The Journey of Abandoned Mine Drainage (AMO) l---�-.-- �-- -... --�---
An activity guide to learn about the effects of abandoned mine drainage throughout Appalachia
The Journey of Abandoned Mine Drainage (AMD)
A cooperative project of the Saint Vincent College Environmental Education Center, Kiski-Conemaugh Stream Team, Western Pennsylvania Conservancy Watershed Assistance Center, Department of Conservation of Natural Resources-Keystone State Park, Westmoreland Conservation District, Roaring Run Watershed Association, Western Pennsylvania Coalition for Abandoned Mine Reclamation, Mountain Watershed Association, The Pennsylvania State University Cooperative Extension in Westmoreland County, AMD & Art
Support provided by Loyalhanna Watershed Association, Cambria County Conservation District, Powdermill Nature Reserve, Jennings Environmental Education Center, Fayette County Conservation District, Indiana County Conservation District
The Pennsylvania Department of Environmental Protection’s Growing Greener Grant Program funded this project.
Project Director Angela Belli, Saint Vincent College Environmental Education Center
Project Coordinator Beth Langham, Saint Vincent College Environmental Education Center
Layout and Design Mark Jackson and Stephanie LaFrankie, Jackson Graphics
Editors Pamela McQuistian, Department of Conservation of Natural Resources- Keystone State Park Kathryn Thalhauser Julie Eichner Danielle Ross Andrea Aikins
Website Development Paul Staniszweski, Upper Mahoning Creek Watershed Association
Website http://amrclearinghouse.org/AMDED/amded.html
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Updated 2019 Contents
Title and credits Preface Discovering Black Treasure Our Country’s Coal History...... 1 Timeline of Coal in the United States...... 3 Timeline of Coal - Energy Legislation...... 7 History Is Alive!...... 9 Interview Worksheet...... 11 Impact of Coal in the Industrial Revolution...... 13 Human Life Before Coal...... 14 October Sky...... 19 America At Work: Mining...... 23 Mining Worksheet...... 25 Teacher’s Answer Sheet - Mining Worksheet...... 27 Types of Coal & the Reserves...... 29 Sample Letter...... 31 Sample Letter...... 33 Scoring Rubic...... 35 Research Information Sheet...... 37 Old Miner...... 39 Old Miner Character Descriptions...... 43 Old Miner Playing Cards...... 45
Following Pyrite’s Trail Mine Water Melody...... 53 Song Lyrics...... 55 Movements to Song...... 57 AMD Summary Tree...... 59 Color by Number...... 61 Color by Number...... 63 Pollution Poetry...... 65 Abandoned Mine Drainage Word Bank...... 67 Abandoned Mine Drainage Diamonte Poem Format...... 69 Do We Have a Pollution Problem?...... 71 Sentence Mix Match...... 73 Sample AMD, Wetland and Watershed Sentences...... 75 AMD Criss-Cross...... 77 Teacher’s Answer Sheet - AMD Criss-Cross...... 79 Where Does the Iron Go?...... 81 Iron Particle Travel Dice Labels...... 82 Iron Partile Travel Dice Labels...... 85 Mine Box...... 87 Bubbler Box...... 89 Wetland Box...... 91 Plant Box...... 93 Stream Box...... 95
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Rock Box...... 97 Pond Box...... 99 Soil Box...... 101 Animal Box...... 103 Iron Particle Travel Log...... 105 How is Mine Drainage Formed?...... 107 Mine Drainage Formation Student Reading Handout...... 109 Mine Drainage Formation Student Worksheet...... 111 Mine Drainage Formation...... 113 Teacher’s Answer Sheet - Mine Drainage Formation...... 115 Acid-Producing Potential of Pyrite...... 117 Acid Producing Potential Part I - Familiarization Exercise...... 121 Acid Producing Potential Part II - Acid Producing Potential of Mine Overburden...... 123 Neutralizing Potential Part I - Familiarization Exercise...... 125 Neutralizing Potential Part II Neutralizing Potential of Mine Overburden...... 127
Finding Troubled Waters Let’s Build a Watershed...... 129 Macro Rummy...... 130 Macro Rummy Cards...... 135 Visual Assessment of a Watershed...... 141 Stream Visual Assesment...... 143 Scoring Descriptions...... 145 Assessment Scores...... 157 Watershed Education...... 159 Is There Mine Drainage Impacting This Stream?...... 161 Stream Game Set-Up...... 165 Stream Health Checklist...... 167 Macroinvertebrate Cards Sheet A - High Quality Stream...... 169 Macroinvertebrate Cards Sheet B - Low Quality Stream...... 175 Holy Macro Bingo...... 181 Macro Bingo Card...... 183 Teacher’s Guide Sheet - Macro Sensitivity Chart...... 185 Macro Bingo Card Handouts...... 187 Macro Bingo Teacher Cards...... 189
Reconstructing Nature Iron Clad Memory...... 245 Memory Cards...... 247 The Impact of Conserving Our Limited Resources...... 257 Exploring the Process of Sedimentation...... 259 AMD Shuffl e - Wetland Card Game...... 263 AMD Shuffl e Gameboard...... 265 Wetland Card Game...... 267 Environmental Management Steam Analysis with Relation to Acid Mine Drainage...... 301 Iron Oxide Chalk Activity...... 305
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Create an AMD Treatment System...... 307 Evaluating Mine Water And Determining a Treatment System...... 311 Passive Treatment Options...... 313 Steps to Evaluating an AMD Discharge And Creating a Treatment System...... 315 WELOS Letter...... 317 Instructions for Determining the Treatment System...... 319 Treatment System Flow Chart...... 321 Yellow Boy Labs - Sample Site: Lower Saxman Discharge...... 323 Yellow Boy Labs - Sample Site: Upper Saxman Discharge...... 325 Yellow Boy Labs - Sample Site: Getty Run Discharge...... 327 Yellow Boy Labs - Sample Site: Hawk Discharge...... 329 Yellow Boy Labs - Sample Site: Crabree Discharge...... 331 Yellow Boy Labs - Sample Site: Loyalhanna Borehole...... 333 Yellow Boy Labs - Sample Site: AV Pipe...... 335 Yellow Boy Labs - Sample Site: West Derry Discharge...... 337 Teacher’s Answer Sheet - Lower Saxman Discharge...... 339 Teacher’s Answer Sheet - Upper Saxman Discharge...... 341 Teacher’s Answer Sheet - Hawk Discharge...... 343 Teacher’s Answer Sheet - West Derry Discharge...... 345 Teacher’s Answer Sheet - AV Pipe...... 347 Teacher’s Answer Sheet - Crabtree Discharge...... 349 Teacher’s Answer Sheet - Loyalhanna Borehole...... 351 Teacher’s Answer Sheet - Getty Run Discharge...... 353 Puzzling Pollution Problem...... 355 Flashcards...... 357 Passive Treatment Worksheet...... 363 Teacher’s Answer Sheet - Passive Treatment Worksheet...... 365 Open Limestone Channel Puzzle...... 367 Limestone Pond Treatment...... 369 AMD Treatment Worksheet...... 371 Teacher’s Answer Sheet - AMD Worksheet...... 373 AMD Word Search...... 375 Examining the Environment The Great Coal Debate...... 377 Debate Ballot...... 379 And the Survey Says...... 381 Who’s Reclaiming Our Land...... 383 Surface Mining/Deep Mining...... 387 Dependency on Coal...... 389 New Life for Glade Run...... 391 New Life for Glade Run Westsylvania Magazine article...... 393 Prior Knowledge Topic Survey...... 399 Teacher’s Answer Sheet - Prior Knowledge Topic Survey...... 401 Glade Run Study Guide...... 403 Teacher’s Answer Sheet - New Life for Glade Run Study Guide...... 405 Glade Run Problem/Solution Guide...... 407
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) AMD Around Me...... 409 Mine-opoly - Stewardship & Responsibility Toward the Environment....411 Mineopoly Decision Cards...... 413 Mineopoly Game Board...... 419
Glossary...... 421 Resources...... 429
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Preface
Throughout Pennsylvania, abandoned coal mines have severely degraded land and water quality, posing serious risks to the community at large. Contaminated water from these abandoned mines is a major water pollution problem in Pennsylvania, affecting an estimated 2,500 miles of streams in the state. In southwestern Pennsylvania, abandoned mine drainage (AMD) is the number one non-point source problem affecting water quality.
Despite the significant impact of mine drainage throughout the region, the Pennsylvania Environmental Readiness for the 21st Century Commission Survey Report conducted by the Pennsylvania Center for Environmental Education in 1999 found that “Commonwealth citizens have surprisingly little knowledge about non-point source pollution, electricity generation, air pollution, and wetlands.”
Fifteen regional watershed organization’s environmental outreach and county conservation districts collaborated in development, dissemination, and evaluation of the AMD curriculum. The goal of the AMD Curriculum is to increase AMD and watershed restoration awareness and literacy through- out the southwestern Pennsylvania region; provide training and resources for traditional and nontraditional educators, including watershed groups, to aid in more effective teaching of the issue; and establish an informal network of partnerships for the development and implementation of effective programs and outreach activities relating to mine drainage remediation and watershed protection.
Each lesson plan was designed to be utilized by classroom teachers, environmental educators, watershed groups, colleges, and universities.
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Discovering Black Treasure
My buried treasure is worth a fortune!
Wow king! You’re multifaceted! Our Country’s Coal History Adapted from American Coal Foundation, http://www.teachcoal.org/lessonplans/history.html, ©2003 Developed by Gwen Johnson, Kiski Conemaugh Stream Team, Johnstown, PA
electricity. Coal is burned to turn water Summary: into steam, which turns the blades of a About This Examine a timeline of coal mining in turbine driving a generator to produce Activity... the United States and research how electricity. Coal is used for almost 50% of the policies of coal-dependent the U.S. electricity production and 40% of Prep Time Required: companies have changed over the world’s electricity. 1 hour the past fi fty years, affecting the Coke is produced when coal is heated Grade Level: economy of our country. without air at about 1000ºC (1832ºF). Middle School, High School Coke is a hard material of almost pure carbon and is used to smelt iron ore for Subjects: the production of steel. Historically, steel History, Language Arts, Materials: companies have been large consumers of Science, Social Studies • Transparencies of “Timeline of coal, using coke to produce steel. Coal Duration of Activity: Coal in the United States,” go to tar is a sticky black liquid derived from 2 class periods with http://www.teachcoal.org/lesson coke and is used for paving roads and additional time for plans/pdf coal_timeline.pdf, also tarring roofs. Coal tar is separated into research included Library resources and different compounds producing a variety of Pennsylvania Standards Internet access products such as plastics, paints, synthetic Addressed: • Overhead projector fi bers, and drugs. 3.3.8.A2, 3.4.6-8.A1, Coal is the most abundant fossil fuel in the country, and has been used for 3.4.6-8.B1, 3.4.6-8.B3, Objective: 3.4.6-8.B4, 3.4.7.D3 thousands of years as a natural resource. Students will be able to: Throughout history, it has been used Setting: • familiarize themselves with key dates in in various ways including ammunitions Classroom, computer lab, the history of coal mining in the United and/or library production and powering locomotives. The States. U.S. has about 24% of the world’s coal Vocabulary: • research coal-dependent companies in supply. With the world’s increasing need Coal the United States. Coke for energy, coal is a high demand resource. Electricity • assess the effects that the coal industry Fossil Fuel has had on the economy of the United Procedure: States, both directly and indirectly. Warm-up: Prerequisites: Knowledge of coal mining, Review the sequence of events listed coal use, electricity Background: on the Timeline of Coal in the United Coal is a fossil fuel composed of plant States, highlighting the various discoveries, and animal matter formed over millions inventions, and uses of coal over time. of years. Coal is primarily composed of Explain to students that coal has been and carbon, hydrogen, oxygen, and nitrogen, continues to be important to the economy the main elements of organic matter. of the United States. Whether used Coal is used to generate heat, produce to bake pottery, power steam engines, electricity, and make steel and other provide electricity, or produce steel, coal industrial products. Large industrial and is an essential resource for our country. manufacturing companies use coal for Activity: heating and powering plants. Railroad Ask students if they know what types companies that deliver coal are also of companies are dependent upon coal. dependent upon its production in order to Tell them that electric companies are the sustain their business. It is used around major consumers of coal, accounting for 80 the world as fuel and is second only to percent of its use. petroleum as the most consumed source Divide the class into three large groups. of energy. Students can work in smaller teams of two The simple burning of coal produces or three students within a larger group to heat for homes and various industries, conduct their research. and is also the major fuel for producing Assign one group to research an
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Discovering Black Treasure • Our Country’s Coal History 1 electric company, another group to When was coal discovered in the • Students may be interested in research a railroad company, and the United States? How was it fi rst used? continually improving effi ciency of last group to research a steel company. What do you know about how coal machines or appliances that once Each research team should answer the was fi rst mined? What changes in the used coal. Students may research following questions: mining and use of coal have occurred how appliances in the home have • When was the company founded? in the past century? Why is coal become more energy effi cient over • How many people does it currently important to the United States? time. employ? • Approximately, how many people Assessment: Adaptations: Have students prepare an editorial does the company provide services • Students who have weaker writing about the role that coal has played for? skills may opt to make a videotape of and continues to play in the economy them discussing the role of coal in the • How does it use coal? of the United States. Encourage economy of the United States, rather • Over the past fi fty years, how has the students to focus on one particular than presenting a written report. company changed? Does it employ industry and the role that coal plays more or less people? Does it rely in its production and growth. Resources: more or less upon coal? Students may choose to suggest American Coal Foundation, Provide students with the following alternatives to coal in order to sustain http://www.teachcoal.org/lessonplans/ companies and links to begin their the industry, or they may support history.html, 2003. research: the increase in coal production to grow the industry, and, therefore, Pacifi c Gas and Electric the economy. (http://www.pge.com) Union Pacifi c Railroad Extensions: (http://www.uprr.com/aboutup/history/) • Students who are sensitive to the Bethlehem Steel workers affected by coal production (http://www.bethsteel.com/) may be interested in researching more about the unions in these After groups have completed their industries. Direct them to the research, allow each group to present following links to fi nd out how the their fi ndings to the class. Record the workers in these industries form number of people employed by each a collective bargaining entity to company, as well as the number of support one another. people served by each company, on the blackboard or overhead projector. United Steel Workers of America Add up the total employees and (USWA) customers. (http://www.uswa.org/) Explain to the class that these United Mineworkers of America companies are representatives of each (UMWA) industry, and that there are more coal- (http:/www.umwa.orghomepage.shtml) dependent companies in the United States, employing and serving Transport Workers Union (TWU) thousands of people. (http://www.twu.org/) Purchase the Coal Today CD ROM Wrap-Up/Conclusion: (http://www.teachcoal.org/teacherstore/ Ask students what they think would video.html), which allows students to happen if the United States stopped play interactive games that introduce mining coal; what would the chain of coal, its use, and the importance of events be with regard to employment electricity to our lives. and services? How would this affect our economy? Be sure the students can also answer the following questions:
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) 2 Discovering Black Treasure • Our Country’s Coal History Timeline of Coal in the United States
1000 A.D. 1673-74 1700s 1701 1748 1762 1816 Hopi Indians, living in what is Louis Jolliet and Father Jaques First coal use in Coal is found by The fi rst commercial recorded Coal is used to manufacture Baltimore, Maryland, now Arizona, use coal to bake Marquette discover “charbon de Pittsburgh area Huguenot settlers at commercial U.S. coal shot, shell, and other war material becomes the fi rst pottery made from clay. terra” (coal) at a point on the (Mount Washington) Manakin on the production form mines in during Revolutionary War. city to light streets Illinois River during their James River, near what the Manakin area. with gas made from coal. expedition to the is now Richmond, Virginia. Mississippi River.
1830 1839 1848 1866 1875 1890 The fi rst commercially practical The steam shovel is invented The fi rst coal miners’ union is Surface mining, then called Coke replace charcoal as the The United Mine Workers American-built locomotive, the and eventually becomes formed in Schuylkill County, PA. “strip” mining, begins near chief fuel for iron blast furnaces. of America is formed. Tom Thumb, is manufactured. instrumental in mechanizing Danville, Illinois. Horse-drawn Early locomotives that burned surface coal mining. plows and scrapers are used to wood were quickly modifi ed to remove overburden so the coal use coal almost entirely. can be dug and hauled away in wheelbarrows and carts.
Source: http://www.teachcoal.org/lesssonplans/pdf/coal_timeline.pdf
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Discovering Black Treasure • Our Country’s Coal History 3 Timeline of Coal in the United States
1896 1901 1912 1930 1933 1937 1961 Steel timbering is used for the General Electric Co. builds the The fi rst self-contained Molded, protective helmets NRA The shuttle car is invented. Coal becomes the major fi rst time at the shaft mine of the fi rst alternating current power breathing apparatus for mine for miners are introduced. National Industrial fuel used by electric Spring Valley Coal Co., where plant at Ehrenfeld, Pennsylvania, rescue operations is used. Recovery Act - gave utilities to generate 400 feet of openings are tim- for Webster Coal and Coke Co., miners right to organize electricity. bered with 15-inch beams. to eliminate inherent diffi culties 40 hour work week, etc. in long-distance direct-current transmission.
1973-74 1977 1986 1990 1995 1996 2002 Oil embargo by the Organization Surface Mining Control Clean Coal Technology U.S. coal production tops The National Coal Association Energy Policy Act goes into Coal mining companies of Petroleum Exporting and Reclamation Act Act passed. one billion tons in a single and the American Mining effect, opening electric utility reclaim two millionth Companies (OPEC) focuses (SMCRA) passed. year for the fi rst time. Congress merge into the markets for competition acre of mined land. attention on the energy crisis and National Mining Association, between fuel providers. results in increased representing coal -and minerals- demand for U.S. coal. producing companies.
Source: http://www.teachcoal.org/lesssonplans/pdf/coal_timeline.pdf
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Discovering Black Treasure • Our Country’s Coal History 5 Timeline of Coal–Energy Legislation
1890 1891 1910 1941 1948 1952 United Mine Workers First Federal Mine United States Bureau The U.S. Coal Mine U.S. Water Pollution Federal Coal Mine of America formed. Safety statute passed. of Mines founded. and Health Safety Act Control Act created. Safety Act passed. passed by Congress.
1955 1965 1969 1970 1973 1976 Federal Air Pollution Federal Water Pollution Control The U.S. Coal Mine Health First Clean Air Mining Enforcement Clean Air Act amended. Control Acts began. Administration created. and Safety Act started Act enacted and Safety Administration (Now known as Environmental (MESA) founded. Protection Agency- EPA)
1977 1977 1984 1990 2002 2003 Federal Mine Safety The Surface Mining Control Clean Coal Technology Clean Air Act amended. Clear Skies Clean Air Act’s and Health Act passed. and Reclamation Act created. Program instituted. Initiative proposed. New Source Review provision changed.
Source: http://www.efmr.org/xtra/coalenergy.doc
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Discovering Black Treasure • Our Country’s Coal History 7 History Is Alive!! Developed by Danielle K. Ross, Saint Vincent College Environmental Education Center, Latrobe, PA
Many people are involved in the coal Summary: industry directly and indirectly. These About This Students interview an individual combined contributions of the coal industry formerly or presently involved in the to Pennsylvania’s economy total more than Activity... coal industry. They organize and $10 billion per year. write a report from the interview Because coal mining has such a Prep Time Required: discussing what the student learned long and vivid history in Pennsylvania, 30 minutes during the interview. many people have worked in or around Grade Level: coal mines, and have been affected either Middle School, directly or indirectly by the industry. There High School is a rich history in coal mining. The legacy Materials: from past miners has been passed down Subjects: • Computer access to present miners. This activity will allow History, Language Arts, • Paper Social Studies students to learn some history fi rst hand • Pencils, pens from someone who has experienced Duration of Activity: • Interview Worksheet working in a mine. 1-2 class periods, plus additional time outside class Objectives: Procedure: Students will be able to: Warm-up: Pennsylvania • organize their thoughts into coherent Find historic photographs of coal Standards Addressed: questions. miners and coal mines. Photographs can 3.4.6-7.B1, 3.4.12.B1, be found at various sites on the internet. 4.5.6.A, 4.5.7.E • demonstrate proper speaking and Show the class the photographs. Tell organizational skills by interviewing a Setting: the class that each of these people has a Classroom community member. story. Ask the class if they could ask the Vocabulary: • write a report from interview notes. miners in the picture any questions about Coal their lives, what would they ask them. Coal Energy Background: Write the questions the students would Coal Mining Coal has been an important resource ask the miners on the board. Tell the Fossil Fuels students to think of someone they know Industrial Revolution in the world for many thousands of years. In the 1300s, Native Americans used coal who was involved or is involved in the coal in many ways, including heating and cook- industry. Would any of these questions be ing. In the mid-1700s, the fi rst coal mine appropriate to ask the person they know? opened in Virginia. Coal was used to Activity: power steam trains, which was a major Tell the students they are going to mode of transportation in the early history interview the person they know involved in of the U.S. During the industrial revolution, the coal industry. The person should be coal became a major source of energy for directly or can also be indirectly involved heating homes, electricity, and cooking. in the coal mining industry. They can Coal is a very important resource in interview someone who worked or works the United States. Many states’ economies in a coal mine, such as a grandparent, rely indirectly and directly on coal mining. father, uncle, or neighbor. It can also Pennsylvania is a major contributor to the be someone who uses coal everyday, for coal industry with 82 underground mines instance, someone who works for an and 225 surface mines, which distribute electric company that uses coal. more than 75 million tons of coal each After the students have decided on an year. PA produces about 7% of the interviewee, allow students to brainstorm in U.S. coal supply and employs over 9,300 groups to determine some questions to ask miners. About 58% of the electricity used in addition to the questions written on the in Pennsylvania is produced by coal in 23 board. Some appropriate questions they coal-fi red power plants. PA uses more may want to use are: than 57 million tons of coal and ranks fourth in coal use. • Where were you born?
