Good detec- minnows or even seen any coated with a soapy sub- tives keep records, note pat- water striders. Where were stance. Barre saw the foamy terns and follow trails before all the insects? They both suds first. The suds were they draw conclusions or looked around puzzled. Mer- clinging to the rocks and make accusations.) lin then noticed some dead collecting in the still waters aquatic insects floating on of the deeper pool upstream. One evening when it was the surface in a pool behind They started upstream Barre’s turn to observe, her the gravel bar. Barre and searching for more clues. mother drove her to the Merlin looked around care- Beyond the deep pool the shopping center. What she fully and found hundreds of suds were scarce. Carefully found made her very excited. dead insects floating on the they moved further upstream When she got home she surface and washed up on the until they came to where the rushed into Merlin’s room bank. There were even some river flowed through town. and cried, “We’ve got them! dead minnows. It took a few Beyond this, a new black- When Mom drove me to the moments to register. Barre topped parking lot sporting a shopping center we drove forgot all about what this brand new mini-shopping over a big bump in the park- would mean for her science mall, signaled the edge of ing lot near the car wash. display. They both felt genu- the town. There they dis- They have a big black hose ine concern. These fascinat- covered something new. running into the drain pipe. ing animals that had provided Under fresh packed soil, They connect it after dark! I them with hours of enjoy- tucked beside the fence, saw it - I know it! They let it ment were all dead! What storm drains were partially flow into the storm drains could have happened? buried. They were opened from their storage tanks. They soon realized that there to allow flow of water into That’s where the soap was a mystery to be solved! the Eno. is coming from! We gotta do something Merlin! Where What would a Crime That night at dinner Barre do we go? What do we do?” Scene Investigator do under and Merlin talked with their similar circumstances? parents. They decided to

Eno River State Park, NC 5.2.6 May 2000 VOCABULARY Acid Ð having a pH less than 7; the chemical state of water or other substance in which the hydrogen (H+) ions exceed the hydroxyl (OHÐ) ions. For example, a car’s battery acid has a pH of 1. See pH scale.

Acid Precipitation (including Acid Rain) Ð any form of precipitation that is acidic as a result of mixing with sulfur or nitrogen compounds in the atmosphere. Sulfur and nitrogen compounds can come from coal burning power plants and car emissions.

Adaptation Ð 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 Ð the process of exposing to the air or of causing air to circulate through.

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

Algal Bloom Ð a heavy growth of algae in and on a body of water, usually resulting from high nitrate and phosphate concentrations entering water bodies from farm/lawn fertilizers and detergents. Phosphates also occur naturally in some rock formations.

Alkaline Ð see Base.

Ammonia Ð a colorless, strong smelling gas composed of nitrogen and hydrogen. (pH = 12)

Anatomy Ð the branch of biology that deals with the structure of plants and animals.

Aquatic Life Ð a plant or animal growing or living in or upon water.

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

Biochemistry Ð the branch of chemistry that deals with the life processes of plants and animals.

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

Eno River State Park, NC 6.1 May 2000 Classification Ð 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 Aves. 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).

Community Ð 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 Ð thin lines found on a topographical map that indicate elevation. They show the contour of the land.

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

Decomposition Ð to rot or to break apart into basic components. Decomposition makes nutrients, such as nitrogen and phosphorous, available for use by other organisms.

Delta Ð a usually triangular alluvial deposit at the mouth of a river.

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

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

Has 4 or more legs Has 2 or fewer legs

Has 4 legs and scales Has 6 legs and antennae Has feathers Has no eyelids and no legs lizard insect bird snake

Distribution Ð the act of scattering or spreading out; the geographic range of an organism.

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

Ecosystem Ð plants, animals and their physical surroundings that interact with environmental conditions, such as temperature and rainfall, forming an interdependent system.

Effluent Ð a liquid flowing out. The outflow of a sewer, septic tank, etc.

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

Eno River State Park, NC 6.2 May 2000 Endemic Ð 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 endemic to the Tar and Neuse rivers.

Environmental Sustainability Ð the ability to meet the needs of the present without compromising the ability of future generations to meet their needs.

Erosion Ð the process by which soil particles are carried away by wind, water, freezing and thawing, or a combination of these factors.

Estuary Ð semi-enclosed area where fresh water from rivers meets salty water from the sea. Example: The Lower Neuse River Basin from New Bern to the Pamlico Sound.

Eutrophication Ð naturally-occurring changes that take place after a water body receives inputs of nutrients, mostly nitrates and phosphates, from erosion and runoff of surrounding lands; this process can be accelerated by human activities.

Evaporation Ð the natural process by which water changes into vapor.

Food Chain Ð 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 Ð the interlocking pattern of food chains which exist in an ecosystem.

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

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

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

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

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

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

Eno River State Park, NC 6.3 May 2000 Longitude Ð the distance measured in degrees east or west of the prime meridian (0° longitude) at Greenwich, England. Durham is at 79° W longitude.