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Discovering Black Treasure • History Is Alive!! 9 • Where did you live when you were • What were the conditions like? Adaptations: growing up? For younger students, invite a guest • Were there any common themes speaker into the class who was previ- • How old were you when you started between the individual ously involved in the coal industry. in the mine? interviews? Have the students prepare questions to • Why did you fi rst start working in the • Were there any differences ask the speaker. After the presentation, mine? between the interviews? summarize with the students the • What was the name of the mine and speakers’ feelings about the coal where was it? Extensions: industry, and the history of the industry. Activities: Students can videotape their inter- • What were your wages? A retired coal miner or a member of view with permission. The class can • What jobs did you have in the mine? a coal mining community can speak to watch the interviews, and the tapes can the class about their experiences. be kept as a class record and for future • Did you like working in the mine? The students can write questions and class use. • What was the greatest change you interview the speaker in the classroom. saw in coal mining as you continued A guest resource person can act out Resources: to work there? the role of a miner for the interview American Coal Foundation. 2003. (i.e. from a local park or facility with http://www.teachcoal.org/ Collect the students’ questions and an environmental education staff) or a interviewee names and relationship to teacher or parent could act as a miner, The Windber Coal Heritage Center. the student in order to evaluate them if they properly researched the role. 1999-2004. http://www.progressfund.org/ for appropriateness. wmain.htm Allow the students time to contact Videos: October Sky. Universal Studios. 1999. their interviewee to establish an Tour-Ed Coal Mine & Museum interview time. Silver Cinders: The Legacy of Coal and 748 Bull Creek Road During the interview, students Coke in Southwestern PA (56 minutes) Tarentum, Pa 15084 should take notes on the responses 724-224-4720 Field Trips: to the questions using index cards or [email protected] Visit a local coal mining community paper, or tape record the interview. http://www.tour-edmine.com/ or coal mine. Students can see fi rst After the interview is complete, the Memorial Day to Labor Day, hand the history behind coal mining in students should review their notes and Open daily: 10 AM to 4 PM Pennsylvania. make appropriate corrections. (Closed Tuesdays); A trip to the Windber Coal Heritage Saturday and Sunday: Center, which tells the story of a Wrap-up/Conclusion: 1 PM to 4 PM community created and maintained by After the interview, the students Groups by appointment a coal company devoted to serving should write a short report about the Admission Price and the company and the people employed interview and present their fi ndings to Group Rates by it. The Heritage Center is located the class. at 501 15th Street, Windber, PA 15963-0115. The Center’s phone Assessment: number is (814) 467-6680, or toll-free • After all the students have presented (877) 826-3933. Access the Center their interview results, the class on the World Wide Web, http:// should determine if there are any www.progressfund.org/wmain.htm. similarities between the individuals’ Explore Keystone State Park Visitors answers. The teacher can ask Center and treatment ponds (coal his- the class the following questions tory and abandoned mine drainage directly to the class or in a worksheet: treatment). Also, visit Keystone State • What were the wages during the Park for a “Coal Mining Times” program time period? on the work and homelife of a miner of the early 1900s. Call 724-668-2566 • Was the work strenuous? for details. • Did the people enjoy the work, or were they forced to work there?
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) 10 Discovering Black Treasure • History Is Alive!! Interview Worksheet
Name:
Person Interviewed:
Date Interviewed:
Directions: Write the questions asked during the interview and the answers provided by the interviewee on this sheet. Use this sheet to prepare your report.
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Discovering Black Treasure • History Is Alive!! 11 The Impact of Coal in the Industrial Revolution Adapted from numerous sources listed in lesson plan. Developed by Roz Robitaille, Kiski-Conemaugh Stream Team, Johnstown, PA
Revolution certainly was “momentous.” Summary: The approximate 200 years could quite About This Students use the Internet and /or possibly be considered sudden in the library to understand life before the context of the long history of humankind. Activity... Industrial Revolution, investigate The Industrial Revolution was a time the impact of inventions on the of dramatic change, from hand tools and Prep Time Required: Industrial Revolution, particularly the handmade items to products, which were 2 hours use of coal in steam power, and mass-produced by labor-saving machines. describe the importance of Grade Level: These machines began to replace human 7-12 transportation in the Industrial labor-intensive industry and produced Revolution. more goods more quickly. The large Subjects: machines had to be housed in factories History, Social Studies Materials: rather than homes, and people had to Duration of Activity: leave their homes to work for the owners of • Books and websites mentioned 2 class periods the machines. (introduction and below This was the beginning of work and follow-up) with additional pay by the hour rather than by the product. time for research Objectives: More and more items were produced, Pennsylvania Students will be able to: which made the items cheaper to buy. Standards Addressed: • describe the relationship between The items could then be purchased by the 3.4.6-8.A1, 3.4.6-7.A3, technology and the Industrial Revolution poor, not only by the rich or elite segments 3.4.6-8.B1, 3.4.7.B2, of society. The quality of life improved 3.4.6-8.B3, 3.4.6-8.B4, • discover that the process of invention for some people, but not for all. With 3.4.6-8.C1, 3.4.6.D2, involves not only creativity, but also increased production came increased 3.4.12.A1, 3.4.12.A3, planning, trial and error, and refi nement 3.4.12.B1, 3.4.10.E5, pollution and terrible working conditions for 3.4.12.E5, 3.4.12.E6 • describe how inventions have affected many. people, both historically and in the The Industrial Revolution quickly Setting: Classroom, computer lab, present changed the way goods were made and and/or library sold, and how people lived and worked. It Background: involved the: Vocabulary: What is a revolution? And what has it Canal • development of power driven machinery to do with coal? Industrial Revolution • use of money in more complicated ways Invention Coal is an important element that helped “fuel” the Industrial Revolution. • growth of towns Prerequisites: During and prior to the Industrial none • improvement in transport Revolution, it was abundant in Britain and The Industrial Revolution started in in several Colonial states of America. After England in the 18th Century, and spread being used in smaller amounts for heating, to the United States, Canada, and other coal was later put to use, producing power European countries in the 19th Century. for driving stream engines, which would The 20th century saw its spread to pockets help expand the production and transport of Asia, Africa, and South America. of manufactured goods. As the population Historians differ on the exact dates and need for these goods grew, there was of the Industrial Revolution in England, but also an increase in demand for coal. it is agreed that it occurred sometime in According to the American Heritage the period between 1750 and 1830 A.D. Dictionary, 4th Edition, one of the defi nitions Some important inventions, such as the of a revolution is “a sudden or momentous printing press, had occurred prior to 1750, change in a situation.” Although the and some people were already using wind, term “sudden” is debatable, the Industrial
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Discovering Black Treasure • The Impact of Coal in the Industrial Revolution 13 water, and steam power to produce had to be used. The vast amounts of Steam Power and Coal energy. However, these were used coal located in several states provided Before steam power, only two other only on a small scale. that fuel. forces (besides muscle power) drove What was life like before the Initially, coal was dug out manually machinery: windmills and waterwheels. Industrial Revolution? Before the by pick and shovel and hauled to the Steam would provide the third and revolution, most people lived by surface by men, women, and children far more powerful source of power. working the soil to grow their own using muscle power. Eventually, Thomas Savery, Thomas Newcomen, food and by producing cloth in their animals sped up the process by hauling and James Watt, in a later partnership homes. They were peasants who were loads of coal in carts on rail. Workers with Matthew Boulton, in succession, essentially self-employed or worked in the mines endured harsh and would invent and re-invent various on a small scale for a merchant. dangerous conditions: working lying improved versions of the steam engine. This was called a “domestic system.” down or on hands and knees in Robert Fulton is generally held to Spinning and weaving occupied the 2-4 foot high tunnels, in the dark be the inventor of the steamboat. family almost all year except for the except for candlelight, and in cold, wet However, many others contributed to time they spent growing food during environments. Working in underground this endeavor. the seasons of planting and harvesting. coal mines was hazardous. There were The development of the steam Whole families were involved two major engineering problems: the engine is probably the most important in this small-scale production. They need to drain water from the mine, technical achievement of the Industrial may have sold some of their products and a system to ventilate the mine Revolution. Coal was the fuel used for locally if they had produced more than to provide fresh air to the miners. the newly mechanized manufacturing they needed. Most people lived in In addition, methane gas, often a plants and eventually in steamboats small towns or villages, and the roads byproduct of the coal mining process, and locomotives. between them were simply pack-horse could catch fi re and explode. trails, not conducive to traveling long Eventually, machines for cutting Procedure: distances. and loading coal were invented and Warm-up: Prior to the use of machines, people took over some of the jobs of the Ask the students if they know and animals provided the power. Then miners. Output increased and the how items they use are manufactured water and wind provided power. The number of miners needed to produce or produced. Examples are pencils, inventions of steam-powered machines larger quantities of coal decreased. In computers, clothes, and the food they revolutionized industry and made addition, steam engines provided the eat. Ask students if they have ever possible the increases in production power to ventilate the mines and drain considered how these items were that characterize the Industrial water from them. Other inventions invented. Did someone just simply Revolution. helped reduce the danger of working think of it and produce it? Was it that An invention is a new device, in the mines, although mining is still simple? method, or process developed from considered a dangerous occupation study and experimentation. Several today. Activity: inventions preceding and during the Assign the students the task of Transportation Industrial Revolution helped bring researching the process of inventing The transport of goods during about the drastic changes that something. Inventions, although often the Industrial Revolution was a major occurred in the manufacturing process. attributed to one person, are some- problem. Roads were undeveloped Of particular signifi cance were the times the result of trial and error by and bridges were few and far between. inventions of Thomas Newcomen, many persons over time, each one Over the years, the necessity of moving James Watt, and Matthew Boulton in improving on what was done before. goods to increasing markets to the the perfection of steam-driven power. The steam engine and the steamboat west fueled the construction of canals, are good examples for research. The Coal Connection which would connect industrial sites to Technical drawings of the different The Industrial Revolution resulted other industrial sites and/or population improvements in the steam engine also increases in the extraction of coal centers by enabling transport by boat could be an option for some students. from mines. Initially, in the United and barge. Gradually, land roads Ask students to research and States, the plentiful forests provided were improved; however, the major compare life before and after the wood as fuel for the manufacturing improvement in transportation came Industrial Revolution and to provide processes. Eventually, the forests were with the introduction of the railroads. specifi c examples to prove their point denuded and another source of power of view. Look up the lives of people
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) 14 Discovering Black Treasure • The Impact of Coal in the Industrial Revolution working in mines or factories and http://www.history.ohio-state.edu/ compare to the lives of the industrialists, projects/coal/mechanization/ such as Henry Clay Frick or Andrew Productivity.htm Carnegie. Did the Industrial Revolution http://www.eh.net/encyclopedia/ improve people’s lives or make them adams.industry.coal.us. worse? Ask the students to fi nd other Hindle, Brooke and Lubar, Steven. important inventions during the time of Engines of Change: The American the Industrial Revolution, either in Great Industrial Revolution, 1790-1860. Britain or the United States. Smithsonian Institution Press, Ask students to document the Washington, D. C., 1986. improvements in transportation Clare, John D. Editor. Industrial and relate it to population shifts and Revolution. Gulliver Books, Harcourt, industrial output in the U.S. Brace, & Co. New York: 1994. Ask the students to compile a list of inventions which changed the way coal Clarke, Penny. Growing up during The miners work from the pick and shovel Industrial Revolution. B. T. Barsford method to current practices. Ltd. London: 1980. Hooker, Richard. “The European Wrap-up/Conclusion: Enlightenment; The Industrial Students will present their fi ndings Revolution,” 1966. through writing an essay or a www.wsu.edu:8080/~dee/ENLIGHT/ descriptive timeline of the invention INDUSTRY.HTM of a signifi cant product. Students will debate the negative Knox, Diana. The Industrial Revolution. and positive aspects of life before and Greenhaven Press, St. Paul, MN: 198 after the Industrial Revolution. Lindquist, Willis. The Universal History of the World: The Industrial Revolution Assessment: and Nationalism Volume XII. Golden • Students will be evaluated on how Press, New York: 1966. well they document the cause and effect of events that occurred during Ross, Stewart. Documenting History, the Industrial Revolution through their The Industrial Revolution. Scholastic, research on inventions. Inc., Danbury, CT: 2001.
Resources: http://inventors.about.com/ library/inventors/blsteamengine.htm www.uml.edu/tsongas/programs/pdfs/ invfact.pdf http://yale.edu/ynhti/curriculum/units/ 1981/2/81.02.06.xhtml http://encarta.msn.com/encyclopedia_ 761577952_2/Industrial_Revolution.html
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Discovering Black Treasure • The Impact of Coal in the Industrial Revolution 15 Human Life Before Coal Developed by Missy Shull and Gwen Johnson, Kiski Conemaugh Stream Team, Johnstown, PA
which is partially decayed matter found Summary: primarily in bogs, is very soft and contains About This This lesson is designed to make a lot of water. This is harvested, dried, and Activity... students consider other sources of burned for fuel in countries such as Ireland, “power” before the discovery of coal. Scotland, and Canada, where it is locally They will simply discuss other ways abundant. Peat is an economic alternative Prep Time Required: in which they might power their to other fossil fuels, but it too is a non- 30 minutes everyday electric products. renewable resource. Also, peat is found in Grade Level: wetlands, which provide habitat to a large 6-8 array of plants and animals and naturally purify water. Subjects: Materials: History • Transparency Changes in energy use Before the industrial revolution and Duration of Activity: 40 • Overhead projector minutes even before the agricultural revolution, our ancestors were hunters and gatherers. Pennsylvania Objectives: Women collected plants, roots, bark, Standards Addressed: Students will be able to: berries, nuts, and fl owers for food. Men 3.4.6-7.B1, 3.4.7.B3, • Identify the use of key utilities prior 3.4.6.B4, 3.4.6.E2 hunted wild game or fi shed to add meat to coal by comparing and contrasting to their diets. Early hunter-gatherers were Setting: sources such as heat, light, food, and nomadic, moving from place to place. Classroom shelter before and after the use of coal. Scientists believe this was one form of Vocabulary: plant dispersal and affected animal habitat. Agricultural Revolution Background: Settlements were developed later and Coke It is believed that the Chinese were pollution became more of a concern. Deforestation the fi rst to use coal for fuel. Marco Polo, Runoff from waste piles and sewage Hunters and Gatherers upon returning to Italy from China, wrote Peat caused water pollution, which caused Sea Coal of the Chinese use of coal. Romans in disease. Hunter-gatherers’ population Scotland used “ ”. Centuries later, Prerequisites: Students sea coal remained steady and small, because they should be familiar with coal resurfaced in Britain. At fi rst, coal was did not need a large population to perform early American colonial unusable because most homes did not their activities, as manpower suffi ced, and life. have chimneys, instead just a hole in the a small population was easier to move and fl oor, causing the fumes to be overwhelm- maintain. They lived within their means and ing. Settlers in the New World were also made conscious decisions to control their overwhelmed with the unlimited supply of population. wood available for fuel and coal was The agricultural revolution spawned forgotten. Burning wood, and water from a number of things including the facts wheels, were used for power. However, that some hunter-gatherers already planted when the iron industry had depleted the small gardens to supplement their diets, wood supply, coal became cheaper to the domestication of animals provided burn than wood and hence, more popular. more energy to harvest the crops, and When the wood supply became scarce and since one farm could support a number expensive, the search for coal was on. of people, others could expand culturally. Coal fueled the Industrial Revolution. Hunting and gathering was phased out and Coal and its derivatives such as coke, were social structures began to change. used to make iron and then steel with less Agriculture had a major impact on impurities. As railroads stretched across habitat. In the beginning, slash-and-burn the continent, railroad engines were fueled techniques were used to clear land for by coal. farms. Then land was plowed and irri- Coal was found in exposed hillsides, as gated. As habitats were converted to can still be seen today in road cuts. Often, farmlands, species became extinct, climate coal, in exposed seams, could be found in changed, fuel supplies diminished, soil a person’s backyard. Such places were eroded, water was polluted, diet complex- called “country mines”. Weathering Peat, ity changed, and population increased.
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Discovering Black Treasure • Human Life Before Coal 17 Wood, bone, and stone tools were Extensions: given up for metal tools. New • The students can write an essay or inventions such as the steam engine, several short journal entries on a day population growth, and changes in in the life of an early American settler, society among other things, brought to which coal was not available. Invite about the industrial revolution, which a colonial re-enactor to speak to the was marked by the use of fossil fuels. class about a typical day. Visit the Prior to the mass production of local historical society. goods, objects were made in the home or through small workshops. Farms Adaptations: were self-sustaining. The barter system Older students can research and was utilized for the exchange of goods. map early settlements and explain the reason for their locations. Procedure: Warm-up: Resources: The teacher will ask students how Accepting the Challenge. Will Taylor, they used electricity today. Then ask Margaret Dunn, and Shaun Busler. students to imagine life without A Slippery Rock Watershed Coalition electricity and the items that use it. publication. Activity: Environmental Science. Karen Arms. In groups, students will compare, Saunders College Publishing, 1994. contrast, and list sources of heat, light, Second edition. food, shelter, tools, etc. before coal was regularly used versus how we derive such things today. As a class, discuss the lists and record the fi ndings on a transparency. Then, read the above background to students and have them, in groups, add to their list.
Wrap-Up/Conclusion: Students will share their lists and discuss, in greater detail, life before the regular use of coal.
Assessment: • The teacher will orally assess the responses of the class. As home work, students should choose a primitive form of energy and expand upon the advantages and disadvantages of that energy source. Possible choices include fi re, animal, wind, water, peat, and coal.
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) 18 Discovering Black Treasure • Human Life Before Coal October Sky Taken from Saint Vincent College Environmental Education Center: AMD Education Modules, Saint Vincent College, Latrobe, PA Developed by: Beth Langham, Saint Vincent College Environmental Education Center Homer overcomes seemingly impossible Summary: odds to fulfi ll his vision. Homer wins a About This By viewing the movie October Sky, scholarship to College through his model Activity... students can observe the life of rocket work and eventually works for a coal miner and several social NASA. impacts of living in a coal town. Prep Time Required: Students will discover what the Procedure: 5 minutes mineworkers experience by “owned” Warm-up: Grade Level: by the mine owners. Miner’s gear - hard hat, lamp, long sleeve Middle School shirt High School Mining Town - The Company owned the stores, the schools and the houses, and if Subjects: Materials: English, Literature, History, • October Sky movie (108 minutes) anything needed fi xed, the company Science carpenter had to fi x it and you might have • TV/VCR to wait several weeks/months. Duration of Activity: • Discussion Materials How they mined – Room and Pillar Method 3 hours Pennsylvania Standards Activity: Objectives: Have students watch the video and Addressed: After watching the movie “October Sky”, take notes and observations about living in 3.4.6-7.B1, 3.4.6-8.B3, students will be able to: a coal-mining town and working in a coal 3.4.6.B4, 3.4.8.B4, • describe the conditions the miners mine. 3.4.10.B1, 3.4.12.B1, experienced while working in the mine. 3.4.10.C3, 3.4.10.D3, Observations to be made: 4.5.7.E, 4.5.10.E • discuss how mining companies owned • The mining towns of West Virginia the town and essentially the workers. existed for the sole purpose of mining Setting: coal. The coal company owned Classroom • summarize the hardships faced by everything in the town: the stores, the Vocabulary: young men, especially sons of miners church, the schools and the houses in Company Towns as they tried to “get out” and become which the miners lived. If a miner John L. Lewis something else. was incapacitated and could no longer Mining work, his family was forced to move Unions • complete a project required by the teacher. out of the company owned house, which Prerequisites: meant leaving town. Often, when the Understanding of Background: father was injured, the children had to vocabulary words work in the mines to pay the rent and The movie is based on a true story is remain eligible to live in company owned set in Coaltown, (Coalwood in the movie), housing. If a miner died in themines, his West Virginia in 1957, where coal mining family had a very short time (usually two is king and no one can escape life under- weeks) to move. The coal company didn’t ground. But when high schooler Homer want the grim reminders of the dangers of Hickman, Jr. sees the Soviet satellite the mine to be around too long. Coaltown Sputnik streak overhead, he aims for the (Coalwood in the movie), where Homer stars and a new destiny in the incredible lived, was one of the better company true story of hope, determination and towns, but it was still subject to harsh triumph. With the help of his teacher and practices by the mine owners. three buddies, Homer sets out to build his own model rocket and get out of Coal- • The fi lm does not present a sympathetic wood. His father is a coalminer and view of the United Mine Workers local in expects Homer to follow in his footsteps Coalwood. This is a departure from the because; no one from Coalwood ever goes book. While Homer’s father was the man- to college unless they receive a sports ager of the mine and a company man scholarship, like his brother. With a limited through and through and while he thought education and a series of model rocket that the reasons for the strike were trivial, misfi res that threaten to fl atten his dreams, the truth of the matter was not so clear.
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Discovering Black Treasure • October Sky 19 Moreover, the Union men supported by electric trolley to the surface where calculus. Homer began to study the the Rocket Boys long before Homer’s it is taken to preparation plants to be text and the other members of the club father did and they were instrumental in screened, washed, sorted by size and helped him. Homer learned calculus facing down the company’s represen- crushed before shipment. without the class, to his own amaze- tative when he wanted to shut down ment and that of his teachers and the • In a mine, coal dust pollutes the the boys’ test fi ring range (it was on principal. air and literally covers everything. A a massive expanse of tailings from the common ailment among miners is • Also in the book, and not in the fi lm, mine). For a fi lm that shows the diffi cul- black lung disease (pneumoconiosis) is a clear explanation of how the Rocket ties the miners had in organizing the caused by inhaling coal dust. Boys got the precision nozzles neces- United Mine Workers Union and in Homer’s father was suffering from sary to fl y their rockets. After Homer’s gaining recognition from the mine this disease. The mine owners failed to father had sent the fi rst machinist to owners, see Matewan. compensate miners for this help them, Mr. Bikovsky, into the mine • There are two principal methods of occupational hazard. The Federal as punishment, the town coalesced mining coal. Strip-mining coal close to Government has stepped in and set behind the Rocket Boys. Homer then the surface is the most economical, but up a health and worker’s compensation convinced the supervisor of another also the most environmentally destruc- plan for the miners. mine machine shop to make the nozzles tive. Power equipment of various kinds and Homer’s father permitted company • The book is better than the movie (power shovels or drag lines) removes time and company materials to be and contains a number of wonderful the earth and rock to expose the coal. used. A fundamental truth shown by vignettes that are not in the fi lm. For The coal is then broken up and loaded this story is that to perform amazing example, as the boys proceeded to onto trucks or railroad cars. When the feats, not only do people need to be build more complex rockets Homer coal is not located close to the surface, committed and work hard, they often realized that they needed to learn cal- the second method, underground or need the support of their community. culus to take the next steps in rocket deep mining isused. A shaft is dug In addition, they need to seek out and design. Homer and the science teacher to the location of the coal seam, either get that help. This is especially true in convinced the principal of the high vertically, on a slant or, if the coal is today’s complex environment. school to offer a new course in located in a mountain, horizontally. The calculus. The enrollment was limited to • The sequence in which Homer goes coal is cut, using machines or con- six people, the exact number of boys to work in the mine is fi ctional and trolled explosions. The key to deep involved in the effort to make the not in the book. This event rings mining is controlling cave-ins, dispersing rockets. No one expected anyone true, however, because if a man was methane gas and carbon dioxide, and else at the school to sign up for the injured or died, the mine owners suppressing coal dust. Pillars of coal class. However, the girl that Homer provided no benefi ts for the miner are left to help support the roof. Steel had a crush on signed up too, and and his family. beams are laced across the roof to since Homer’s grades in math were prevent the rock from coming down the worst of any of the applicants, he onto the heads of the miners. In some Wrap-up/Conclusion: was excluded from the class. The prin- Discuss, as a class, the impact of the mines the roof behind the coalface is cipal at this point was not sure that the movie using the questions below. allowed to collapse as the face moves Rocket Boys were really up to any good forwardalong the seam. Huge fans and called them “bombers,” a reference Discussion Questions: and complicated ventilation systems • What was the fi rst thing that the to their fi rst effort which had blown up are used to draw out the gases and miners did on their way down the Homer’s mother’s fence. The principal bring in clean air. Coal dust is highly elevator to the mine? would not increase the enrollment in combustible and must be strictly con- the class by one person to allow Homer • A reference was made to the trolled. Limestone dust is sprayed in to take it. Initially, Homer felt that his company carpenter in the fi lm, who the mine to keep the coal dust in check. dreams of a career in rocketry were made the reference and what did it The work in the deep mines is over, but in the depths of his depression, refer to? automated as much as possible. he found a calculus text on the book- Continuous mining machines combine • What happened when someone shelf at home. There were notes in the the separate steps of cutting, drilling, “pulled” a pillar too close? book in his father’s handwriting showing blasting and loading the coal at rates that his father, who had never gone to • Where could you make the most as high as 10.8 metric tons of coal per college but who was called upon to money, by working underground or minute. The coal is then transferred supervise engineers, had taught himself by working above ground in the machine shops?
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) 20 Discovering Black Treasure • October Sky • Where was the launch pad at, and • Change the ending of the fi lm. Resources: what was it? (This can be done by the teacher Many of the questions and describing a new ending or facts have been compiled from • What was the theme of this fi lm? permitting the class or different teachwithmovies.org. What were the fi lmmakers trying to groups of students to choose their tell us? Were they successful? Justify own ending.) Break the class into Classroom Cinema, by Richard A. your answer. groups to create a storyboard or Maynard, 1977, Teachers College Press, New York. • What did you learn about the life and a script of an altered version of times of a coal miner in the 1950’s the fi lm accommodating the new from this movie? ending, if necessary, changing the order of the scenes. • Did all of the events portrayed in the fi lm ring true? Describe the Assessment: scenes that you found especially • Teacher will evaluate the student accurate. Which sequences didn’t participation during the discussion of seem to match reality? Why? the fi lm and check notes taken during • How big is the coal industry today? the fi lm. (Objective 1) To what extent does the United • Teacher will verbally check during the States still rely on coal for power and discussion the student will discuss for coke for the steel mills? Are there how mining companies owned the still coal towns today? town and essentially the workers. • Why did Homer’s father want him (Objective 2) to work in the mine? Was his father • Teacher will check the summaries being a good parent in wanting for the student understanding of the Homer to follow in his footsteps? hardships faced by young men, • Why did Homer volunteer to work especially sons of miners as they in the mine when his father was tried to “get out” and become some ill? What would have happened to the thing else. (Objective 3) family if no one had been working in • Teacher will evaluate student the mine even though his father was understanding through the still recuperating from injuries he had correctness of/participation in the received saving miners’ lives? project assigned. (Objective 4) • Describe how Homer’s father felt about his youngest son at the Extensions: beginning of the fi lm, when Homer • Students can research unions and fi rst started experimenting with the benefi ts they provided to the rockets, after Homer had gone to miners. work in the mine, when Home quit Students can research the mine, and at the end of the fi lm. • John L. Lewis, one of the most Have the students complete one of the important fi gures in the formation of projects below. mine unions.
Possible Projects: • Students can also read the book • Students can be asked to write an the movie was based on Rocket essay on any of the discussion Boys or more recently renamed questions described above. October Sky after the success of the movie. • The class can be asked to take positions on and to debate any of • Students can learn about and build the discussion questions. their own model rockets.
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Discovering Black Treasure • October Sky 21 America At Work: Mining Developed by Kathryn Thalhauser, Saint Vincent College Environmental Education Center, Latrobe PA
Procedure: Summary: Warm-up: About This Students will read through a book To get the students interested, go Activity... about mining, and answer questions around the room and ask each of them about the book. They will apply what their parents do at work. Then what they learn to their very own introduce the book by telling them that the Prep Time Required: surroundings, and investigate children in this book have parents who 5 minutes abandoned mine drainage in work in the mining industry. Ask students Grade Level: relationship to mining. as a group if they know anyone who works 4-5th grade in the mining industry or if they have previ- ous experiences to share related to mining. Subjects: History, Science Materials: Activity: Duration of Activity: 1 copy for each student: After the class discussion, divide stu- 1-2 45 minute class dents into groups of 2-3 to read the book • Book: America at work: Mining, periods (change group number according to class see resource section size and number of books, or you can read Pennsylvania • Mining Worksheet Standards Addressed: aloud for entire class if you so desire). 3.1.4.C1, 3.2.4.A4, Hand out mining worksheet beforehand, so 3.3.5.A2, 3.4.5.B1, the students can fi ll it out as the book is 3.4.4.B2, 4.1.4.A, Objectives: read. Tell them they will be graded on 4.2.5.C, Students will be able to: worksheet so that they are more prone to Setting: • Read through the book, “Mining” pay attention! Classroom • Answer questions related to the book Wrap-up/Conclusion: Related • Apply their knowledge to their own Vocabulary: Go over the answers to the worksheet surroundings Crude (see answer key). Have students discuss Fossil fuel • Investigate the relationship between their answers to last question. Ask them Geologists mining and abandoned mine drainage. what they learned that they hadn’t known Molybdenum previously.
Prerequisites: Background: Elementary level reading The mining that occurred long ago has Assessment: led to the problem we face today: Aban- • Grade students on their answers to doned mine drainage (AMD). The mines the worksheet. that were emptied of coal in the past were left empty to fi ll up and fl ood with ground- Extensions: water. The water fi lling the mine caused • Have each group of students or the pyrite that was left behind to dissolve individual student create a mini report/ into iron and sulfi de particles. When this poster on how they think mining relates water exits the ground and reacts with to abandoned mine drainage. Give oxygen, the iron turns to iron oxide (or them a very brief introduction to AMD rust), and the sulfi de turns to sulfate and and then have them go home and emits a foul odor (like rotten eggs). The research the topic at libraries/internet iron oxide coats the bottom of the stream, sources/books. Tell students to either causing little bugs (macroinvertebrates) to write a ONE-PAGE report or create a get STUCK. They cannot breathe or see poster board on the subject. It will be and if the population of macros decreases, graded on effort, not necessarily the entire food chain is disrupted. information. This will merely get students Abandoned mine drainage causes thinking about AMD in relationship to the environmental problems, which in turn information they learned about mining in causes problems for recreational activities. the book. Entire communities can be and are disrupted from this problem.
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Discovering Black Treasure • America At Work: Mining 23 Mining Worksheet
Name:
1. What are two things that are needed to start a mine?
2. Describe what it is like in a mineshaft underground? Why is it windy?
3. Name at least 5 things related to mining underground in a mine.
4. Describe what molybdenum looks like.
5. What two things are combined to make stainless steel?
6. T/F Mines only exist in Pennsylvania.
7. What is overburden and explain what it has to do with coal mining.
8. Name three fossil fuels and how they are formed.
9. What is another term for a dry oil well?
10. How are oil products transported around the world? What is a risk associated with these types of transportation?
11. Name at least 5 items created by oil by-products.
12. Name fi ve types of pollution that comes from mining.
13. What are the four R’s?
R R R R
14. Look at Trish and Jamie’s list of things made from steel or oil. What two items were you most surprised by?
15. Now look around the classroom and come up with your own list! a. g. b. h. c. i. d. j. e. k. f. l.
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Discovering Black Treasure • America At Work: Mining 25 TEACHER’S ANSWER SHEET — MINING WORKSHEET
1. a. fi nd a large deposit of valuable minerals b. get government permission
2. It is damp, warm, breezy and very dark. It’s windy because air is circulated. Fumes and dust are removed and humidity is controlled.
3. Ventilation shaft, ore cage, drilling machine, front end loader, mine cart, ore cage shaft, underground machine shop, cage, elevator shaft
4. It is ore that is silver, white and gray in color
5. Molybdenum and liquid iron
6. False. There are mines all across the United States.
7. Overburden is vegetation, topsoil, and rock covering coal. It is scooped out to get to the coal, but will be dumped back into the mine pit after coal removal, so that the area can be reclaimed.
8. Coal: dead organic matter squashed by mud/sediment Oil/gas: below ocean fl oors when dead animals and plants were sealed in airless pockets under deposits of shale
9. Dusters
10. Tanks, trucks, rail tankers, ocean tankers and pipelines. OIL SPILLS!
11. Paint, animal feed, medicine, glue, explosives, detergents, and plastics.
12. Plant/wildlife disturbed or destroyed Minerals/oils cannot be replaced Air pollution- toxic smoke harming atmosphere Water Pollution Oil Spills
13. Reduce, reuse, recycle, refuse
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Discovering Black Treasure • America At Work: Mining 27 Types of Coal & the Reserves Taken from Saint Vincent College Environmental Education Center: AMD Education Modules, Saint Vincent College, Latrobe, PA Developed by Beth Langham, Saint Vincent College Environmental Education Center Coal is second only to oil as an energy Summary: source in the world. America has more About This Students will examine the types of coal than any other fossil fuel resource; Activity... coal, what the uses of each are 1/4 of all the known coal in the world is in and where they are found all over the United States. the world. Newspaper ads will be There are enough minable coal reserves Prep Time Required: designed focusing on a particular in the world to last over 200 years at the 30 minutes type of coal, where it is found and current rate of consumption. Whereas, Grade Level: why you should buy it or help there are 45 years of oil and 70 years of Middle School, support a campaign to stop the natural gas, which also tend to be concen- High School harvesting. trated in specifi c regions unlike coal. The United States generates 50% of its Subjects: Environment, History, electricity from coal. Design, Art, Geology Coal formation is dependent upon many Materials: things: material, pressure, heat and time. Duration of Activity: • Student Handouts 3-4 hours The type of coal formed depends upon the A. Letters mix of the requirements. The four types of B. Research Information Sheet Pennsylvania coal are: Lignite, Sub-bituminous, Standards Addressed: • Paper/Poster board for the Display Bituminous, and Anthracite. 3.3.8.A2, 3.4.6-7.B1, Ad Design 3.4.7-8.B2, 3.4.6.B3, 3.4.7.D3, 3.3.10-12.A2, • Miscellaneous supplies to design Procedure: 3.4.10-12.B1, the ad Warm-up: 4.1.10-12.B, 4.3.7-12.A, • Power Point Slide Show for Show the students the 4 types of 4.3.7-10.B presentation if necessary coal and a map of the world. Ask students where each type of coal comes from. Is Setting: • Library/Internet access for Classroom/Library coal only found in America or is it all over? research purposes presentation Vocabulary: if necessary Activity: Anthracite Bituminous Research and develop a full page ad for a Lignite national newspaper. Sub-bituminous Objectives: Prerequisites: Students will be able to: • Inform the students that they have Understanding of • list the types of coal. been hired as an advertising agent renewable/nonrenewable for a national newspaper. It is their resources • illustrate the locations of the remaining fi rst day on the job and a coal company coal reserves are around the world. that wants to promote coal use has • describe at least 3 uses for each type of approached some, while an advocate coal. group that wants to stop the mining of the coal resources has approached • identify alternative fuels for use as some. primary sources for energy. • It is the student’s job as the advertising • design a full-page newspaper ad. designer to research the information the • present the ad to the “board” for client wants in their ad and providing a approval. full-page mock up to the board and justifi cation of why the ad will promote Background: their cause. An accepted ad will provide Coal is the most plentiful fuel in the a signifi cant increase in salary. fossil family and it has the longest and The hand out at the end includes all the perhaps the most varied history. Coal has information. been used for heating since the cave man. Archeologists have also found evidence Wrap-up/Conclusion: that the Romans in England used it in the After the students have researched second and third centuries (100-200 AD). and produced their mockup ad, they are to
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Discovering Black Treasure • Types of Coal and the Reserves 29 present it to the board for fi nal approval. The board shall consist of the entire class and any free teachers willing to participate.
Assessment: The presentation as well as the ad should be evaluated using the rubric provided. • Teacher will collect the informational sheet completed by the student. • Teacher will evaluate the full-page newspaper ad using the rubric provided.
• Teacher will evaluate the presentation of the ad to the “board” for approval.
Extensions: • A debate between coal companies and environmental organizations could be used to further discuss the availability and ramifi cations of coal.
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) 30 Discovering Black Treasure • Types of Coal and the Reserves Sample Letter
Coal Will Keep Us Warm 125 Coal Mine Road Mineville PA, 10034
To Whom It May Concern:
It is the mission of our organization to promote the use of coal as the primary source of energy in our country. We are currently running a national campaign to support this cause and request that you provide a full-page mock up ad for a national newspaper to be run at the earliest convenience.
The following items should be included in the ad and your presentation should provide justifi cations for their inclusion: • The types of coal • The uses of each type • The available and minable resources, in this country and abroad. • Reasons for coal to be the primary source of energy
The ad should be catchy, fun and accurate. Following completion of the mock up, a presentation shall be made to the board of directors for fi nal approval. The presentation will be held in a professional setting where it is important to be fully informed of the wants and needs of the client and the reasons for the ad design you created. As this is a National Campaign, all information must be thoroughly researched and accurate.
Please direct any questions or comments to me at the above address.
Thank You,
Mr. Kohl M. Einer
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Discovering Black Treasure • Types of Coal and the Reserves 31 Sample Letter
Env ironment for the Future 207 Sunshine Lane Save, PA 10054
To Whom It May Concern:
It is the mission of our organization to stop the use of coal as the primary source of energy in our country. We are currently running a national campaign to support this cause and request that you provide a full-page mock up ad for a national newspaper to be run at the earliest convenience.
The following items should be included in the ad and your presentation should provide justifi cations for their inclusion: • The percentages of available resources, in this country and abroad. • Reasons for coal to not be the primary source of energy. • Alternative fuels and their expected length of availability • Environmental concerns
The ad should be catchy, fun and accurate. Following completion of the mock up, a presentation shall be made to the board of directors for fi nal approval. The presentation will be held in a professional setting where it is important to be fully informed of the wants and needs of the client and the reasons for the ad design you created. As this is a National Campaign, all information must be thoroughly researched and accurate.
Please direct any questions or comments to me at the above address.
Thank You,
Ms. Theresa Hugger
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Discovering Black Treasure • Types of Coal and the Reserves 33 Scoring Rubric
Topic 5 4 3 2 1
Display Ad Completed and Completed with Completed Started but Not started Professional effort, but not with very little not completed looking professional effort looking
Research Sheet thoroughly Sheet thoroughly Sheet completed Sheet partially Sheet not Completed completed and completed with minimum completed started (Check the Research extra information information informational sheet) collected
Preparedness Presentation is Presentation is Presentation is Presentation is Presentation is completed and completed but started, but not started, and not started and prepared to not prepared to not prepared has not been student refuses present to the present to the to present to prepared to prepare to pres- Board Board the Board present to the ent to the Board Board
Presentation Presentation was Presentation was Presentation Presentation Presentation excellent and satisfactory was completed was completed, was not professionally with minimum but minimum completed and presented requirements requirements no effort was were not met made
Accuracy Information Information Information Information Information was 100% was 75% was 50% was 25% was completely accurate accurate accurate accurate inaccurate
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Discovering Black Treasure • Types of Coal and the Reserves 35 Research Information Sheet
Use this informational sheet to complete the research necessary to produce the Newspaper Ad for your client.
Types of Coal Uses of Each Type
The available coal resources, in this country and abroad. (MAP) Also provide percentages and states will reserves/resources that are minable.
Why should coal be used as the primary source of energy.
List Alternative Fuels and why they should or should not be considered as a primary source of energy.
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Discovering Black Treasure • Types of Coal and the Reserves 37 Old Miner Developed by Beth Langham and Angela Belli, Saint Vincent College Environmental Education Center, Latrobe, PA Leanne Griffi th, Westmoreland Conservation District, Greensburg, PA Nicki Foremsky, Penn State Cooperative Extension, Westmoreland County, PA Kate Tantlinger, Kiski Conemaugh Stream Team, Johnstown, PA
miners lived close to where they worked. Summary: The coal companies provided housing for About This Students will play a card game their employees. The big mine bosses, based on Old Maid in order to learn like the foreman, were given nicer hous- Activity... about the life and community of a ing on one side of town, while the miners miner at the beginning of the 19th and their families lived in small 4-room Prep Time Required: century. houses on the other side of town. The 15 minutes foreman was in charge of all the men working in the underground mine. He was Grade Level: Materials: Elementary more educated than most of the men and • Copies of Old Miner cards for each had a lot of responsibility. The mine com- Subjects: group (Make 2 copies of each panies set up stores for the miners and History, Science page except for page with single their families; however, since there were Duration of Activity: Old Miner card....copy this card no other stores nearby, the mine com- 20 minutes per round only once.) panies could set their prices very high. Pennsylvania • Description of each character list Between the store prices and rent for Standards Addressed: housing, the coal companies would get 3.4.4-5.A1 Objectives: back most if not all of their money. Since Setting: Students will be able to: the mineworkers were typically poor immi- Classroom • Learn the different jobs that are grants who couldn’t speak the language, it necessary for the process of coal mining was easy for the coal companies to take Vocabulary: advantage of them. (See character list) in the 1800’s. The early coal mining jobs were Barometer • Describe the ways of life of the early coal Foreman extremely diffi cult and dangerous. The miner. Impurities coal had to be removed by hand using Sprags shovels and picks. The early miners had Refuse Background: to work very long hours for very little Toxic Gas Our area has a very rich coal mining pay. Their typical workday consisted of Ventilation history. Many years ago, Pennsylvania about 10 to 12 hours, 6 days a week. was the frontier of this new country. The Prerequisites: The miners were paid by the amount of See other History lessons poorest settlers and immigrants chose to coal they produced not by how long they move to the frontier since the land was worked. Coal is found underground; so inexpensive due to the many dangers therefore, the miners had to work under- of living there. These early settlers were ground where it was very dark and damp. immigrants that came from many different In order to get to the coal, the miners countries; therefore, many of them could would have to tunnel underground by not communicate with each other because removing tons of rock. The rock man was they spoke different languages. Even the fi rst man called in to use explosives though these people came from very in order to open up a main entry into the different backgrounds, they all had the mine. Once in the mine, the miners had same goal. They were looking for a way to to worry about being injured or trapped by support their families. Some of these early falling debris. They also had to work with settlers supported their families through the constant threat of poisonous gases farming. Many others chose to support building up and either harming them their families through coal mining. These physically or exploding. Canaries were settlers and immigrants were the roots kept in cages in the mines to help detect of the early steel industry of which coal any toxic gas buildup. Since canaries played a big part. were so much smaller than the men, The miners and their families lived in they would be affected by the gas much small coal towns called patches. Since sooner and would thereby act as a warn- there wasn’t much in the way of transporta- ing system. In addition to the canaries, tion in those days, it was important that the
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Discovering Black Treasure • Old Miner 39 a fi re boss was in charge of checking Remember, the miners got paid by the Characters: special instruments called barometers amount or weight of coal produced. If Old Miner before the miners went into the mine a miner was caught putting a lot of Canary for the day. These barometers would heavy rocks in his car, the dock boss Frank the Foreman let the fi re boss know if the gas was could lay him off for a while. Once Track Boss moving freely throughout the mine. He the coal was inspected, the weighman Boney Pickers would also test before each shift with would weigh the coal and remove the Slate Wheeler a fl ame safety lamp in different areas miner’s “check” from the car to give Trimmer to make sure that gases were not build- the miner credit for the amount of coal Fire Boss ing up which could cause an explosion. he mined that day. Then the check Mules Fans and ventilation shafts would boy would collect the checks from Barn Boss circulate the air in the mines to try to the weighman to hang them on a peg- Trappers reduce the risk of toxic or explosive board so that the miners could collect Dock Boss gases building up. Young boys, who them to use again the next day. After Chuck Check Weighman were called trappers, were responsible the coal was weighed, it was dumped Check Boy for opening and closing the under- onto a conveyer belt, where boney Rock Man ground ventilation doors. pickers would then sort through the Motorman When the miners found a seam of coal removing by hand any debris or Stanley Spragger coal, they would dig out the rock that impurities mixed in the coal, such as Activity: ran horizontally underneath the coal. rock or sulfur. Men called slate wheel- Play a round of Old Miner with the This is called undercutting. Then they ers would then remove the refuse to a rules from the card game Old Maid. would dig paths through the coal verti- dump pile. Now the coal was ready to cally and would use either wedges or be loaded onto either wagons or 1. Shuffl e cards. Deal one card at a explosives to break off the coal. The railcars to make its fi nal trip to the time until all cards are dealt. coal was then shoveled into wooden customer. 2. Each player places, face up on the or steel cars. Workers called trimmers In addition to coal mining being table, all the matching pairs in his or her would level the cars off so that none hard and dangerous work, the danger hand. of the precious coal would spill off on extends to outside the mine as well. 3. The dealer picks a card from the the ride to the surface. Once this was Exposure to the mining environment player on his right. If it matches a card done, the cars were pulled to the sur- over a long period of time can lead to in the dealer’s hand, the dealer places face by mules or in the deep mines by many health problems. The constant the pair on the table, face up. If it does steam engines. In the mines that used exposure to cool, damp conditions led not make a pair, the dealer places it in mules to pull the coal to the surface, a to different forms of arthritis and other his or her own hand. man would be employed to take care bone and muscle problems. When the 4. The next player does the same, of and run an underground barn. He coal would drop to the ground in the selecting a card from the player on his was known as the barn boss. In the mines, it would send off a very fi ne, or her right. mines where locomotives were used, a black coal dust that the miners would man called the track boss was respon- take into their lungs. This led to a con- 5. The game continues until all pairs sible for seeing that the track was built dition called Black Lung Disease, which have been matched. The player who is and maintained from the area where over time made it very diffi cult for the left with the Old Miner card loses the the miners were working to the surface. miners to breathe. game - and becomes the Old Miner. The motorman was in charge of running the engine, and the spragger Wrap-up/Conclusion: was in charge of slowing the cars Procedure: Ask students why wouldn’t you want down. There were no brakes in those Warm-up: to be the Old Miner? Why wouldn’t you days, so the spragger would have to Go over each character and their want to be someone who mined all of jam pieces of wood or sprags into the job. Find a short story that goes over his life? How old do you think the Old wheels to slow the cars down. the story of mining. Coal Mines, Coke Miner is? (Health effects like black lung, Once the cars reached the surface, Yard, Company Stores (Yellow Book) etc.) the dock boss would inspect the coal See for background and warm-up cars to make sure they were not fi lled activities. with “dirty” coal or coal that had too much debris mixed in it, such as rock.