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

Metamorphosis Ð 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 Ð the branch of biology that deals with the chemical and physical composition, and the activities of the molecules of living matter.

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

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

Nonpoint Source Pollution Ð pollution that cannot be traced to a specific point because it comes from many individual places or a widespread area (e.g., urban and agricultural runoff).

Nymph Ð the young of an insect that undergoes incomplete metamorphosis, differing from the adult primarily in size and structural proportions.

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

ACID RANGENEUTRAL BASE RANGE 0 7 14 pH

FEW OHÐ

LARGELY OHÐ

FEW H+

LARGELY H+

Eno River State Park, NC 6.4 May 2000 Photosynthesis Ð 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 and water; oxygen is released as a by-product. See Respiration.

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

Point Source Pollution Ð pollution that can be traced to a single point source, such as a pipe or culvert (e.g., industrial and wastewater treatment plant discharges).

Pool Ð a deep still spot in a river, creek or stream.

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

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

Riffle Ð a shoal or gravel bar in a shallow part of a stream that produces a stretch of choppy ruffled water surface.

River Basin Ð the watershed of an entire river. It encompasses the many smaller watersheds of the river's tributaries or branches.

Runoff Ð rain, melted snow and other materials that drain or flow off surfaces such as city streets, roofs, suburban lawns and agricultural land.

Sediment Ð deposits of soil or organic matter that were suspended in water and then settled to the bottom. It is often deposited in the water by runoff.

Sedimentation Ð the deposition or accumulation of soil particles in water.

Sewage Ð liquid and solid waste mixed with water.

Soil Ð 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 Ð a biological classification of organisms. All organisms of a single distinct kind that have a high degree of similarity, and can mate and produce fertile offspring.

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

Eno River State Park, NC 6.5 May 2000 Stream Index Value Ð the relative health of a water body. It is based on the tolerance or sensitivity of a macroinvertebrate to changes in water quality and calculated using a simple formula.

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

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

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

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

Turbidity Ð cloudiness caused by particles suspended in water.

Volume Ð a quantity, bulk, mass, or amount. The amount of space occupied in three dimen- sions.

Wastewater Treatment Plant Ð a facility where household, business and industrial sewage are treated to remove harmful bacteria and chemicals.

Water Ð a colorless, transparent liquid occurring on the earth’s surface as rivers, lakes, oceans, etc. A chemical compound of hydrogen and oxygen, H2O. Water Treatment Plant Ð a facility where water is treated with chemicals, processed and distributed to homes, businesses and industries for drinking and other clean water uses.

Watershed Ð the total land area that drains directly or indirectly into a particular stream, river or lake.

Wetland Ð an area flooded by water frequently enough to support plants adapted to living in regularly or seasonally wet soil. Examples of wetlands are swamp forests, marshes, bogs, pocosins, beaver ponds and Carolina bays.

Eno River State Park, NC 6.6 May 2000 References

Borror, J. Donald and E. Richard White. North Carolina Department of Transporta- 1990. A Field Guide to Insects of America tion. 2000. “North Carolina Transportation North of Mexico. Houghton Mifflin Co., Map.” Maps can be obtained by calling: Boston, MA. 1-877-DOT-4YOU or 1-800-VISITNC.

Coker, Robert E. 1954. Streams, Lakes, Kejellstrom, Bjorn. 1975. Be Expert Ponds. University of North Carolina Press, with Map & Compass, The “Orienteering” Chapel Hill, NC. Handbook/New Revised Edition. Charles Scribner’s Sons, New York, NY. Council for Environmental Education. 1987, 1992. Project WILD Aquatic Educa- LeGrand, Harry E. and Stephen P. Hall. tion Guide. For information contact: Wild- 1993. Natural Heritage Program List of the life Resources Commission, Conservation Rare Animal Species of North Carolina. Education Division, 1712 Mail Service North Carolina Natural Heritage Program, Center, Raleigh, NC, 27699-1712. Phone: Division of Parks and Recreation, 1615 (919) 733-7123 Web: http:// Mail Service Center, Raleigh, NC 27699- www.ncwildlife.org 1615. Phone: (919) 733-4181