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) 40 Discovering Black Treasure • Old Miner Assessment: • Show students pictures and have students explain the roles of the characters. Can the mine function without all of the characters? Do you think mining today is similar to back then?
Adaptations: Set of cards with roles of miners today. Talk about the change of tech- nologies used for mining.
Resources: Coal mines, coke yards, company stores Passport to the Allegheny Ridge curriculum
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Discovering Black Treasure • Old Miner 41 Old Miner Character Descriptions
Canary: In old mining days, canaries were taken in a cage underground, as a warning system. When canaries col- Barn Boss: You guessed it! The Barn boss was in charge lapsed or died, miners knew that there was a toxic gas in of mules in the underground mule barn. This saved time, the mine. Because of a canaries’ small body size, they were because it would have taken over an hour usually to drive effected by the gas much quicker than miners would be. mules from outside.
Frank the Foreman: He was in charge of all the men Trappers: Young boys who worked as doorboys in old time working underground. He had to be a U.S. citizen, of good mines. They were among the lowest paid mine workers, moral character, at least 23 years old, and able to read and averaging at $1.60 per day. They were responsible for the write. They were required to pass a test, and undertook a opening and closing of underground ventilation doors. large amount of responsibility. Dock Boss: He was in charge of checking the out coming Track Boss: He directed the laying of track up the main coal cars for dirty coal. He could lay a miner off for several place where coal was hauled. He laid connections, kept the days if he found enough dirty coal! bolts tight and well bonded so that the “motor” could run. Chuck Check Weighman: Company man who weighed the Boney Pickers: After the weighing of coal, the cars were coal and gave credit to the man whose name coincided with tipped onto a conveyer belt. Boney pickers had to remove the small metal “check” that hung on their car. by hand impurities such as slate, rock and sulfur missed by the dock boss. Check Boy: Collected “checks” and replaced them on a pegboard for the miners to have the following day. Slate Wheeler: Took the refuse set aside by boney pickers to the dump. Rock Man: He was called in to blast down enough rock to open up the desired height for the main entry. Trimmer: Leveled cars off neatly, so no coal would spill off on a long and bumpy railroad ride. Motorman: The man who ran the motor. The motor was a small locomotive run by electricity from trolley wires, used Fire Boss: He had a very big responsibility. Each day, to haul coal. he would check a barometer at the lamp house. If the barometer fell, this meant gas was traveling freely through Stanley Spragger: Helper to the motorman. This term the mine. Then, three hours before each shift, he would comes from the days before brakes. To stop the cars, the inspect each working place with an approved fl ame safety brakeman carried “sprags” (short pieces of wood), which lamp. If the fl ame inside elongated when held near the roof, were jammed into the spokes of the wheels. that meant that there was gas present.
Mules: Men working in smaller mines used mules instead of motors. The mules hauled the coal. Some actually lived underground in the mine!
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Discovering Black Treasure • Old Miner 43
Old Miner Playing Cards
Canary
Frank the Foreman Track Boss
Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD OLD MINER OLD MINER OLD MINER
Slate Wheeler Boney Pickers Trimmer Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD OLD MINER OLD MINER OLD MINER
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Discovering Black Treasure • Old Miner 45 Old Miner Playing Cards
Barn Boss Fire Boss Mules
Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD OLD MINER OLD MINER OLD MINER
Trappers Dock Boss Chuck Check Weighman
Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD OLD MINER OLD MINER OLD MINER
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Discovering Black Treasure • Old Miner 47
Old Miner Playing Cards
Motorman Rock Man Check Boy
Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD OLD MINER OLD MINER OLD MINER
Stanley Spragger
Nature Interrupted – The Journey of AMD OLD MINER
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Discovering Black Treasure • Old Miner 49 Old Miner Playing Cards
TEACHERS: Copy this page only once!
Old Miner Nature Interrupted – The Journey of AMD OLD MINER
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Discovering Black Treasure • Old Miner 51 Following Pyrite’s Trail
Hello oxygen! Turn my iron into rust and let’s coat Anything you the bottom of this say baby! stream orange! Mine Water Melody Developed by Beth Langham, Kate Thalhauser, & Angela Belli, Saint Vincent College Environmental Education Center, Latrobe, PA
transparency. Discuss each verse so that Summary: the students understand the steps. Have About This Students learn a song to understand the students sing the song again. Activity... how abandoned mine drainage Repeat song including hand motions (AMD) forms, how it negatively with lyrics. impacts a stream, and can be Prep Time Required: adapted to how AMD can be treated Wrap-up/Conclusion: 10 minutes with a wetland. Discuss what the new lyrics of the song Grade Level: meant, have the students talk about what Lower Elementary was happening in the water, and why. Materials: Subjects: Assessment: Science, Music, • Song sheets • Are the students singing? Are they using Gym (with hand • Tape machine or cd player appropriate hand motions? movements)
Duration of Activity: Objectives: Extensions: 1-2 class periods Students will be able to: • Have students put on a play or make up Pennsylvania • Learn how AMD is formed another song about a happy stream. Standards Addressed: • Students could give a presentation of 4.2.2.C, 4.5.PK.C, • Learn what AMD does to a stream song to another class or group of people. 4.5.1.C, 4.5.2.C Setting: Background: Pyrite or fool’s gold is found in most Adaptations: Classroom/music room coal mine sites. Abandoned mine drain- Students could bring in instruments Vocabulary: age (AMD) is formed when groundwater or make noise makers that represent each Dissolves comes in contact with pyrite (iron sulfi de). stage of mine drainage formation. Iron The pyrite dissolves into the water and Mine Drainage forms iron ions and sulfi de ions. The sul- Resources: Pyrite fi de reacts with oxygen to form sulfate and Sing a Song of Nature Sulfur acid. The iron usually stays dissolved until Durby Peterson and Jean Warren Wetlands it reaches the surface. If the pH of the Totline Publications Prerequisites: discharge is increased above 3, the oxygen ISBN: 1-57029-187-X Knowledge of the song in the air reacts with the iron to form iron “The Wheels on the Bus” hydroxide, an orange gelatinous solid. These reactions can be used to illustrate a wide variety of chemical reactions. The reaction of iron and sulfi de with oxygen is an example of an oxidation- reduction reaction. The formation of acid in the reaction could lead to acid-base reactions if it is neutralized by limestone in the soil. The reaction to form iron hydroxide is also a precipitation reaction.
Procedure: Warm-up: Sing the song “wheels on the bus go round and round”
Activity: Teach the students the parody to “wheels on the bus go round and round” Could have words up on chalkboard or
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Following Pyrite’s Trail • Mine Water Melody 53 Song Lyrics
To Be Sung to the tune of: “The Wheels on the bus”
The rain from the sky goes into the ground, into the ground, into the ground The rain from the sky goes into the ground On a rainy day!
The pyrite in the mine dissolves away, dissolves away, dissolves away The pyrite in the mine dissolves away Under the ground
The water comes out and goes glub glub, goes glub glub, goes glub glub The water comes out and goes glub glub When it leaves the mine
The smell of the water is from sulfur, from sulfur, from sulfur The smell of the water is from sulfur We all say P-U!
The iron in the water turns orange orange orange, orange orange orange, orange, orange orange, The iron in the water turns orange orange orange, When it hits the air.
The iron coats the rocks on the bottom of the stream, the bottom of the stream, the bottom of the stream, The iron coats the rocks on the bottom of the stream, And the bugs get stuck.
It’s hard for the bugs to breathe and see, breathe and see, breathe and see, It’s hard for the bugs to breathe and see, In cloudy water.
Now the stream is sad sad sad, sad sad sad, sad sad sad, Now the stream is sad sad sad, Cause it’s dying (unhealthy)
The people in the town are gonna clean it up, gonna clean it up, gonna clean it up, The people in the town are gonna clean it up, So the bugs can play!
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Following Pyrite’s Trail • Mine Water Melody 55 Movements to Song
1st verse: Fingers moving down like rain
2nd verse: Shimmies down with body
3rd verse: Shoulder shrug on each glub
4th verse: Pinch nose and wave smell away
5th verse: Spin around
6th verse: Make X with arms in front and spread open
7th verse: Partly cover eyes and mouth
8th verse: Rub eyes like crying
9th verse: Shovel!
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Following Pyrite’s Trail • Mine Water Melody 57 AMD Summary Tree Developed by Jen Baer, Mountain Watershed Association, Melcroft, PA
example of a learning tree and briefl y go Summary: over the concept. (A sample learning tree is About This Students use library and internet attached. The tree can be expanded with Activity... resources to make an AMD learning more extensive branching.) tree which summarizes the effects of Activity 1: AMD in the environment. Give students a sheet of plain Prep Time Required: paper. Demonstrate on the board how to 15 minutes draw the learning tree trunk and three Grade Level: main branches. Label the trunk ABAN- Materials: Middle School, DONED MINE DRAINAGE (AMD). Label High School • Paper (sheets for each student) the branches ECONOMIC EFFECTS, AES- Subjects: • Large posterboard or sheet of THETIC EFFECTS and ECOLOGICAL Art, English, paper (for classroom display) EFFECTS. Environmental Science • Pencils, Pens, Markers Have students draw the tree trunk and Duration of Activity: • Internet access branches and label them on their piece of 2 Class periods, plus paper. • Library access possible outside research Using the information from their time research, students should draw smaller Pennsylvania Objective: branches and list the effects of AMD on Standards Addressed: Students will be able to: each branch. 3.4.7-8.B1, 4.2.7-8.A, • summarize possible effects of AMD Activity 2: (optional) 4.2.10.A, 4.2.8-10.B, using a learning tree. Combine students into small groups. 4.2.6.C, 4.2.10.C, 4.5.7.C, Give them a new sheet of paper. Make a 4.5.12.C, 4.3.7.D, Background: 4.3.12.D combined learning tree using the answers Abandoned mine drainage (AMD) on each individual’s sheet. Setting: affects a variety of items in a watershed; Indoor/Classroom however, often times these items are Activity 3: (optional) Have students create a large AMD Vocabulary: interconnected. For example, AMD Aesthetic Effects polluting a stream can affect the water learning tree on the board and share their AMD quality, wildlife habitat, groundwater quality, answers. Ecological Effects and ultimately, the water quality for resi- Activity 4: (optional) Economic Effects dents. Through this activity, the students Create a large AMD learning tree as Prerequisites: will use all of the information they have a wall hanging. Students can include pho- Knowledge of AMD, its been presented through the other lessons tographs, graphs, statistics and anything effects and formation to see how one environmental problem can visually stimulating to enhance the wall impact every aspect of life. hanging.
Procedure: Wrap-up/Conclusion: DAY1 Discuss the effects and impacts of AMD Warm-up: on the environment. As a class, review some of the effects of AMD and write the ideas on the board. Assessment: Activity: • Give the students a quiz or complete a Allow students to research the effects of worksheet of the various affects of AMD. AMD in the library and on the internet. Extensions: DAY2 • Have the students make fl yers or Warm-up: invitations to other grades/classes or Defi ne the difference between parents to learn about AMD by economic effects, aesthetic effects, visiting their AMD learning tree. and ecological effects. Show the class an
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Following Pyrite’s Trail • AMD Summary Tree 59 • Students can make posters to • Field trip to or video of an AMD display about AMD and the effects of treatment site, such as a passive AMD on the environment, which wetland system. This allows the include various photographs from students to visualize what they have sites impacted by AMD. been discussing.
• The class can take a fi eld trip Adaptations: to an AMD treatment facility* to Younger students can collect and draw see the various ways communities pictures of the effects of AMD and make treat this type of pollution. a collage to present to the class. *Saint Vincent College (724) 805-2330 *Keystone State Park (724) 668-2566
Example of AMD Learning Tree:
Gob Piles Mine Discharge Degraded Structural Aesthetic Habitat Damage Effects Loss of Plants Water & Animals Loss Economic Ecological Effects Effects
Abandoned Mine Drainage (AMD)
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) 60 Following Pyrite’s Trail • AMD Summary Tree Color by Number Adapted from Goodbye Orange Water Activity Book, Saint Vincent College Environmental Education Center, Latrobe, PA Developed by Laura Riddle, Saint Vincent College Environmental Education Center, Latrobe, PA
Show students photographs of AMD Summary: impacted streams from the enclosed CD About This Students are introduced to abandoned Rom or AMD Education Website. Students Activity... mine drainage identifi cation by should be directed to identify the mine coloring an activity page. drainage in the photographs.
Prep Time Required: Assessment: 20 minutes • Students should bring in photographs of Grade Level: Materials: mine drainage impacted streams from Lower Elementary • Crayons, markers, or colored their local community. pencils Subjects: Art, Math, Science • Copies of color by number picture Extensions: (one per student) • Have the students list as many ways that Duration of Activity: orange water can be unhealthy to a 30 minutes stream. What other animals can students Pennsylvania Objective: add to the picture? Standards Addressed: Students will be able to: 4.5.PK-1.C, 4.5.3.C • visually identify abandoned mine Adaptations: Setting: drainage in a stream. • Use color in the key at the bottom of Classroom the activity page to aide in coloring the numbers correctly. Vocabulary: Background: The source of the abandoned mine AMD • Instead of copying a picture for every drainage (AMD) in this picture is a bore- child, the teacher can make a transpar- Prerequisites: hole. Boreholes are usually drilled to make Students must be able to ency and have the students draw and a well. Sometimes they are drilled to identify numbers. color their own picture. relieve water pressure, which is causing water to come out of the ground in an undesirable location, like someone’s Resources: • More AMD related activities for kids are basement. If a borehole is drilled in a available in the Goodbye Orange Water place of high water pressure, the water Activity Book developed by Saint Vincent will shoot up into the air. The height of Environmental Education Center. This the water depends on the pressure of the activity can be accessed on the web at water underground. http://facweb.stvincent.edu/eec/. Procedure: Warm-up: Ask students to think of types of water pollution and write their ideas on the board. If they do not come up with AMD on their own, add it to the list. Give students additional background of AMD as needed, including origination, environmental effects, etc.
Activity: Have the students color the picture following the number key at the bottom of the picture.
Wrap-up/Conclusion: Ask students what they notice about the colors in the picture. Ask the students where the orange water is originating.
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Following Pyrite’s Trail • Color by Number 61 3 3 3 5 4 3 2 4 1 3 1 4 4 6 1 3 5 1 3 1 6 5 3 3 3 3 3 2 5=blue 6=gray 7=tan 3 Color by Number 1=orange 2=light green 3=dark 4=brown 7 1 2 3 2 2 2 3
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Following Pyrite’s Trail • Color by Number 63 Pollution Poetry Developed by Kathryn Thalhauser, Saint Vincent College Environmental Education Center, Latrobe, PA
active treatment. Passive treatment is when Summary: naturally occurring chemical and biological About This Students investigate the meaning of reactions are used in a controlled envi- Activity... abandoned mine drainage (AMD) ronment. AMD can be passed through creatively by designing several wetlands, diversion wells, open limestone different poems. Individually and in channels, anoxic limestone drains, and Prep Time Required: groups, they will learn how aban- vertical fl ow reactors. They are lower in 10 minutes doned mine drainage is formed, the cost and have lower maintenance than Grade Level: problems associated with it, possible active treatment systems. Active systems Elementary/Middle School treatment options and the end result use strong alkaline chemicals such as lime of treated water, while simultaneously or ammonia to neutralize acidic discharges. Subjects: English, Science reviewing or learning parts of speech. AMD needs to be treated so that the aquatic system being affected can be Duration of Activity: restored to its natural state. The simplifi ed 1-2 45 minute class reaction of the formation of AMD containing periods Materials: iron is: Pennsylvania • Paper, pencils or crayons Pyrite (in coal) + oxygen + water Standards Addressed: • Poem format sheet 3.1.2.C, 3.4.4-8.B1, iron hydroxide (rust) + sulfuric acid 3.4.4-5.B2, 4.5.1-2.C, • List of words that could be used 4.5.4.C, 4.5.8.C, 4.3.7.D (for younger grades) Procedure: Setting: • Dictionaries Warm-up: Classroom • Books or photograhs about AMD To get the students thinking about (see resources for a list of Abandoned Mine Drainage (AMD), and Vocabulary: what it actually is, have students brainstorm Adjectives examples) Adverbs through poetry! First, explain to students the format of the poem: Diamonte poem Objectives: Participles Diamonte poem Students will be able to: st Prerequisites: • Learn about Abandoned Mine Drainage 1 line: noun Understanding of nd (AMD) 2 line: two adjectives (describing the grammar noun) • Express their thoughts on AMD through 3rd line: three participles (verbs + -ing) poetry describing the action of the noun th • Use proper grammar to establish a 4 line: two adverbs describing action th simplifi ed diamonte poem 5 line: any one word that you most associate with the noun. Background: Draw the format of the poem (see format Abandoned Mine Drainage (AMD) is sheet) on the chalkboard so that they can drainage caused by, or fl owing from coal use that format for warm-up poem. Use mines. It can be acidic or alkaline, with format sheet later in lesson. high levels of dissolved metals. Surface Then put the students into groups of three mining, deep mining, bore holes (drilled and give students a number: 1, 2 or 3. to relieve pressure in deep mines), and Assign students the following words: refuse piles are examples of where AMD 1’s: Abandoned can begin. AMD creates toxic chemicals 2’s: Mine in water, a decrease in aquatic life, stream 3’s: Drainage bottom coating, and stream discoloration. Have students investigate their word using An orange color indicates the presence dictionaries, books and/or the internet and of iron, a gray color indicates aluminum come up with a diamonte poem, using each is present, and black shows that there is assigned word as the fi rst line in the poem. manganese present in the water. The two main methods of treatment are categorized as passive treatment and
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Following Pyrite’s Trail • Pollution Poetry 65 Activity: 1: How AMD began version of the diamonte poem. The Have the students come back 2: Problems associated with AMD actual format could get complicated together as a class, and use the poems 3: Treatment of AMD with AMD. For older students or they came up with as a means for 4: The end Product after treatment maybe for homework after this lesson discussion. First, have the mini-groups plan, use actual format: share their collective poems: Each student should choose his or her Structure: Abandoned fi rst, Mine second and topic noun that fi ts the topic assigned line 1 - one noun (subject #1) Drainage third. Write down some of to him or her. When picking their topic line 2 - two adjectives (describing the words used to describe abandoned noun, students can use a word from subject #1) mine drainage in their poems on one their word bank, one that the class line 3 - three participles (ending in -ing, side of the chalkboard (Save the other brainstormed collectively, or think one telling about subject #1) side for later). After the students are up on their own. The students should line 4 - four nouns (fi rst two related fi nished sharing, read them a book bring the teacher their topic noun and to subject #1, second two related or show them photographs of AMD the teacher will then give them the to subject #2) and lead a discussion about the actual poem format sheet. After students line 5 - three participles (ending in -ing, meaning and effects of AMD. Have have completed their poems, move on telling about subject #2) students discuss AMD and ask them to wrap-up/conclusion. line 6 - two adjectives (describing why their initial poems might not be subject #2) quite right. If a group did have the right Wrap-up/Conclusion: line 7 - one noun (subject #2) meanings in their poems, discuss that Have the students present their as well. collective poems to the class. Start with In this version, subject #1 and #2 how it began, then the problems asso- Suggestions: are opposites. In line 4, the subject For older students, have them ciated with it, treatment, followed by the of the poem changes. This version collectively come up with some descrip- end product! Discuss the differences could be used to describe AMD before tive words that could be used as the or similarities between the fi rst group of cleanup and after cleanup! topic of another diamonte poem (put poems vs. the second group of poems. that on the other side of the chalk- Use words on the chalkboard to com- board). For younger students, give pare their initial reaction to the concept them a word bank and go over each vs. their reaction after they were taught word to make sure they understand what AMD means. why it is included. Show students the following examples: Assessment: • Teacher could assign points to Examples completing the poem and then Abandoned Mine Drainage presenting the poems. Orange, Harmful Flowing, Polluting, Troubling Adaptations: Quietly, Unfortunately For younger students, use the There words handout. For older students, have them come up with their own Wetlands words. If they are having a diffi cult Helpful, Diverse time, have them call out words and put Flowing, Living, Growing a large list on the chalkboard for Quietly, Happily everyone to share. Assist Another lesson could be to give different groups an object, such as a Have children work in groups piece of coal, a cattail or some iron of 4. Break up abandoned mine drain- oxide. Have students use these poems age into four separate parts: How AMD to describe what they see in front of began, the problems associated with them. Then, as a class discuss how AMD, How we help it/Treatment, The these things relate to abandoned mine end product. Assign each person a drainage. number 1-4. This lesson plan uses a simplifi ed
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) 66 Following Pyrite’s Trail • Pollution Poetry Abandoned Mine Drainage Word Bank
How It All Began: Problems: MINING ORANGE WATER IRON POLLUTION SULFIDE UNHEALTHY ORGANISMS PYRITE SMELLY CHEMISTRY ALUMINUM ROOM AND PILLAR DEPRESSED COMMUNITIES
Treatment: End Result: WETLANDS HEALTHY ORGANISMS ACTIVE SYSTEMS CLEAN WATER NEW LAWS FISHING LIMESTONE SWIMMING NONPROFIT GROUPS PREVENTION FOR FUTURE EDUCATION IRON OXIDE PIGMENT GOVERNMENT THRIVING COMMUNITIES
Use this section for descriptive word ideas:
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Following Pyrite’s Trail • Pollution Poetry 67 Abandoned Mine Drainage Diamonte Poem Format
1st line: Noun 2nd line: two adjectives describing the noun 3rd line: three participles (verb + -ing) describing the action of the noun 4th line: two adverbs describing the action 5th line: one word that you most associate with the noun
Use the word related to your assigned topic to start off your poem:
,
,,
,
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Following Pyrite’s Trail • Pollution Poetry 69 70 Do We Have a Pollution Problem? Developed by Danielle K. Ross, Saint Vincent College Environmental Education Center, Latrobe, PA
Inform the students of the origins of Summary: AMD in Pennsylvania, and what has led About This Students write an informational to this pollution in streams. Many people Activity... report to their community about AMD are not aware of the severity of this pollu- and its effects on the environment tion in PA. using various sources. Activity: Prep Time Required: Using various media, have the 50 minutes students write an informational report Grade Level: Materials: on AMD and its effects. The audience Middle School, of their papers are their neighbors and High School • Internet Access family members. • Library Access Subjects: The students should use the Language Arts • Paper internet and various library sources to fi nd sources and information on AMD. Duration of Activity: 50 • Pencils minutes, with outside In their papers, the students should class research time include the following: a background on Objectives: where AMD originates, how AMD Pennsylvania Students will be able to: Standards Addressed: pollutes streams and creeks, how AMD • write an organized, informational report 3.4.6.D2, 4.1.12.C, affects the stream habitat, and some on AMD and its effects on the 4.2.8.A, 4.5.7.C, 4.3.7.D, ways to prevent this pollution. 4.3.12.D, 4.5.7.E, environment. 4.5.10-12.E • gather information from a variety of Wrap-up/Conclusion: Setting: sources, including the library and the In groups of 3-4 students, have the Classroom and library internet appropriate for the topic. class brainstorm essay topics before beginning their research. Students Vocabulary: should choose a topic and create an Abandoned Mine Drainage Background: Habitat Macroinvertebrate When mine water exits the abandoned outline for their essay. coal mine is exposed to the air, oxygen Prerequisites: Knowledge of mine reacts with the iron creating iron hydroxide. Assessment: drainage formation and Iron hydroxide (yellow boy) settles on • Listen to the students as they are treatment; library or stream bottoms creating a thick sludge that brainstorming to determine under- Internet research may negatively impact aquatic life, standing. including algae, , macroinvertebrates • Evaluate the essays for effort, and fi sh – possibly killing the organisms correctness, completeness, and in a stream. grammar. Abandoned mine drainage (AMD) is a major pollutant of watersheds in Adaptations: Southwestern PA. Students can make a photo essay about AMD with captions describing each Procedure: picture. Warm-up: Show the students a photograph of a stream contaminated with AMD, or a mix- ture of iron oxide sludge and water in the classroom. (Photo available on enclosed CD Rom or the AMD Education Website.) Ask the students to describe the water and if they think any animals could live in the water. Discuss where students have seen streams with iron hydroxide in their com- munities. Explain to students that the water is contaminated with AMD, a major water pollutant of southwestern PA.
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Following Pyrite’s Trail • Do We Have a Pollution Problem? 71 Resources: • Websites students can use for research:
http://www.dep.state.pa.us.dep/deputate/ minres/bamr/amd/science_of_AMD.htm http://www.dep.state.pa.us/dep/deputate/ minres/bmr/act54/sec6.htm http://www.dep/state.pa.us/dep/ deputate/enved/go_with_inspector/ coalmine/Coal_Mining_in_Pennsylvania.htm http://www.dep.state.pa.us/ http://facweb.stvincent.edu/eec/
http://amrclearinghouse.org/
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) 72 Following Pyrite’s Trail • Do We Have a Pollution Problem? Sentence Mix Match Developed by Danielle K. Ross, Saint Vincent College Environmental Education Center, Latrobe, PA
of choice. These papers are composed of Summary: complex sentences based on the subject About This Students create sentences about and predicate sentence structure. Activity... Abandoned Mine Drainage (AMD) Hundreds of years of coal mining and watersheds by fi nding their in Pennsylvania has led to thousands of matching subject or predicate miles of polluted streams. Abandoned Prep Time Required: phrase. mine drainage (AMD) from old coal mines 50 minutes is one of the major sources of water pollution in the state. AMD can be acidic Grade Level: Elementary and contain many dissolved chemicals, Materials: including iron, sulfur, aluminum, and Subjects: • Two sets of Cards (3x5) of two manganese. When the mine water leaches Language Arts different colors; to the surface, it comes into contact with Duration of Activity: • Write enough sentences with oxygen and several chemical reactions 50 minutes subject and predicate phrases for occur. AMD can be harmful to the wildlife Pennsylvania Standards all students (sample sentences and plants living in streams and other Addressed: included). areas. For example, iron can precipitate into iron oxide at the surface and coat 3.1.2.C2, 3.4.4.B, 4.3.K.B • Each card of one color will have a subject phrase, and each card of the bottom of streams and creeks. These Setting: the other color will have a areas, in turn, become contaminated and Classroom predicate phrase. poor habitat for organisms. Vocabulary: Wetlands are unique places that provide Noun excellent habitat for wildlife, and also clean/ Predicate Objective: fi lter contaminated water. A wetland, or Subject The student will be able to: passive treatment system, can be used to Verb • defi ne subject and predicate fi lter out some of the contaminants in the Prerequisites: • create sentences using subject and AMD, particularly iron oxide. Wetlands are Introduction to abandoned predicate phrases involving AMD. a cost-effective way to clean water and mine drainage, wetlands, • correctly use words in sentences create areas of natural beauty for people and watersheds – – and wildlife. in order to complete involving AMD. This activity uses sentences with vocab- the sentences. ulary from AMD, wetlands, and watersheds Basic english grammar Background: to introduce students to forming sentences. vocabulary (noun, verb, Forming sentences is an essential part The students will match subject and etc.) of everyday life. People form sentences predicate phrases by fi nding their “partner” when they are speaking with each other, within the class. writing letters, giving speeches, etc. Correct sentence structure is used in every discipline from English to Science Procedure: and Ecology. People must be able to Warm-up: effectively communicate with each other in Tell the students that they will be order to make informed decisions about a completing sentences today describing variety of issues. AMD and wetlands. Show the students the Basic sentences are formed using different colored cards and explain to them subject and predicate phrases. The that each sentence will be made up of the subject of a sentence usually comes at the phrases on the cards, one of each color beginning of the sentence. It consists of a per sentence. Tell the students that one noun phrase and indicates the topic of the color of cards is the subject phrases of sentence. The predicate phrase follows the sentences, and the other color is the the subject. It consists of a verb, which predicate phrases. indicates the action or state of being of the Activity: subject. Science is an important discipline Distribute to each student one card in which sentence writing is used often. of either a subject phrase or a predicate Scientists write reports, proposals, evalua- tions, etc. in order to discuss their topic
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Following Pyrite’s Trail • Sentence Mix Match 73 Adaptations: phrase. Be sure that both parts of each Instead of making cards, a worksheet sentence are distributed so that every- can be distributed in which the students one is able to fi nd a match. can match the sentences working Give the students time to fi nd his/her independently or in pairs. sentence match. After the students fi nd Older students can create their own their match, they must stay together sentences and cards before playing the and sit down. game. After everyone has found his/her match, have the students tell you which color cards have the subject and predicate phrases. Next, have each pair stand and read their sentence to the class, and have the class determine if the sentence is correct. If the sentence is incorrect, the students should correct it.
Wrap-up/Conclusion: Ask the students to defi ne and give examples of subjects and predicates. Discuss other sentences related to AMD, wetlands, watersheds, etc. that contain subjects and predicates.
Assessment: • Give students a worksheet of scramble sentences, and have the students correct each sentence.
• Have the students write their own sentences about AMD, wetlands, and/or watersheds identifying the subject and predicate of each sentence.
Extensions: • Create a crossword puzzle using sentences about AMD, wetlands, and watersheds (Sample crossword puzzle included).
• Create a worksheet consisting of incomplete sentences (about AMD, wetlands, and watersheds) in which students complete the sentences using their own ideas.
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) 74 Following Pyrite’s Trail • Sentence Mix Match Sample AMD, Wetland, and Watershed Sentences
* There can be multiple answers for some.
Subject Phrase Predicate Phrase The abandoned mine fi lls with water.
The mine caves in.
Pyrite dissolves in the mine water.
Pyrite contaminates the mine water.
Mine water reaches the surface.
Pyrite can be called fool’s gold.
Wetlands provide wildlife habitat.
Wetlands clean rust from water.
Bullfrogs live in wetlands.
Cattails help fi lter iron oxide from water.
Many insects and other animals lay eggs in wetlands.
AMD means abandoned mine drainage.
Limestone treats acidic mine water.
Muskrats eat cattail rootstalks.
Clean water leaves a wetland.
Wetlands protect against fl ooding.
Mine water comes from underground.
Water is a valuable resource.
Mine water is contaminated.
Coal is an energy source.
Abandoned mine drainage hurts wildlife.
Bore holes are called bubblers.
Wetlands hold water for a long time.
Abandoned mine drainage contaminates streams.
Ducks and geese nest in wetlands.
Biologists study wildlife.
Iron oxide is a dye.
Acidic mine water kills plants and animals.
Many insects call wetlands home.
Many chemicals are dissolved in mine water.
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Following Pyrite’s Trail • Sentence Mix Match 75 AMD Criss-Cross
1
2
3
4 65
7 8 9
10 11
12
13
14
15 16
17
18
19
20
ACROSS DOWN 4. leaves a wetland. 1. dissolves in mine water. 5. is a measure of how much acid or base 2. reaches the surface. is in a solution. 3. lay eggs in wetlands 12. are people who study wildlife. 6. is the natural home of a plant or animal. 13. is short for abandoned mine drainage. 7. oxide is orange particles. 14. is pyrite’s common name. 8. is water within the Earth. 15. is used to treat acidic mine water. 9. provide wildlife habitat. 16. eat cattail rootstalks. 10. A grows into a frog. 17. are scientists who study chemistry. 11. An is underground and fi lls with water. 18. are a type of wetland. 17. is a valuable energy source. 19. are man-made boreholes. 19. nest in wetlands. 20. help fi lter iron oxide from water.
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Following Pyrite’s Trail • Sentence Mix Match 77 TEACHER’S ANSWER SHEET — AMD CRISS CROSS
1 P 2 M Y I R 3 N I C 4 65 C L E A N W A T E R p H 7 8 9 W E I I G A W 10 11 A T T A R R B E T 12 A T B I O L O G I S T S E D E A N U T L 13 R P R N N A A M D 14 F O O L S G O L D D T N L O W D 15 16 L I M E S T O N E N A M U S K R A T S 17 C H E M I S T S O D E 18 A M M A R S H E S L I N 19 B U B B L E R S I R D 20 C A T T A I L S
ACROSS DOWN 4. Clean water leaves a wetland. 1. Pyrite dissolves in mine water. 5. pH is a measure of how much acid or base 2. Mine water reaches the surface. is in a solution. 3. Critters lay eggs in wetlands 12. Biologists are people who study wildlife. 6. Habitat is the natural home of a plant or animal. 13. AMD is short for abandoned mine drainage. 7 Iron oxide is orange particles. 14. Fool’s gold is pyrite’s common name. 8. Groundwater is water within the Earth. 15. Limestone is used to treat acidic mine water. 9. Wetlands provide wildlife habitat. 16. Muskrats eat cattail rootstalks. 10. A tadpole grows into a frog. 17. Chemists are scientists who study chemistry. 11. An abandoned mine is underground 18. Marshes are a type of wetland. and fi lls with water. 19. Bubblers are man-made boreholes. 17. Coal is a valuable energy source. 20. Cattails help fi lter iron oxide from water. 19. Birds nest in wetlands.
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Following Pyrite’s Trail • Sentence Mix Match 79 Where Does the Iron Go? Adapted from “Water Wonders” in Project Learning Tree Pre K-8 Environmental Education Activity Guide (Washington, D.C.: American Forest Foundation ©2003). Developed by Danielle K. Ross, Saint Vincent College Environmental Education Center, Latrobe, PA
live. Areas, such as wetlands can be used Summary: to essentially fi lter out the iron precipitate About This Students simulate iron particles from in order to keep nearby streams and rivers Activity... abandoned mine drainage traveling clean and habitable for wildlife. This activity through a watershed, witnessing the will explore where iron can travel after it various areas impacted by iron oxide. leaves an abandoned mine, and the affects Prep Time Required: After completing their journey, the 1 hour 30 minutes the iron can have on various habitats and students write stories about their organisms. Grade Level: travels. Upper Elementary, Middle School Procedure: Warm-up: Subjects: Materials: Ask the students to identify the main Life Science, • 9 boxes, about 6 inches on a side components of mine water, and what Earth Science, Ecology (Gift boxes used for coffee mugs occurs to the mine water after it reaches Duration of Activity: are a good size) the surface and comes in contact with One or two 50 minute • A bell, whistle, buzzer, or other oxygen. Ask the students to identify periods noisemaker various places iron can go after it reaches Pennsylvania • Pictures and labels for each box the surface from a mine. Standards Addressed: (attached) Activity: 3.2.4.A4, 3.4.3.A2, Tell the students that they are going to 3.4.5.B2, 4.1.4.E, 4.2.4.A, • 9 labeled pictures for each station 4.2.7-8.A, 4.2.7-8.B, • Iron Particles Travel Log become iron particles moving through a 4.2.5-6.C, 4.5.4.C, watershed system. 4.5.8.C, 4.3.4.D, 4.3.7.D Objectives: Categorize the places that the iron can Setting: Students will be able to: move through into the nine stations: Mine, Large room or area • describe the movement of iron from a Bubbler, Wetland, Plant, Stream, Rocks, Pond, Soil, and Animals. On larger pieces Vocabulary: mine throughout a watershed. of paper copy the labeled pictures of each Bubbler • identify the states of iron as it moves station and put them in locations around Iron oxide through the watershed. Particle the room. Students can also illustrate Precipitation • identify areas that aide in removing iron station labels as an additional warm-up Reaction from abandoned mine drainage. activity. Sediment Assign the students to groups of Watershed Background: 2-4 depending on class size, assigning the Wetland Most people think that water coming jobs: dice roller, travel log recorder, travel Prerequisites: out of the ground is clean water; this is director, leader, etc. Knowledge of mine not always the case. Water that has fi lled Have students identify the different drainage, how its formed abandoned mines begins to dissolve the places that the iron can travel in the water- and the problems that it minerals still remaining in the mines, such shed journey. Explain that the iron begins causes. as pyrite, sandstone, shale, and limestone. its journey dissolved in mine water before it The pyrite dissolves into iron and sulfate can reach the surface. Sometimes the iron particles. particles will not go anywhere and become When the water reaches the surface, it trapped in an area. Be sure that the contains contaminants that can be students understand that after the mine devastating to watersheds, e.g. by water reaches the surface, the iron lowering pH and coating areas with iron precipitates into iron oxide. hydroxide. Areas with abandoned mine Tell the students they will be dem- drainage (AMD) commonly have large onstrating the movement of iron from one deposits of orange colored iron oxide. location to another in our “watershed.” Iron oxide can be devastating to stream The students will move in their groups as and river areas by coating stream bottoms, one unit, each student maintaining their providing poor habitats for organisms to assigned jobs through the entire activity.
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Following Pyrite’s Trail • Where Does the Iron Go? 81 For this game, rolling the die at • Have older students teach the activity each station determines where the iron to younger students, explaining the will go. The groups will all begin their affect of iron on each location. journey by lining up behind the MINE • Have the students adapt the game station. Each group will roll the die and by adding locations, changing the go to the location indicated. If a STAY dice, etc. is rolled, the group stays at the station and goes to the end of the line. • Have the students investigate how When the groups proceed to the iron is treated to clean watersheds, next station, they get in line. When they i.e., various active and passive reach the front of the line, they roll the treatment systems. The students die and proceed to station indicated. can further adapt the game by The travel log recorder of each incorporating these locations into group should keep track of his/her the activity. group’s movements using the given table. Adaptations: The beginning and ending of the For younger students, the table and game is designated by the sound of a dice can be adapted to contain only bell or buzzer, etc. pictures so that students can match and circle pictures for each station. Wrap-up/Conclusion: Instead of a written summary, younger Have the students use their travel students can be given a worksheet that records to individually write a story assists them in summarizing their about the places the iron has traveled. journey and the affects of iron in the In the story, they should include a watershed. description of the conditions necessary Older students can assist in the for the iron to travel to each location in design of the activity by choosing the the watershed, and how the locations station locations to include. depicted would be impacted/affected by the iron, e.g., stream visibility, animal Resources: health. The students can be as creative “Water Wonders.” In Project Learning as they wish, making it interesting for Tree Pre K-8 Environmental Education others to read about their journey. For Activity Guide. Washington, D.C.: example, “I was a lonely invisible iron American Forest Foundation, 2003. particle trapped deep in the darkness. One day, I had an incredible ride to the surface where it was bright and sunny, and I met a new friend, named oxygen.”
Assessment: • Have students write a creative story describing their travels (WRAP-UP).
Extensions: • Another approach to this activity can be dividing the class in half. As half the class plays the game, the onlookers observe and track the movements of the other students. The class will then switch for the next round.
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) 82 Following Pyrite’s Trail • Where Does the Iron Go? Iron Particle Travel Dice Labels
STATION DIE SIDE LABELS EXPLANATION
Mine Two sides bubbler Iron dissolved in water (mine water) is pushed to the surface by underground pressure. One side stream Iron dissolved in water seeps into stream. One side wetland Iron dissolved in water fl ows into nearby wetland. Two sides stay Iron dissolved in water remains in the underground abandoned mine.
Bubbler Two sides wetland Dissolved iron fl ows into a wetland. Two sides stream Dissolved iron fl ows into a stream. One side pond Dissolved iron fl ows into a pond. One side stay Dissolved iron remains near the bubbler.
Wetland One side animal Precipitated iron particles (orange iron oxide) collect on animal living in the wetland (perhaps a frog or a macroinvertebrate). One side plants Iron particles (orange iron oxide) collect and stick to plants, like cattails. One side soil Iron particles (orange iron oxide) stick to each other and sink to the bottom forming sediment. Three sides stay Iron particles remain within the wetland.
Plants One side animal Iron particles stick to an animal that touches the plant (perhaps a frog). One side soil Iron particles become part of the soil after the plant dies. Four sides stay Iron particles (orange iron oxide) stick to each other and collect on the plants (perhaps a cattail).
Stream One side animal Iron particles collect on animals that live in the stream (perhaps a fi sh or macroinvertebrate). Two sides rocks Iron particles collect on rocks in the stream making the rocks orange. One side pond Iron fl ows into nearby lake. Two sides stay Iron particles (orange iron oxide) collect and remain suspended in stream.
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Following Pyrite’s Trail • Where Does the Iron Go? 83 Iron Particle Travel Dice Labels
STATION DIE SIDE LABELS EXPLANATION
Rocks Two sides animal Iron particles (orange iron oxide) stick to an animal that rests on the rock. One side soil Iron particles settle and fall on soil. Three sides stay Iron particles (orange ion oxide) collect and stick to rocks.
Pond One side animal Iron particles (orange iron oxide) collect and stick on an animal that lives in the pond. One side rocks Iron particles (orange iron oxide) collect and stick to rocks in the pond. One side plants Iron particles (orange iron oxide) stick to plants that live in the pond. One side stream Iron particles fl ow through the pond and into a nearby stream. Two sides stay Iron remains in the pond.
Soil One side rocks Iron particles (orange iron oxide) in the soil collect on nearby rocks. One side stream Iron particles get washed into stream by a rainstorm. Two sides plants Iron particles (orange iron oxide) collect on the roots of a plant. Two sides stay Iron remains in the soil.
Animal One side wetland Iron particles (orange iron oxide) wash off into wetland. One side rocks Iron particles are deposited on rocks. One side stream Iron particles wash off into stream. One side pond Iron particles suspend into pond. Two sides stay Iron particles (orange iron oxide) remain stuck to animal.
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Following Pyrite’s Trail • Where Does the Iron Go? 85 Mine Box
Move to Bubbler Move to Bubbler Iron dissolved in water is pushed Iron dissolved in water is pushed to the surface by underground pressure. to the surface by underground pressure.
Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD WHERE DOES THE IRON GO? WHERE DOES THE IRON GO?
Move to Stream Move to Wetland Iron dissolved in water seeps into stream. Iron dissolved in water fl ows into nearby wetland.
Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD WHERE DOES THE IRON GO? WHERE DOES THE IRON GO?
Stay in Mine Stay in Mine Iron dissolved in water remains in the Iron dissolved in water remains in the underground abandoned mine. underground abandoned mine.
Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD WHERE DOES THE IRON GO? WHERE DOES THE IRON GO?
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Following Pyrite’s Trail • Where Does the Iron Go? 87 Bubbler Box
Stay in Bubbler Move to Wetland Dissolved iron remains near the bubbler. Dissolved iron fl ows into wetland.
Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD WHERE DOES THE IRON GO? WHERE DOES THE IRON GO?
Move to Wetland Move to Stream Dissolved iron fl ows into wetland. Dissolved iron fl ows into a stream.
Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD WHERE DOES THE IRON GO? WHERE DOES THE IRON GO?
Move to Stream Move to Pond Dissolved iron fl ows into a stream. Dissolved iron fl ows into a pond.
Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD WHERE DOES THE IRON GO? WHERE DOES THE IRON GO?
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Following Pyrite’s Trail • Where Does the Iron Go? 89 Wetland Box
Move to Animal Move to Plants Precipitated iron particles (orange iron oxide) Iron particles (orange iron oxide) collect collect on an animal living in the wetland. and stick to plants, like cattails.
Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD WHERE DOES THE IRON GO? WHERE DOES THE IRON GO?
Stay in Wetland Stay in Wetland Iron particles remain within the wetland. Iron particles remain within the wetland.
Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD WHERE DOES THE IRON GO? WHERE DOES THE IRON GO?
Move to Soil Iron particles (orange iron oxide) Stay in Wetland stick to each other and sink to Iron particles remain within the wetland. the bottom forming sediment.
Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD WHERE DOES THE IRON GO? WHERE DOES THE IRON GO?
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Following Pyrite’s Trail • Where Does the Iron Go? 91 Plant Box
Move to Animal Move to Soil Iron particles stick to an animal that Iron particles become part of touches the plant (perhaps a frog). the soil after the plant dies.
Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD WHERE DOES THE IRON GO? WHERE DOES THE IRON GO?
Stay in Plants Stay in Plants Iron particles (orange iron oxide) Iron particles (orange iron oxide) stick to each other and collect stick to each other and collect on the plants, including cattails. on the plants, including cattails.
Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD WHERE DOES THE IRON GO? WHERE DOES THE IRON GO?
Stay in Plants Stay in Plants Iron particles (orange iron oxide) Iron particles (orange iron oxide) stick to each other and collect stick to each other and collect on the plants, including cattails. on the plants, including cattails.
Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD WHERE DOES THE IRON GO? WHERE DOES THE IRON GO?
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Following Pyrite’s Trail • Where Does the Iron Go? 93 Stream Box
Move to Animal Move to Rocks Iron particles collect on animals Iron particles collect on rocks in the that live in the stream. stream making the rocks orange.
Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD WHERE DOES THE IRON GO? WHERE DOES THE IRON GO?
Move to Rocks Iron particles collect on rocks in the Move to Pond stream making the rocks orange. Iron fl ows into nearby pond.
Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD WHERE DOES THE IRON GO? WHERE DOES THE IRON GO?
Stay in Stream Stay in Stream Iron particles collect and Iron particles collect and remain suspended in stream. remain suspended in stream.
Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD WHERE DOES THE IRON GO? WHERE DOES THE IRON GO?
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Following Pyrite’s Trail • Where Does the Iron Go? 95 Rock Box
Move to Animal Move to Animal Iron particles (orange iron oxide) stick Iron particles (orange iron oxide) stick to an animal that rests on the rock. to an animal that rests on the rock.
Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD WHERE DOES THE IRON GO? WHERE DOES THE IRON GO?
Stay in Rocks Move to Soil Iron particles (orange iron oxide) Iron particles settle and fall on soil. collect and stick to rocks.
Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD WHERE DOES THE IRON GO? WHERE DOES THE IRON GO?
Stay in Rocks Stay in Rocks Iron particles (orange iron oxide) Iron particles (orange iron oxide) collect and stick to rocks. collect and stick to rocks.
Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD WHERE DOES THE IRON GO? WHERE DOES THE IRON GO?
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Following Pyrite’s Trail • Where Does the Iron Go? 97 Pond Box
Move to Animal Move to Rocks Iron particles (orange iron oxide) Iron particles (orange iron oxide) stick to an animal that lives in the pond. collect and stick to rocks in the pond.
Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD WHERE DOES THE IRON GO? WHERE DOES THE IRON GO?
Move to Plants Move to Stream Iron particles (orange iron oxide) stick Iron particles fl ow through the to plants that live in and near the pond. pond and into a nearby stream.
Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD WHERE DOES THE IRON GO? WHERE DOES THE IRON GO?
Stay in Pond Stay in Pond Iron remains in the pond. Iron remains in the pond.
Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD WHERE DOES THE IRON GO? WHERE DOES THE IRON GO?
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Following Pyrite’s Trail • Where Does the Iron Go? 99 Soil Box
Move to Plants Move to Rocks Iron particles (orange iron oxide) Iron particles (orange iron oxide) collect on the roots of a plant. in the soil collect on nearby rocks.
Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD WHERE DOES THE IRON GO? WHERE DOES THE IRON GO?
Move to Plants Move to Stream Iron particles (orange iron oxide) Iron particles get washed collect on the roots of a plant. into stream by rainstorm.
Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD WHERE DOES THE IRON GO? WHERE DOES THE IRON GO?
Stay in Soil Stay in Soil Iron remains in the soil. Iron remains in the soil.
Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD WHERE DOES THE IRON GO? WHERE DOES THE IRON GO?
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Following Pyrite’s Trail • Where Does the Iron Go? 101 Animal Box
Move to Wetland Move to Rocks Iron particles (orange iron oxide) Iron particles (orange iron oxide) wash off animal into wetland. deposited on rocks.
Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD WHERE DOES THE IRON GO? WHERE DOES THE IRON GO?
Move to Pond Iron particles (orange iron oxide) Move to Stream suspend in pond. Iron particles wash off animal into the stream.
Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD WHERE DOES THE IRON GO? WHERE DOES THE IRON GO?
Stay in Animal Stay in Animal Iron particles (orange iron oxide) Iron particles (orange iron oxide) remain stuck to animal. remain stuck to animal.
Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD WHERE DOES THE IRON GO? WHERE DOES THE IRON GO?
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Following Pyrite’s Trail • Where Does the Iron Go? 103 Iron Particle Travel Log
Stop 1: Mine Bubbler Wetland Plants Stream Rocks Pond Soil Animals
Stop 2: Mine Bubbler Wetland Plants Stream Rocks Pond Soil Animals
Stop 3: Mine Bubbler Wetland Plants Stream Rocks Pond Soil Animals
Stop 4: Mine Bubbler Wetland Plants Stream Rocks Pond Soil Animals
Stop 5: Mine Bubbler Wetland Plants Stream Rocks Pond Soil Animals
Stop 6: Mine Bubbler Wetland Plants Stream Rocks Pond Soil Animals
Stop 7: Mine Bubbler Wetland Plants Stream Rocks Pond Soil Animals
Stop 8: Mine Bubbler Wetland Plants Stream Rocks Pond Soil Animals
Stop 9: Mine Bubbler Wetland Plants Stream Rocks Pond Soil Animals
Stop 10: Mine Bubbler Wetland Plants Stream Rocks Pond Soil Animals
Stop 11: Mine Bubbler Wetland Plants Stream Rocks Pond Soil Animals
Stop 12: Mine Bubbler Wetland Plants Stream Rocks Pond Soil Animals
Stop 13: Mine Bubbler Wetland Plants Stream Rocks Pond Soil Animals
Stop 14: Mine Bubbler Wetland Plants Stream Rocks Pond Soil Animals
Stop 15: Mine Bubbler Wetland Plants Stream Rocks Pond Soil Animals
Stop 16: Mine Bubbler Wetland Plants Stream Rocks Pond Soil Animals
Stop 17: Mine Bubbler Wetland Plants Stream Rocks Pond Soil Animals
Stop 18: Mine Bubbler Wetland Plants Stream Rocks Pond Soil Animals
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Following Pyrite’s Trail • Where Does the Iron Go? 105 How is Mine Drainage Formed? Developed by Dr. Caryl Fish, Department of Chemistry, Saint Vincent College, Latrobe, PA
hold up a beaker of the fresh drainage. Summary: It should be clear. Ask the students if About This Students read information about they would drink the water (don’t let them). Activity... AMD and complete worksheets They might be able to smell the rotten egg about how mine drainage is formed. smell of sulfi de in the drainage. Then, slowly add 3% hydrogen peroxide (from Prep Time Required: the drug store). The iron hydroxide should 10 minutes start to precipitate and turn the solution Materials: orange and cloudy. Ask the student where Grade Level: • Reading Handout Middle School, the orange color came from. High School • Worksheet Activity: Subjects: • Crossword Puzzle Have students read the student hand- Chemistry, Earth Science, out. There are several different parts. You Physical Science Objectives: could have each student in a group read Duration of Activity: Students will be able to: a different part and then explain his or her 30 minutes • explain how mine drainage is formed. section to the rest of the group. The student should then complete the work- Pennsylvania • Defi ne chemical terms. sheet and crossword puzzle in groups. Standards Addressed: (oxidation-reduction reaction, 3.2.8.A2, 3.2.7.A4, precipitation reaction, acid-base 3.2.C.A2, 3.2.C.A4, Wrap-up/Conclusion: reaction) 3.2.12.A4 Have each group explain to the entire class a step in the formation process. Setting: Background: Classroom Pyrite or fool’s gold is found in most Assessment: Vocabulary: coal mine sites. Abandoned mine drain- Observe students’ understanding of the Oxidation-Reduction • age (AMD) is formed when groundwater activities as they work together to Reaction comes in contact with pyrite (iron sulfi de). Pyrite complete the worksheets and discuss The pyrite dissolves into the water and AMD formation. Prerequisites: forms iron ions and sulfi de ions. The sul- Knowledge of basic fi de reacts with oxygen to form sulfate and Extensions: chemistry, science acid. The iron usually stays dissolved until • Take a fi eld trip to an AMD treatment it reaches the surface. If the pH of the facility and/or an AMD impacted discharge is increased above 3, the oxygen watershed to see the affects of the in the air reacts with the iron to form iron pollution on the environment. hydroxide, an orange gelatinous solid. These reactions can be used to illustrate a wide variety of chemical reactions. The Adaptations: Younger students can just explain steps reaction of iron and sulfi de with oxygen in the formation process to the class in a is an example of an oxidation-reduction general form, and not complete reaction. The formation of acid in the the worksheets. reaction could lead to acid-base reactions if it is neutralized by limestone in the soil. The reaction to form iron hydroxide is also a precipitation reaction.
Procedure: Warm-up: Show students photographs of mine drainage discharges and ask what they notice about the photographs. Ask the students if they know what the orange color is from. If you have mine drainage available,
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Following Pyrite’s Trail • How is Mine Drainage Formed? 107 Mine Drainage Formation Student Reading Handout
Abandoned Mine Drainage As the water moves through the ground, it can dissolve Orange water fl ows through beautiful valleys. White other metals as it contacts rocks and minerals. The most powder coats the bottom of a clear mountain stream. A common metal in rocks is aluminum and mine drainage can huge fountain of smelly water pours out of the edge of a dissolve the aluminum. Other metals commonly found in stream. Water that should be full of life is dead. These mine water include manganese, calcium, and magnesium. and thousands of other similar scenes are found all through- Once the mine drainage comes up out of the ground, it out the Appalachian Mountains. What’s going on here? … mixes with oxygen in the air. When that happens, the Abandoned Mine Drainage! oxygen reacts with the iron, sulfi de, and other metals. When Mine drainage is formed in coal mines. Many of these the oxygen reacts with the iron, it forms an orange-yellow mines were abandoned by the mining companies years solid called iron oxide. The process of forming a solid from before. Water coming out of the coal mines contains metals a clear solution is called precipitation and the solid is called that leave orange, white, and black solids when they mix with a precipitate. The orange solid is very sticky and slippery. It the air. The water can also contain acids (strong chemicals coats the bottom of the streams with a sticky, orange mess. that can burn your skin). Both metals and the acid are The orange precipitate can make the water cloudy and more harmful to the fi sh and bugs that live in the streams. diffi cult for the animals to see. It is also slippery, so insects that cling to rocks have a hard time holding on. The orange Forming Mine Drainage solid in a stream makes it diffi cult for plants and animals to Mine drainage is formed fi rst in the coal mines. After all survive there. the coal has been removed from the mines, the mining The oxygen also reacts with the sulfi de and forms sulfate companies remove the last supports that hold up the roof of and acid. This can happen below ground as well if there is the mines. Eventually, the mine fi lls up with water and the a little bit of oxygen still in the mines. The sulfate makes the roof collapses. In the roof material, there is a mineral called water taste bad, but the acid makes the water uninhabitable pyrite. Pyrite is also called Fool’s Gold because it looks very for most plants and animals. much like gold. Pyrite though is made of iron and sulfi de. Aluminum is particularly harmful to animals that live in The pyrite breaks up into small pieces when the mine caves the water. A very tiny amount of aluminum can kill fi sh and in. These pieces are surrounded by water. Slowly, the iron other animals. The aluminum also forms a precipitate when and the sulfi de dissolve into the water. it fl ows into a stream. This white precipitate can cling to the The water in the mines is part of the groundwater system. gills of the water animals and makes it impossible for them Groundwater is the water that seeps slowly into the ground to breathe. and fi lls spaces between pieces of rock and soil. Groundwater Abandoned mine drainage is a serious problem through- moves very slowly from the places it seeps in to places where out Appalachia. It has turned beautiful mountain streams the groundwater fl ows out of the ground. You may have into lifeless orange ditches. The mine drainage is formed in seen a fl owing spring or a wetland where groundwater fl ows the abandoned coal mine from the mineral pyrite. Because out of the ground. If groundwater has been in a mine, it is it contains high amounts of metals and acid, mine drainage now mine drainage. It has in it particles of iron and sulfi de. can have serious impacts on stream life. Because of these These particles are so small that you can’t see them, so the problems we need to fi nd ways to clean up the mine mine drainage might look clear when it fi rst comes out of drainage. the ground. But, often it smells like rotten eggs from the sulfi de.
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Following Pyrite’s Trail • How is Mine Drainage Formed? 109 Mine Drainage Formation Student Worksheet
Directions: Use the reading to fi ll in the blanks in the following diagram.
Dissolves
and
Reacts with Reacts with Reacts with Oxygen Water Oxygen
Reacts with Dissolves Oxygen Soil Metals
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Following Pyrite’s Trail • How is Mine Drainage Formed? 111 Mine Drainage Formation
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ACROSS DOWN 3. Places where coal is extracted 1. How water moves 7. The form of sulfur found underground 2. Abandoned mine drainage, for short 11. The black rock mined for fuel 4. When a solution is neither an acid nor a base 12. The part of air that reacts with iron and sulfi de 5. The liquid that carries iron and sulfi de to the surface 13. The form of sulfur found above ground 6. A local name for the orange solid in AMD ______boy 14. ______oxide; the orange solid formed in AMD 8. The chemical process that forms a solid from a clear solution 15. A metal that dissolves from the soil when water is acidic 9. Vinegar or lemon juice, for example 10. Another name for Fool’s Gold
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Following Pyrite’s Trail • How is Mine Drainage Formed? 113 TEACHER’S ANSWER SHEET — MINE DRAINAGE FORMATION
1 F L O 2 A W 3 4 M I N E S 5 6 D E W Y 7 S U L F A T E 8 T T L P 9 10 A R E L P R 11 12 C OLA R O XGNY E I L W R C 13 14 S U L F ID E I I RON T P E I T 15 A L U M I N U M T I O N
ACROSS DOWN 3. Places where coal is extracted 1. How water moves 7. The form of sulfur found underground 2. Abandoned mine drainage, for short 11. The black rock mined for fuel 4. When a solution is neither an acid nor a base 12. The part of air that reacts with iron and sulfi de 5. The liquid that carries iron and sulfi de to the surface 13. The form of sulfur found above ground 6. A local name for the orange solid in AMD ______boy 14. ______oxide; the orange solid formed in AMD 8. The chemical process that forms a solid from a clear solution 15. A metal that dissolves from the soil when water is acidic 9. Vinegar or lemon juice, for example 10. Another name for Fool’s Gold
Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Following Pyrite’s Trail • How is Mine Drainage Formed? 115 Acid-Producing Potential of Pyrite Developed by Beth Langham, St. Vincent Environmental Education Center, Latrobe, PA
Objective: Summary: Students will be able to: About This Coal Mining has left large volumes • Work in cooperative learning groups of mining overburden and waste soils to study how Abandoned Mine Drainage Activity... throughout the United States. Many (AMD) forms. of these tailings are now causing problems with water quality. The Prep Time Required: • Explore the chemicals that can be used 3 hours EPA and individual states have now to neutralize acidic mine drainage taken action to clean up problem Grade Level: areas and to prevent further environ- • Compete titrations High School mental degradation from proposed • Observe chemical reactions and mining projects. In order to deter- Subjects: determine the net acid producing Chemistry, mathematics mine the most effective method to clean up existing sites and as part potential of Pyrite. Duration of Activity: of the regulatory process for land 3-4 class/lab periods disposal of mine overburden, testing Background: Pennsylvania must be performed to determine the Mine overburden and waste soils potential acid generating materials in Standards Addressed: (commonly referred to as mine tailings) the tailings. A preliminary step is to 3.2.C.A2, 3.2.10.A4, are the waste products generated during determine the Acid Producing Poten- 3.2.C.A4, 3.2.12.A4, mining and milling operations. Surface tial (APP) of the mine overburden 3.4.10.D3, 4.1.12.E, deposition of these waste products results and waste material, or how much 4.2.10.B, 4.5.10.C, in exposure to the atmosphere, precipita- 4.5.10.C, 4.3.10.D acid will be produced from disturbing the minerals, especially pyrite. tion, and ground or surface water. Many Setting: of these tailings possess the potential to Laboratory react with oxygen and water generating products that adversely affect the pH and Vocabulary: Materials: Special Chemicals and Equipment acid-base accounting heavy metal composition of nearby soils need per 24 Students acid producing potential and streams. The generation of acidic
neutralize • 1.0 g Pyrite (FeS2), powder abandoned mine drainage can also be
overburden • 1 L Hydrogen Peroxide, 30% (H2O2) infl uenced by the biological activity of pyrite • 1 L 4 M Hydrochloric Acid (HCl) microorganisms. • 100 mL 1 M Sodium Hydroxide Acid Base Accounting is a static Prerequisites: (NaOH) Laboratory safety, procedure that can be used to predict if • 100 mL 0.1 M Sulfuric Acid titrations, unit factoring a sample mine overburden material will be (H SO 2 4) an acid producer or a . The • 10 g Calcium Carbonate (CaCO3) neutralizer • 2400 mL 0.025 M Sodium Hydroxide acid producing potential in a rock is tied (NaOH) directly to the amount of sulfi des bound up • 1200 mL 0.025 M Hydrochloric in the rock in various forms. Sulfi des are Acid (HCl) crystalline substances that contain sulfur • 4 g Unknown Sample combined with a metal or semi-metal, but (mine overburden sample dried, no oxygen. The most common forms are < 70 mesh, well mixed) Pyrite and Marcasite (FeS2). Other forms • 2 vials pH Paper include Fe1-xSx, Fe3S4, FeS, CuFeS4, ZnS, • 4 Centrifuges capable of handling PbS, HgS, and CoAsS. When these sulfi de 50 mL centrifuge tubes minerals in mine overburden weather upon • 96 Plastic centrifuge tubes with exposure to water and air, toxic metal ions caps, 50 mL • 12 pH Meters with magnetic and hydrogen ions are released into the stirrers and stirbars environment. The sulfi de ion is oxidized into soluble sulfate ions. Since pyrite is the Note: An artifi cial sample of mine overburden can be made by mixing most common mineral in mine tailings, iron 2-4 grams of pyrite and 1-4 grams III ions are released in rather high concen- of calcium carbonate with 100 g of trations. In acidic runoff ( Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Following Pyrite’s Trail • Acid-Producing Potential of Pyrite 117 a result of dilution from other water Mine overburden material may Safety Considerations sources. This increase in pH causes also contain buffering capabilities in the • Wear eye goggles at all times. soluble iron ions to precipitate out form of calcium carbonates. This would • Hydrogen peroxide (30%) is a very of solution in the form of iron III hydrox- have a function of neutralizing the acid strong oxidant. Wear protective ide, a gelatinous, reddish-orange solid. producing potential of the sulfi de gloves and eye goggles when This precipitate called “yellow boy” minerals. A simplifi ed set of chemical handling this solution. coats the bottom of the stream creating equations showing this is an unsightly and unnatural condition in + 2+ ¨ CaCO3(s) + 2 H (aq) + SO4 (aq) • Hydrochloric acid and sodium the riparian environment. CaSO2(s) + H2CO3(aq) (3) hydroxide are very caustic. Use The primary requirements for acid ↔ caution and wash any spills on your H2CO3(aq) H2O(l) + CO2(g) (4) generation are: skin with plenty of water. Acid production and neutralization • sulfi de minerals in the overburden may be occurring at the same time in • water or a humid atmosphere Waste Disposal Procedures the mine tailings. Generally, the rate • an oxidant (usually oxygen in the • Solutions containing tailings of acid production exceeds the rate of form of O ) samples, pyrite or any heavy metals 2 acid neutralization. A common treat- should be disposed of the waste The primary factors which determine ment for acid producing mine overburden container designated for this lab. the rate of acid generation are: is to amend it with lime (calcium • Only neutralized wash solutions not • pH carbonate). You will need to know the containing heavy metals can be • temperature acid producing potential of the over- disposed of down the sink. • oxygen content of the gas phase, if burden pile so you can determine how saturation is less than 100% much calcium carbonate to add to the • oxygen concentration in the water tailings pile. Procedure: phase To determine the neutralizing Warm-up: • degree of saturation with water potential of a sample, a known amount Students should read the lab and • chemical activity of Fe3+ of hydrochloric acid is added to the prepare a fl owchart for completion of • surface area of exposed metal sulfi de sample and heated. The amount of the lab. • chemical activation energy required acid neutralized by any carbonates in to initiate acid generation the sample is determined by back Activity: • biological activity (such as iron titration. Students will experiment with Pyrite, oxidizing bacteria) As you can imagine, there is a the main component of the Mine Drain- complex set of chemical and biological age found in the streams in Pennsylvania. Acid Producing Potential reactions and conditions that occur Pyrite or iron sulfi de will dissolve in In nature, exposed sulfi de minerals over time in mine overburden which water forming iron hydroxide and react with oxygen and water to produce determine its potential pollution gener- sulfuric acid. acid. A simplifi ed version of this ating capabilities. In this laboratory Using crushed pyrite, the students reaction is experiment, we will look only at the net will determine the net acid producing ¨ potential of a mine overburden sample 4 FeS2(s) + 15 O2(aq) + 14 H2O(l) acid producing potential of mine 2- + and express the results in moles 4 Fe(OH)3(s) + 8 SO4 (aq) + 16 H (aq) overburden samples and quantify it in + (1) terms of moles of H+ produced per 100 H /100 g of sample. In actual practice, g of sample. In order to obtain the net the net acid producing potential of mine This reaction is too slow to observe acid producing potential of a sample overburden is expressed as tons of in the laboratory. We will use a strong CaCO required to neutralize 1000 tons we must determine the acid producing 3 oxidant, hydrogen peroxide, to increase potential of the sample and the of material with the intention that the the kinetics of the reaction. The H O 2 2 neutralizing potential of the sample mine overburden would be amended can be thought of as supplying the O2 with CaCO to a depth of 1 foot. and subtract these two values. 