Division of Water Quality. A variety of Linnsennanier, Walter. 1972. Insects of the maps, river basin management plans, and World. McGraw Hill Co., New York, NY. other printed materials are available on their website: http://h2o.enr.state.nc.us/ McCafferty, Patrick W. and Arwin W. wqs/ Phone: (919) 733-5083 Provonsha, illustrator. 1983. Aquatic Entomology, The Fisherman’s and Division of Water Resources. Stream Ecologist’s Illustrated Guide to Insects and Watch News, “pH What Does it Mean.” Their Relatives. Jones and Bartlett Pub- Feb. 1991. Division of Water Resources, lishers, Sudbury, MA. WWW.jbpub.com 1611 Mail Service Center, Raleigh, NC, Ilustrations reprinted with permission. 27699-1611. Phone: (919) 733-4064 StreamWatch website: Mitchell, Mark and William Stapp. 1990. http:/www.dwr.ehnr.state.nc.us/wrps/ Field Manual for Water Quality Monitor- swhome.htm ing. An Environmental Education Program for Schools. Thomson-Shore Printers, Hall, Stephen and Dawson Sather. 1988. Dexter, MI. Inventory of the Natural Areas and Wildlife Habitats of Orange County, North Nebel, Bernard and Edward Komondy. Carolina. Sponsored by the Triangle Land 1981. Environmental Science, The Way the Conservancy in coordination with the World Works. Prentice-Hall Inc., North Carolina Natural Heritage Program. Englewood Cliffs, NJ. For information, contact: Natural Heritage Program, Division of Parks & Recreation, Needham, James and Paul Needham. 1615 Mail Service Center, Raleigh, NC, 1962. A Guide to the Study of Freshwater 27699-1615. Phone: (919) 715-8697 Biology. Holden-Day Inc., Oakland, CA.

Eno River State Park, NC 7.1 May 2000 O’Toole, Christopher, ed. 1986. The Ency- United States Department of Agriculture. clopedia of Insects. Facts on File Inc., 1989. Key to the Major Invertebrate Spe- New York, NY. cies of Stream Zones. Soil Conservation Service Publication SCS-TP-161, Water Penak, W. Robert. 1989. Freshwater Inver- Quality Indicators Guide, United States tebrates of the U.S. The Ronald Press Co., Department of Agriculture, 4405 Bland New York, NY. Road, Raleigh, NC, 27609. Phone: (919) 790-2887 Pfeiffer, C. Boyd and Mark Sosin. 1987. Aquatic Resources Education Curriculum. Wiessinger, John. 1990. Right Before Your Kendall/Hunt Publishing Co.,Dubuque, IA. Eyes, "All Eyes," #9009, and "Flying Dragons," #9020. Box 453, Ethna, NY, Quammen, David. 1985. Natural Acts, 13602. A Sidelong View of Science and Nature. Nick Lyons Books, New York, NY. Wildlife Resources Commission. March 1991. Wildlife in North Carolina. “Special Reid, K. George and Herbert Zim. 1967. Issue, Endangered Species." Also, No- Golden Guide, Pond Life. Golden Press vember 1999. Wildlife in North Carolina. Inc., New York, NY. "Special Issue, Rivers of North Carolina." Contact:Wildlife Resources Commission, Taylor, Mark. 1989. Streamwatching Conservation Education Division, 1712 with Kids, An Outing Leader’s Guide. Mail Service Center, Raleigh, NC. 27699- Reprinted by North Carolina Wildlife 1712. Phone: (919) 733-7123 Resources Commission, Conservation Website: http://www.ncwildlife.org Education Division, 1712 Mail Service Center, Raleigh, NC, 27699-1712. Phone: Winborne, Ferne B. 1989. A Guide to (919) 733-7123 Streamwalking. Division of Water Resources, Department of Environment Tennessee Valley Authority. 1993. and Natural Resources, 1611 Mail Service Environmental Resource GuideÐÐ Nonpoint Center, Raleigh, NC, 27699-1611. Phone: Source Pollution Prevention. For more (919) 733-4064 information contact: TVA, Office of Natural Resources and Economic Development, Environmental/Energy Education Program, Knoxville, TN 37902.

United States Department of Agriculture. July 1986. Teaching Soil and Water Con- servation, A Classroom and Field Guide. Soil Conservation Service, USDA, 4405 Bland Road, Raleigh, NC, 27609. Phone: (919) 790-2887

Date request received______Request received by______

l) Name of group (school) ______

2)Contact person ______name phone (work) (home) ______address 3)Day/date/time of requested program ______

4)Program desired and program length ______

5)Meeting place ______

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

7)Number of students ______Age range (grade) ______

8)Number of chaperones ______

9)Areas of special emphasis ______

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

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

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

Return to: Eno River State Park 6101 Cole Mill Road Durham, North Carolina 27705

8.1 PARENTAL PERMISSION FORM

Dear Parent:

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

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

Child’s name ______

Does your child:

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

¥ Have other allergies? ______

¥ Have any other health problems we should be aware of?______

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

Parent’s name ______Home phone ______(please print) Work phone ______

Family Physician’s name ______phone ______

Alternate Emergency Contact

Name______phone ______

Eno River State Park, NC 8.2 May 2000 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.

Eno River State Park, NC 8.3 May 2000 Notes

Eno River State Park, NC 9.1 May 2000 Notes

Eno River State Park, NC 9.3 May 2000 Notes

Eno River State Park, NC 9.4 May 2000