3 and H2O in a more reactive form; in fact, For more information, pictures and ¨ the decomposition reaction (2 H2O2 other experiments related to acid mine O2 + 2H2O) does occur naturally. drainage, please visit The Colorado Substituting hydrogen peroxide into the School of Mines website at http:// balanced equation gives www.mines.edu/fs_home/jhoran/ ¨ 4 FeS2(s) + 30 H2O2(aq) 4Fe(OH)3(s) ch126/index.htm. 2- + + 8 SO4 (aq) + 16 H (aq) + 16 H2O(l) (2) Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) 118 Following Pyrite’s Trail • Acid-Producing Potential of Pyrite TO BE COMPLETED PRIOR TO THIS LAB: Unit factoring & Titrations & Acid/Bases!!! If time is limited, one group can complete the Acid producing potential and one group can complete the Neutralizing Potential, then share the data. Wrap-up/Conclusion: Students should complete a written report or memo to a company describ- ing the results that were found. Assessment: • Visual evaluation of student laboratory practices including safety and lab skills. • Assessment of the report or memo describing the results. Extensions: • Possible fi eld trip to an actual DEP or associated laboratory that would conduct testing for acid producting potential or other chemical tests. Resources: Jim Horan, Colorado School of Mines Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Following Pyrite’s Trail • Acid-Producing Potential of Pyrite 119 Helpful Comments: • A standard deviation of 10% is Part 1 - Familiarization Exercise-Neutralizing Potential acceptable in this titration. We are • If students have a hard time writing the reaction for the neutralization of dealing with a natural sample and sulfuric acid with calcium carbonate, fi rst have them identify the reactants titrations involving iron solutions are as sulfuric acid and calcium carbonate. They should also be able to identify troublesome. the gas evolved as carbon dioxide based on the fact that it puts a match out. The only other possible gases evolved in this reaction could Part III be hydrogen or oxygen. Hydrogen would “pop” in the presence of a • If the paste test is below pH 3, there fl ame and oxygen would cause the fl ame to burn brighter. If they are is no reason to perform a titration. having trouble determining the other products, inform them that the carbon We can say with confi dence that dioxide and another product came from the decomposition of the carbonic the acid neutralizing potential of the sample is zero. If it is slightly above acid (H2CO3), an unstable product of the reaction. What could that product be? The white precipitate in an insoluble salt formed by this reaction. 3, it may or may not have any neutralizing capacity. A titration CaCO + 2H+ + SO 2- ➝ CaSO + H CO 3(s) (aq) 4 (aq) 4(s) 2 3(aq) should be performed to determine the neutralizing potential, if any. H2CO3(aq) H2O(l) + CO2(g) • Discuss the concept of a back • Remind students that these reactions are an oversimplifi cation of what titration if students do not understand really happens in the tailings pile. Yet, these simple reactions are the procedure. Ask students how suffi cient to determine the acid producing and acid neutralizing they will use their results to obtain the potential of a natural sample with some degree of accuracy. neutralizing capacity of the sample. • The acid producing potential of pure pyrite is determined in order to • Once again, a standard deviation of compare this value to the theoretical value obtained from the chemical 10% is acceptable since we are equation. If exactly 0.0150 grams of pyrite are treated with hydrogen working with a natural sample. peroxide, the theoretical APP can be determined with a little stoichiometry: 1 mole FeS 4 moles H+ Summary 0.0150 g FeS x 2 x = 5.0 x 10-4 moles H+ 2 119.975 g FeS 1 mole FeS • To determine the net acid producing 2 2 potential, students should subtract the neutralizing potential from the • Titrations involving iron are some what troublesome. Generally, the actual acid producing potential. Students acid producing potential of pyrite will be slightly lower than the theoretical value should express their results in (sometimes 10-15% lower). meq H+/100 g sample. If students • The acid neutralizing potential of calcium carbonate is determined in order to also want to express their results as compare this value to the theoretical value obtained from the chemical equation. tons of CaCO3/1000 tons of sample, If exactly 0.0150 grams of calcium carbonate are treated with hydrochloric acid, they should use direct stoichiometric the theoretical ANP can be determined with a little stoichiometry: relationships based on the reaction of hydrogen ions neutralized by calcium + 1 mole CaCO3 2 moles H -4 + 0.0150 g CaCO3 x x = 3.0 x10 moles H carbonate. 100.09 g CaCO3 1 mole CaCO3 For more information, pictures and other experiments related to Part II acid mine drainage, please visit • Hydrochloric acid is added to the sample to remove any substances in the Jim Horan’s website at http:// sample that will interfere with the ability of sulfi de minerals to produce acid. For www.mines.edu/fs_home/ example, any carbonates must be removed from the sample because they will jhoran/ch126/index.htm neutralize some of the acid produced by the oxidation of sulfi de minerals. The excess hydrochloric acid must be thoroughly washed off before oxidizing the sulfi de minerals. • An adaptation for advanced students is to use a pH meter for the titrations. If students have never done a titration with a pH meter before, inform them that we will titrate the solution to and endpoint of pH 7 or the infl ection point. Have the students discuss what they know about a titration curve. Diagrams of titration curves and discussion about the essential features of a titration curve should increase understanding and provide hints about the cor- rect procedures and techniques to utilize. Data collection should involve recording at least 10-15 measurements so that a complete curve can be derived from the pH and volume measurements. Be sure to remind students to titrate the sample well past pH 7 to obtain a complete titration curve. Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) 120 Following Pyrite’s Trail • Acid-Producing Potential of Pyrite Acid Producing Potential Part I - Familiarization Exercise In this part, you will observe the chemical weathering of pyrite and determine the Acid Producing Potential of Pure Pyrite. 1. Test the pH of a drop of H O using pH paper. Place 2 2 pH of H2O2 a small amount (about 0.01g) of pyrite (FeS2) in a small glowing splint burning splint test tube. Add 15 drops of 30% hydrogen peroxide Gas evolved pH after 5 minutes (H2O2). When vigorous bubbling occurs (about 3-5 min.), Observations test the gas evolved with a burning and then with a glowing wood splint. Observe the reaction for about 5 minutes or until the bubbling stops. Test the solution again with pH paper. Then add 5 drops of 1 M NaOH solution. Record your observations. Briefl y explain your CHEMICAL REACTIONS: observations in terms of the appropriate chemical A. equations: A. What is the decomposition reaction for hydrogen per oxide? B. What happens to pyrite when mixed with water and ➝ 2- + B. __ FeS2 + __ O2 + __ H2O __ Fe(OH)3 + __ SO4 + __ H exposed to oxygen? 2. Accurately weigh 0.015g of pyrite (FeS , powder). Record 2 Mass of Pyrite your mass to the nearest 0.0001 g. Transfer the sample Observations to a 50 mL centrifuge tube. Add 5 mL of 30% H2O2 to the pyrite. Keep the cap off the tube and support the tube in a beaker. The reaction may go on for 15-30 minutes, getting very active and hot in the middle. During the quieter reaction times, mix the solid into the solution gently. Initial Volume of NaOH in Buret 3. After the reaction stops, add 3 mL more of 30 % H2O2 and allow this to react completely. Then heat in a water Volume of NaOH Used to reach pH = 7.0 bath at 80-90oC for a few minutes to decompose any If using the Bromothymol Blue Indicator, the color will turn excess peroxide. blue/green at pH 7.0. 4. Transfer the contents of the centrifuge tube to a 250 mL beaker and bring the volume up to about 100 mL with Observations D.I. water. Add 10 drops of bromothymol blue indicator and titrate the sample with a standardized 0.025 M NaOH solution, swirling after each addition until pH equilibrates. Determine the volume of NaOH required to reach the end point of pH=7.0. 5. Using the balanced equation, determine the acid producing potential of pure pyrite and compare this to the theoretical Theoretical value obtained by a chemical equation of the reaction between pyrite and hydrogen peroxide. Actual + Answer should be in Moles H / 100 g of FeS2 HINT: Percent Error = (Actual - Experimental) / Experimental x 100 Mass of Sample: Concentration of NaOH: Actual Volume of NaOH needed to Titrate to a pH 7: Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Following Pyrite’s Trail • Acid-Producing Potential of Pyrite 121 Acid Producing Potential Part II - Acid Producing Potential of Mine Overburden In this part you will examine an unknown mine overburden sample to determine the Acid Producing Potential. 1. Accurately weigh a sample of your unknown. The sample should weigh close to 0.5 to 0.7 g. Record your mass to Mass of sample 0.0001g. Transfer to a 50 mL centrifuge tube. Observations 2. Add 10 mL of 4 M HCl to the centrifuge tube. Cap, Shake, let stand for 30 minutes until the reaction is complete. Shake again. 3. Centrifuge, then decant acid into a waste container. 4. Add 40 mL of D.I. H2O, shake, let the tube set for a couple minutes, and decant into a waste container. Repeat this procedure at least 3 more times or until the pH reaches at least 4.5. 5. After washing, add 5 mL of 30% H2O2 to the overburden sample. Keep the cap off the tube and support the tube in a beaker. The reaction may go on for 15-30 minutes, getting very active and hot in the middle. During the quieter reaction times, mix the solid into the solution gently. 6. After the reaction stops, add 3 mL more of 30 % H2O2 and allow this to react completely. Then heat in a water bath at 80-90oC for a few minutes to decompose any excess peroxide. 7. Transfer the contents of the centrifuge tube to a 250 mL beaker and bring the volume up to about 100 mL with D.I. Initial Volume of NaOH in Buret water. Add 10 drops of bromothymol blue and titrate the Volume of NaOH Used to reach pH = 7.0 sample with a standardized 0.025 M NaOH solution, If using the Bromothymol Blue Indicator, the color will turn swirling after each addition until the pH equilibrates. blue/green at pH 7.0. Determine the volume of NaOH required to reach the end point of pH=7.0. 8. Determine the acid producing potential of your unknown and report the fi ndings. Answer should be in Moles H+ / 100 g of Sample Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Following Pyrite’s Trail • Acid-Producing Potential of Pyrite 123 Neutralizing Potential Part I - Familiarization Exercise In this part, you will observe the neutralization of sulfuric acid with calcium carbonate and determine the acid neutralizing potential of calcium carbonate 1. Add 15 drops of 0.1 M sulfuric acid (H2SO4) to a second pH of H2SO4 test tube. Use pH paper to determine the pH. Now add glowing splint burning splint a tiny amount of calcium carbonate (CaCO ). Test the 3 Gas evolved gas produced in this reaction using a burning and then a glowing wood splint. Keep adding small amounts of pH after reaction Observations CaCO3 until the bubbling stops. Determine the pH after the reaction. Explain your observations using a chemical equation. A. Reaction: A. What happens to CaCO3 when mixed with H2SO4? 2. Accurately weigh 0.015 g of calcium carbonate. Transfer your sample to a 250 mL beaker. Pipet 5.00 mL of a standardized 0.1 M HCl solution. Allow the reaction to Mass of Sample go for about 20 minutes, mixing occasionally. Bring the volume to about 100 mL in your beaker by adding D.I. Volume of 0.02M NaOH Needed to bring pH to 7.0 water. Heat this solution to boiling to drive off CO2. Let cool. Add 10 drop of bromothymol blue and titrate the If using the Bromothymol Blue Indicator, the color will turn sample with a standardized 0.025 M NaOH solution, blue/green at pH 7.0. swirling after each addition until pH equilibrates. Determine the volume of NaOH required to reach the end point of pH=7.0. 3. Determine the acid neutralizing potential of the calcium carbonate and compare it to the theoretical value obtained Theoretical by a chemical equation of the reaction between calcium carbonate and hydrochloric acid Answer should be in Moles H+ / 100 g of CaCO 3 Actual HINT: Mass of Sample: Percent Error = (Actual - Experimental) / Experimental x 100 Concentration of NaOH: Actual Volume of NaOH needed to Titrate to a pH 7: Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Following Pyrite’s Trail • Acid-Producing Potential of Pyrite 125 Neutralizing Potential Part II - Neutralizing Potential of Mine Overburden In this part you will examine an unknown mine overburden sample to determine the Acid Producing Potential. 1. A paste test is a quick way to determine if your sample does not have any neutralizing potential. Add about 0.25 g of sample to a watch glass. Add a drop or two of D.I. H2O until a thick paste is formed. Now dip a piece of pH paper in the paste and let it set there for a few minutes. If the pH of paste pH of the paste test is below 3.5, then the acid neutralizing potential of the sample is zero. If the pH test is above 3.5, the sample may contain carbonates or other buffers that will contribute to the neutralizing potential of the sample. If so, determine the neutralizing potential in according to the procedure in step 2. 2. Accurately weigh a sample of your unknown. The sample Mass of Sample should weigh between 0.25 and 0.35g. Record the mass to 0.0001g. Transfer your sample to a 250 mL beaker. Pipet 5.00 mL of a standardized 0.1 M HCl solution. Allow Volume of 0.02M NaOH Needed to bring pH to 7.0 the reaction to go for about 20 minutes, mixing occasionally. Bring the volume to about 100 mL in your beaker by adding D.I. water. Heat this solution to boiling If using the Bromothymol Blue Indicator, the color will turn to drive off CO . Let cool. Add 10 drops of bromothymol 2 blue/green at pH 7.0. blue and titrate the sample with a standardized 0.025 M NaOH solution, swirling after each addition until pH equilibrates. Determine the volume of NaOH required to reach the end point of pH=7.0. 3. Determine the acid neutralizing potential of your unknown and report the fi ndings. Answer should be in Moles H+ / 100 g of Sample Summary Determine the net acid producing potential of your mine overburden sample. Express the results in moles H+/100 g of sample. In actual practice, the net acid producing potential of mine overburden is expressed as tons of CaCO3 required to neutralize 1000 tons of material with the intention that the mine overburden would be amended with CaCO3 to a depth of 1 foot. Can you fi gure out how to report your results in terms of tons of CaCO3 /1000 tons of sample? Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Following Pyrite’s Trail • Acid-Producing Potential of Pyrite 127 Finding Troubled Waters Oh, what can we do about all this ORANGE WATER? It’s not my problem. Let someone else iron it out! Let’s Build a Watershed Adapted from National 4-H Sportfi shing Program Developed by Jennifer Bennett, Western Pennsylvania Conservancy, Blairsville, PA Bay. These larger bodies of water then transport their waters to the seas and Summary: oceans. Watersheds can be enormous or quite small. Large, well-established water- About This Students build a model watershed to sheds supporting major rivers are known Activity... examine how land use can infl uence as drainage basins. aquatic habitats. They use food col- Understanding what a watershed oring in the watershed to determine Prep Time Required: is and how it functions helps students to how landscape infl uences water fl ow. 10 minutes comprehend connectedness. Some of Grade Level: the precipitation that falls in your backyard Upper Elementary, runs off to ditches, storm sewers and Middle School creeks. Eventually, it fl ows into streams, Materials: lakes or rivers. The water is then used by Subjects: • Newspaper Biology, Ecology, Science others for drinking, swimming, fi shing, and • Plastic tarp or garbage bag other activities. Wildlife is dependent upon Duration of Activity: • Spray water bottles these waters, too. 10-30 minutes • Water Pennsylvania • Food dye or Kool-Aid Procedure: Standards Addressed: Warm-up: 4.1.4.A, 4.2.4.A, 4.2.7-8.A, • Gumballs Ask the students if they know of any 4.2.5-6.C, 4.5.4.C nearby lakes, streams, and rivers. List the Setting: names on the board. Classroom or outside Objectives: Students will be able to: Tell the students that these bodies of Vocabulary: • build a model watershed. water are all parts of watersheds. Ask the Drainage Basin students for defi nitions of a watershed. • describe a . Storm Sewer drainage basin Ask the students if they can think of Watershed • describe factors about the landscape any ways people use land, such as farm- which infl uence the path water takes. Prerequisites: ing, parking lots, etc. that would infl uence Knowledge of Water Cycle • describe how land use can infl uence nearby waterways. aquatic habitats. Inform the students that they will be • explain the meaning of the phrase “we making a watershed model to examine how all live downstream.” water fl ows through the landscape, and how people’s actions infl uence water fl ow. Background: Activity: Precipitation that falls on land either Crumple newspaper sheets and form soaks into the ground or runs off into a pile. Use at least six sheets; use more nearby streams. Streams usually follow to make a larger watershed. Cover news- well-defi ned paths or channels. The chan- paper pile with plastic tarp or garbage bag. nels then converge into a river. These This is the watershed. small streams, channels, and rivers drain a Students with spray bottles will simulate particular well-defi ned land area. This area precipitation over the watershed by spraying is commonly referred to as a watershed. the plastic. A watershed is the land area drained by Students should observe and describe these particular bodies of water. Elevated how water gathers and fl ows, due to gravity lands, primarily hills and mountains, defi ne to lower end of watershed, especially the the land area of a watershed. Elevated paths run-off takes (simulated streams and lands separate one watershed from one rivers). If necessary show how small another by causing precipitation run-off to streams gather and collect other streams fl ow in different directions (down one side and how these larger streams gather others or another). forming rivers. All watersheds eventually empty their Ask students to analyze what they waters into larger bodies of water, such observed and relate that to places in their as the Mississippi River or the Chesapeake Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Let’s Build a Watershed 129 area where they drink, swim, and/or Resources: fi sh. Then ask what things in the model “Build a Watershed: Just Add Water.” infl uence the path water takes as it from moves through it. They should identify http://www.4hfi shing.org/resources/ factors like climate, slope of land, com- aquatic_ecology_pdfs/ position of the ground, amount of rain, 6a_build_a_watershed.pdf etc. Human disturbances, such as pollution or erosion, can be simulated with food dye or kool-aid. Ask the students to observe what happens to water downstream of this spill. Ask the students to describe what they observed and how human activity in the watershed can affect downstream habitats. Ask students to describe activities in their own watersheds that might impact the water where they swim and/or fi sh. Wrap-up/Conclusion: Have students list things that infl uence the path that water takes. Have students illustrate how human activities positively and negatively affect the watershed. Assessment: • Have students take a quiz or write an essay on what they have learned. Extensions: • Draw maps of watersheds, build a more detailed watershed or take a walk along a stream. Adaptations: For younger students, create a living watershed by using students as the mountains. Have half of the class sit in a group on the fl oor. Place a large tarp on top of students, creating the hills and valleys of the watershed. Have the other half of class drop gumballs (or something similar) onto the tarp and explain the movement of the gumballs. For older students, have them build their own watersheds in a plastic tray using modeling clay, or whatever materials they choose. Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) 130 Finding Troubled Waters • Let’s Build a Watershed Macro Rummy Developed by Laura Riddle, Saint Vincent College Environmental Education Center, Latrobe, PA Order, Family, Genus, and Species. Normally, it is suffi cient to classify only Summary: down to the Order to determine the health About This Students become familiar with of the stream, but more intensive studies various macroinvertebrates, biodiver- Activity... classify macroinvertebrates down to the sity, and functional feeding groups Species. To classify, scientists use the by playing a game of rummy with Prep Time Required: scientifi c names of the macroinvertebrates, macroinvertebrate playing cards. 1 hour 30 minutes but most laypersons are more familiar with their common names, for example insects Grade Level: Middle School, from the Order Plecoptera are commonly High School Materials: known as stonefl ies. • Deck of macroinvertebrate cards, Another classifi cation system of macro- Subjects: invertebrates is based on their pollution Biology, Ecology, Math, attached (need to photocopy and tolerance. Some aquatic insects are very Science assemble them) 1 copy/set per group sensitive to pollution, changes in their Duration of Activity: habitat, and natural disturbances; others 50 minutes can withstand a certain amount of pollution Pennsylvania Objectives: or disturbance. Some insects even thrive in Students will be able to: Standards Addressed: polluted or otherwise low quality water. 3.1.7.A1, 3.1.12.A, • understand macroinvertebrate Different rating number systems have been 3.1.12.A2, 4.1.12.C, identifi cation, functional feeding invented, assigning numbers to macroin- 4.5.10.D groups, and pollution sensitivity. vertebrates based on their pollution sensi- Setting: tivity. In order for scientists to give streams Classroom Background: a water quality rating, a sample of Macroinvertebrates are insects very Vocabulary: macroinvertebrates is collected using low in the food chain of an aquatic Biomonitoring standardized methods. The insects are Collector ecosystem. They eat algae, bacteria, then identifi ed and scored. Finally, a Ecosystem fungi, organic materials, and other insects. calculation is performed taking into Macroinvertebrate In turn, fi sh, birds, and other larger aquatic account the pollution rating of each Predator organisms eat the macroinvertebrates. macroinvertebrate, the number of species, Parasite Macroinvertebrates also function to recycle and the abundance of each species found. Scraper nutrients and organic matter. Their pollu- Macroinvertebrates can also be classifi ed Shredder tion sensitivity and overall diversity aids in according to their method of obtaining food Sensitive determining the quality of a stream. These Taxonomy into functional feeding groups. For exam- insects are classifi ed according to their ple, macroinvertebrates called scrapers Prerequisites: sensitivity to pollution; thus, the more scrape their food, usually algae, from the Knowledge of biodiversity, pollution sensitive species present in a surface of rocks into their mouths. Some habitat, insects. stream, the better the quality of water. In Review macroinvertebrate species of mayfl ies and snails eat in this addition, stream diversity is also important sensitivity chart. manner. Another functional feeding group because a greater number of species can is the predator. A predator is an insect that also indicate better water quality. eats other live insects by either hunting or Biomonitoring is the study of macro- lying in wait. Shredders are insects that invertebrates to assess the health of a mash up large organic matter such as twigs stream. In order for macroinvertebrates or leaves, which have fallen into the stream. to be used in biomonitoring, professionals, Collectors gather small organic matter and students, etc. must identify and classify sometimes the waste of larger organisms. the organisms. Macroinvertebrates can be Collectors can be further divided into feed- classifi ed in many different ways. One ing groups by the way they collect. Some such way is through taxonomy, a system caddisfl ies, for example, build encasings of classifi cation based on evolution, which around them and spin fi ne nets in which has categories within categories. The they fi lter out their food. These types specifi c taxa, from most to least inclusive of collectors are called Collector Filterers. are: Kingdom, Phylum, Class, Subclass, A midge, on the other hand, fi nds food Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Macro Rummy 131 by crawling around on the bottom of Play Scoring the stream and is classifi ed as a Collec- 1. Deal cards and put the rest into a Animals are listed in increasing tor Gatherer. Parasites, like leeches, stock pile. Dealer fl ips top card of the tolerance to pollution according to the are another functional feeding group. stock pile forming a discard pile. When Stroud Biotic Index. These organisms live off of other adding to the discard pile, cards should • Ace – Stone Fly – 15 high or low organisms. be overlapped so that all the cards in (shredder) the discard pile are visible. • King – Caddisfl y – 10 Procedure: (collector fi lterer) 2. The player to the left of the dealer Warm-up: picks a card from the stock pile or • Queen – Hellgrammite – 10 • Have students brainstorm about what the discard pile. If a card is chosen (predator) makes a healthy stream. Examples: from the discard pile, it must be melded • Jack – Mayfl y – 10 (scraper) shade, dissolved oxygen, diversity of immediately. The player may also take life, good chemistry, no toxins, etc. • 10 – Dragonfl y Nymph – 10 a card from anywhere in the discard (predator) • Explain what a macro is and show pile, but must also take all the cards on • 9 – Crayfi sh – 9 (predator) pictures. top of the desired card. The bottom, or desired, card must also be used • 8 – Blackfl y Larva – 8 • Explain why macros are important to immediately in a meld. (collector gatherer) a stream. • 7 – Midge – 7 (collector gatherer) 3. The player may put any possible • Show chart of macro pollution melds down in front of them. If a card • 6 – Pouch Snail – 6 (scraper) sensitivity. was chosen from the top of the discard • 5 – Damselfl y – 5 (predator) pile, it must be used in a meld. The • Explain why sensitive species are • 4 – Sowbug– 4 (collector gatherer) worth the most points. player may put down as many melds as they would like. The person may • 3 – Leech –3 (parasite) • How does AMD affect streams? also lay off in the same turn as much as • 2 – Flatworm – 2 (parasite) • Show students pictures of desired. When laying off onto another’s Each player adds up the value of the macroinvertebrates and explain meld, the laid off card should be placed cards melded, subtracts the value of what the word macroinvertebrate in front of the player laying off because the cards remaining in the hand. Divide means. they will earn the points of the card. total points by the number of cards • Explain why we use macro- 4. After fi nishing play, the player must melded. Keep track of each round and invertebrates for stream health. discard. If the top card was picked determine if your hand represents an from the discard pile, it cannot be used excellent, very good, good, fair, or poor Activity: to discard. If more than one card was stream based on the DEP Water Quality Rules for Macro Rummy picked up from the discard pile the card Rating system. Keep playing rounds Object on the top of the pile may be discarded. until someone reaches 27 or an The object of the game is to get Excellent Water Quality Rating. rid of all the cards in a player’s hand. 5. If the stock pile runs out, play con- This can be done by melding, laying tinues until no one can play using the Example off, and discarding. Melding is laying discard pile. cards down in books/sets/matches or Round 1 Round 2 Total 6. Play ends when someone runs out in sequences/runs. A book or set is Bob Excellent Excellent of cards. three or more cards of the same rank Joe Fair Poor (Example: 3 or 4 Kings/Caddisfl ies). A sequence is three or more consecutive DEP Water Quality Rating System: cards of the same suit (Example 10 Excellent = 27+, or 5 or more Dragonfl y, 9 Crayfi sh, 8 Blackfl y Larva). Laying off is adding to a meld already Very Good = 22-26 or 4 on the table. Discarding is putting a Good = 17-21 or 2 or 3 card on the discard pile. Fair = 11-16 or only 1 Dealing Poor = <11 or no Deal 7 cards per player. Use two decks of cards if more than 5 people are playing. Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) 132 Finding Troubled Waters • Macro Rummy Wrap-Up/Conclusion: At the end of one round, ask students to observe everyone’s score and melds. Explain to the class that a player may have had more cards melded, but a lower overall score. In a stream, a large number of insects does not indicate that a stream is healthy. Having a number of different species including those that are sensi- tive to pollution gives the best water quality score. Assessment: • Indicate how AMD could impact a stream. What macroinvertebrates would live in an AMD stream? Which cannot? • Have students write how macro- invertebrates are important to a stream. Extensions: • Students can identify live or preserved macroinvertebrates. If live specimens are used, the students can determine if the stream from where the organisms were obtained is considered a healthy stream. • Students can also use the cards as fl ash cards to learn the functional feeding groups of the insects. Adaptations: To use with younger children, play any card game that can be played with regular cards, such as Go Fish or Old Maid. Resources: Voshell, J. Reese, Jr. 2002. A Guide to Common Freshwater Invertebrates of North America. Blacksburg, Virginia: The McDonald & Woodward Publishing Company. Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Macro Rummy 133 Macro Rummy Cards A A K K Q Q A Stonefl y A K Caddisfl y K Q Hellgrammite Q Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD MACRO RUMMY MACRO RUMMY MACRO RUMMY J J 10 10 9 9 Dragonfl y Nymph J Mayfl y J 10 10 9 Crayfi sh 9 Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD MACRO RUMMY MACRO RUMMY MACRO RUMMY Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Macro Rummy 135 Macro Rummy Cards 8 8 7 7 6 6 8 Blackfl y Larva 8 7 Midge 7 6 Pouch Snail 6 Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD MACRO RUMMY MACRO RUMMY MACRO RUMMY 5 5 4 4 3 3 5 Damselfl y Nymph 5 4 Aquatic Sowbug 4 3 Leech 3 Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD MACRO RUMMY MACRO RUMMY MACRO RUMMY Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Macro Rummy 137 Macro Rummy Cards 2 2 2 Flatworm 2 Nature Interrupted – The Journey of AMD MACRO RUMMY Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Macro Rummy 139 Visual Assessment of a Watershed Adapted from USDA Visual Assessment Protocol, developed by the Natural Resources Conservation Service Aquatic Assessment Workgroup, National Water and Climate Center Technical Note 99-1, Issued December 1998. Developed by Jennifer Bennett, Western Pennsylvania Conservancy, Blairsville, PA relieve the erosive force of fl ood discharges Summary: by reducing the velocity of the water. About This The infl uence of land use on aquatic Flooding and bankfull fl ows are also essen- habitats is examined as students per- Activity... tial for maintaining the instream physical form stream assessments by collect- structure. These events scour out pools, ing data using a visual assessment clean coarser substrates (gravel, cobbles, Prep Time Required: protocol. and boulders) of fi ne sediment, and 30-45 minutes redistribute or introduce woody debris. Grade Level: Materials: Chemical pollution is a factor in High School • Notebook most streams. The major categories of chemical pollutants are oxygen depleting Subjects: • Stream Visual Assessment form substances, such as manure, ammonia and Environmental Science • Scoring Description form organic wastes; the nutrients nitrogen and Duration of Activity: • Assessment Scores form phosphorus; acids, such as from mining 3 hours • Pens, pencils or industrial activities; and toxic materials, such as pesticides and salts, or metals Pennsylvania Standards • Clipboard Addressed: contained in some drain water. 3.4.10.D3, 4.1.10-12.B, Objective: 4.1.12.C, 4.5.10.D, Students should be able to: Procedure: Scoring sheets are attached with this 4.2.10.A, 4.2.10.B, • perform a watershed assessment by lesson plan. 4.3.10.B, 4.3.10.D looking at varying physical factors Setting: related to streams Warm-up: First half to an hour inside, • improve problem solving skills Hand out scoring sheets and go over remainder outdoors near each category with students. Make sure stream • develop analytical skills they understand each category of the Vocabulary: • describe how land use can infl uence assessment. Show photographs of a good Watershed Assessment aquatic habitats stream and an impaired stream. Go over vocabulary. Have students break into Related Vocabulary: Background: groups of three or four. Active channel width A stream is a complex ecosystem Aggradation in which several biological, physical and Activity: Bank stability chemical processes interact. Changes in This assessment will tell students how Canopy cover any one characteristic or process have the stream is doing. They’ll need to look Channel condition at sections of the stream that are representa- Embeddedness cascading effects throughout the system tive of different conditions. As students do Fish Barriers and result in changes to many aspects of Insect/invertebrate habitat the system. the assessment, they should discuss how the functioning of different aspects of the Instream fish cover It is also important to recognize that Nutrient Enrichment streams and fl ood plains need to operate stream work to keep the system healthy. Reach as a connected system. Most systems After students are done, talk about the Riparian zone would benefi t from increased complexity results of the assessment. Water appearance and diversity in physical structure. Struc- The assessment is recorded on Prerequisites: tural complexity is provided by trees fallen a two-page worksheet. The stream visual Knowledge of watersheds, assessment protocol worksheet consists of knowledge of stream into the channel, overhanging banks, roots two principal sections: reach identifi cation ecosystems extending into the fl ow, pools and riffl es, overhanging vegetation and a variety of and assessment. The identifi cation section bottom materials. This complexity records basic information about the reach, enhances habitat for organisms and also such as name, location, and land uses. restores hydrologic properties that often Space is provided for a diagram of the have been lost. reach, which may be useful to locate Flooding is necessary to maintain the reach or illustrate problem areas. the fl ood plain biological community and to On this diagram draw all tributaries, drain- age ditches, and irrigation ditches; note Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Visual Assessment of a Watershed 141 springs and ponds that drain to the Assessment: stream; include road crossings and • Have students write a report on their note whether they are fords, culverts, or fi ndings and what recommendations bridges; note the direction of fl ow; and they may have on how to remedy any draw in any large woody debris, pools, problem areas. and riffl es. The assessment section is used to Extensions: record the scores for up to 13 assess- • After students do the visual ment elements. Not all assessment assessment, have them collect elements will be applicable or useful for macroinvertebrates or take chemical your site. Do not score elements that samples. This will give the students are not applicable. Score an element the overall picture of the stream by comparing your observations to the reach and how each aspect interacts descriptions provided. If you have to make one complete community. diffi culty matching descriptions, try to compare what you are observing to the Adaptations: conditions at reference sites for your Students can do an assessment area. The overall assessment score for a whole watershed as a semester is determined by adding the values project. Pick a small watershed so for each element and dividing by the students will be able to complete it in number of elements assessed. For a semester. Students can then analyze example, if your scores add up to 76 the data they have collected and get and you used 12 assessment elements, the overall rating of the watershed. you would have an overall assessment value of 6.3, which is classifi ed as fair. Resources: This value provides a numerical assess- USDA Visual Assessment Protocol. ment of the environmental condition of National Water and Climate Center the stream reach. This value can be Technical Note 99-1, Issued December. used as a general statement about the Developed by the Natural Resources “state of the environment” of the stream Conservation Service Aquatic or (over time) as an indicator of trends Assessment Workgroup. in condition. Once students are comfortable with scoring sheets, take them to a stream reach (any size works, but a reach of approximately 100 to 150 feet works best) to begin their assessment. Have each group walk the reach and assess the reach based on the catego- ries below. Students will score each category based on the descriptions. Once students are done, bring groups back together and compare scores. Wrap-up/Conclusion: Discuss each groups fi ndings and their reasoning behind scores given. Discuss why any problems may have arisen in that stream reach. Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) 142 Finding Troubled Waters • Visual Assessment of a Watershed Stream Visual Assessment Owner’s name Evaluators’ name Stream name Reference site Perfect Reach Date Reach location: Latitude Longitude Land use(%): row crop grazing/pasture forest residential industrial Conservation Reserve other: Weather conditions: today Past 2-5 days Active channel width (bankfull) Dominant substrate: boulder cobble gravel sand silt mud bedrock Site Diagram Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Visual Assessment of a Watershed 143 Scoring Descriptions Each assessment element is rated with a value of 1 to 10. Rate only those elements appropriate to the stream reach. Record the score that best fi ts the observations you make based on the narrative description provided. Channel Condition Natural channel; Evidence of past channel Altered channel; Channel is actively down- no structures, dikes. alteration, but with <50% of the reach with cutting or widening. No evidence of down-cutting signifi cant recovery of riprap and/or channelization. >50% of the reach with or excessive lateral cutting. channel and banks. Any Excess aggradation; riprap or channelization. dikes or levies are set back braided channel. Dikes or Dikes or levees prevent to provide access to an levees restrict fl ood plain access to the fl ood plain. adequate fl ood plain. width. 10 9 8 7 6 5 4 3 2 1 Aggradation: The process by which a stream’s gradient steepens due to increased deposition of sediment. Keys: look for things like down cutting, lateral cutting, altered or widened sections, dikes, levies or other obstructions. Riparian Zone Natural Vegetation Natural vegetation Natural vegetation Natural vegetation Natural vegetation extends at least two extends one active extends half of the extends a third of the less than a third of active channel widths channel width on active channel width active channel width the active channel on each side. each side. on each side. on each side. width on each side. Or Or Or If less than one width, Filtering function Lack of regeneration. covers entire fl ood moderately Or plain. compromised. Filtering function severely compromised. 10 9 8 7 6 5 4 3 2 1 Active channel width: Elevation on the bank marking the normal maximum water fl ow before fl ooding occurs. Keys: Related to ACTIVE channel width, an example would be a 5’ wide stream. 10’ = 2x active channel width. Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Visual Assessment of a Watershed 145 Scoring Descriptions Each assessment element is rated with a value of 1 to 10. Rate only those elements appropriate to the stream reach. Record the score that best fi ts the observations you make based on the narrative description provided. Bank Stability Banks are stable; banks are Moderately stable; banks Moderately unstable; banks Unstable; banks may be low (at elevation of active are low (at elevation of may be low, but typically low, but typically are high; fl ood plain); 33% or more of active fl ood plain); less are high (fl ooding occurs some straight reaches eroding surface area of banks than 33% of eroding sur- 1 year out of 5, or less and inside edges of in outside bends is protected face area of banks in out- frequently); outside bends bends are actively erod- by roots that side bends is protected by are actively eroding (over- ing as well as outside extend to the base-fl ow eleva- roots that extend to the hanging vegetation at top bends (overhanging veg- tion. base-fl ow elevation. of bank, some mature trees etation at top of bare falling into stream annually, bank, numerous mature some slope failures appar- trees falling into stream ent). annually, numerous slope failures apparent). 10 9 8 7 6 5 4 3 2 1 Keys: All outside bends in streams erode, even the most stable streams may have 50% of its banks bare and eroding. A healthy riparian corridor with a vegetated fl oodplain contributes to bank stability. The roots of perennial grasses or woody vegetation typically extend to the basefl ow elevation of water in streams with eroding bank heights of 6 feet or less. Water Appearance Very clear, or clear but Occasionally cloudy, Considerable cloudiness Very turbid or muddy tea-colored; objects visible especially after storm most of time; objects visible appearance most of the at depth 3 to 6 ft (less if event, but clears rapidly; to depth 0.5 to 1.5 ft; slow time; objects visible to slightly colored); no oil objects visible at depth 1.5 sections may appear depth <0.5 ft; slow sheen on surface; no to 3 ft; may have slightly pea-green; bottom rocks moving water may be noticeable fi lm on green color; no oil sheen or submerged objects bright-green; other submerged objects or rocks. on water surface. covered with heavy green obvious water pollutants; or olive-green fi lm. fl oating algal mats, Or surface scum, sheen or Moderate odor of ammonia heavy coat of foam on or rotten eggs. surface. Or Strong odor of chemicals, oil, sewage, other pollutants. 10 9 8 7 6 5 4 3 2 1 Keys: Remember to look at the water, not the substrate. If you dipped a glass in the water, what would the water look like? Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Visual Assessment of a Watershed 147 Scoring Descriptions Each assessment element is rated with a value of 1 to 10. Rate only those elements appropriate to the stream reach. Record the score that best fi ts the observations you make based on the narrative description provided. Nutrient Enrichment Clear water along entire Fairly clear or slightly Greenish water along entire Pea green, gray or brown reach; diverse aquatic plant greenish water along entire reach; abundant algal water along entire reach; community little algal growth reach; moderate algal growth, especially during severe algal blooms present. growth on stream sub- warmer months. create thick algal mats strates. in stream. 10 9 8 7 6 5 4 3 2 1 Keys: Looking for algae and other aquatic vegetation, some is good, but can’t be excessive. Fish Barriers No barriers. Seasonal water with- Drop structures, cul- Drop structures, cul- Drop structures, cul- drawals inhibit move- verts, dams or diver- verts, dams or diver- verts, dams or diver- ment within the reach. sions (<1ft drop) sions (>1ft drop) sions (>1ft drop) within the reach. within 3 miles of within the reach. reach. 10 9 8 7 6 5 4 3 2 1 Keys: You are looking for withdrawls, culverts, dams and diversions. Anything that is imposed or constructed by man that would impede fi sh passage. Instream Fish Cover >7 cover types 6 to 7 cover types 4 to 5 cover types 2 to 3 cover types None to 1 cover type available available available available available 10 9 8 7 6 5 4 3 2 1 Cover types: Logs/large woody debris, deep pools, overhanging vegetation, boulders/cobble, riffl es, undercut banks, thick root mats, dense macrophyte beds, isolated/backwater pools, other:______ Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Visual Assessment of a Watershed 149 Scoring Descriptions Each assessment element is rated with a value of 1 to 10. Rate only those elements appropriate to the stream reach. Record the score that best fi ts the observations you make based on the narrative description provided. Embeddedness Gravel or cobble Gravel or cobble Gravel or cobble Gravel or cobble Completely particles are <20% particles are 20 to particles are 30 to particles are >40% embedded. embedded. 30% embedded. 40% embedded. embedded. 10 9 8 7 6 5 4 3 2 1 Keys: Embeddedness is defi ned as the degree to which objects in the stream bottom are surrounded by fi ne sediment. Only evaluate this item in riffl es & runs. Measure the depth to which objects are buried by sediment. Be sure that you are looking at the entire reach, not just one riffl e. To help better defi ne embeddedness, picture a rock. If the average sediment in the stream covers the bottom 20% of the rock than you would check 20%. If the rock is covered 1/3rd of the way by sediment then it is 30% embedded. Insect/invertebrate Habitat At least 5 types of habitat 3 to 4 types of habitat. 1 to 2 types of habitat. The None to 1 type of habitat. available. Habitat is at a stage Some potential habitat substrate is often disturbed, to allow full insect coloniza- exists, such as overhang- covered, or removed by tion (woody debris and logs ing trees, which will provide high stream velocities and not freshly fallen). habitat, but have not yet scour or by sediment depo- entered the stream. sition. 10 9 8 7 6 5 4 3 2 1 Cover types: Fine woody debris, submerged logs, leaf packs, undercut banks, cobble, boulders, coarse gravel, other: ______ Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Visual Assessment of a Watershed 151 Scoring Descriptions Each assessment element is rated with a value of 1 to 10. Rate only those elements appropriate to the stream reach. Record the score that best fi ts the observations you make based on the narrative description provided. Canopy Cover Keys: This pertains to waterways where channel is 50’ or less. Coldwater fi shery >75% of water surface > 50% shaded in reach. 20 to 50% shaded. <20% of water surface in shaded and upstream 2 to 3 Or reach shaded. miles generally well shaded. >75% in reach, but upstream 2 to 3 miles poorly shaded. 10 9 8 7 6 5 4 3 2 1 Warmwater fi shery 25 to 90% of water surface >90% shaded; full canopy; (Intentionally blank) <25% water surface shaded; mixture of same shading condition shaded in reach. conditions. throughout reach. 10 9 8 7 6 5 4 1 Average score between coldwater and warmwater fi sheries= (Record this number in the canopy cover box on scores section) Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Visual Assessment of a Watershed 153 Scoring Descriptions Each assessment element is rated with a value of 1 to 10. Rate only those elements appropriate to the stream reach. Record the score that best fi ts the observations you make based on the narrative description provided. Abandoned Mine Drainage (if applicable) (Intentionally blank) Evidence of iron staining Iron precipitant visible, Heavy iron precipitate, (orange or yellow). muddy orange appearance. noticeable kill zone. Or Or Noticeable iron precipitate White precipitate visible (orange or yellow). (aluminum), rotten egg smell. 5 4 3 2 1 Sewage (if applicable) (Intentionally blank) Noticeable odor, excess Noticeable odor, excess Visible pipe with effl uent, plant growth and siltation. plant growth. heavy odor. And Questionable pipe and black stream substrate. 5 4 3 2 1 Manure Presence (if applicable) (Intentionally blank) Evidence of livestock Occasional manure in Extensive amount of access to riparian zone. stream or waste storage manure on banks or in structure located on the stream. fl ood plain. Or Untreated human waste discharge pipes present. 5 4 3 2 1 Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Visual Assessment of a Watershed 155 Assessment Scores Channel condition Riparian zone Score only if applicable Bank stability AMD Water appearance Sewage Nutrient enrichment Manure presence Fish barriers Instream fi sh cover Embeddedness Invertebrate habitat Canopy Cover Overall score (Total divided by number scored) <6.0 POOR 6.1-7.4 FAIR 7.5-8.9 GOOD >9.0 EXCELLENT Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Visual Assessment of a Watershed 157 Watershed Education Developed by Saint Vincent College Environmental Education Center, Latrobe, PA Students can delineate or outline the Summary: land area for a waterbasin by following the About This Students will defi ne waterbasins and course of a river from source to mouth and Activity... watersheds, then delineate the identifying all of the tributaries for the river. boundaries of their local waterbasin/ Watersheds are best delineated using a watershed using maps. topographic map. Start by again identifying Prep Time Required: all the tributaries and intermittent streams 15 minutes on the topographic map (cover with the Grade Level: Materials: plastic sheet and use dry erase markers or High School • Highlighters call up the topographic map on the internet and screen), then every inch from Subjects: • Pen Science, Geology & the mouth to the source, draw a small line • Pencil Science, Environmental perpendicular to the stream. Using your Education • Rulers ruler follow that perpendicular line until you hit the highest elevation and mark it with Duration of Activity: • State map a dot. Do this on either side of the stream Minimum one 45 minute • Topographic maps of area session, best suited for for each mark. Connecting the dots along two 45 minute sessions • Clear plastic sheets lines of highest elevation will delineate the • Dry erase markers watershed. Pennsylvania Standards Addressed: • Computer/Internet access for 4.2.10.A, 4.2.10.B teacher and students Procedure: Warm-up: Setting: Discuss Background topics. Classroom Objectives: Anticipation Guide Questions: Students will be able to: Vocabulary: • Agree or Disagree: Our community • Defi ne waterbasin and watershed and Delineation has a safe water supply. Waterbasin give several differences. Watershed • Agree or Disagree: There is enough • Draw and highlight a river system on a clean water in nearby areas to support Prerequisites: map and delineate rough boundaries of all the people living here now and in the Knowledge of computers, the waterbasin. maps future. • Identify which waterbasin and • Agree or Disagree: What gets dumped watershed their school is located in. into or taken out of local streams and • Delineate on a topographical map the rivers is more important than what more accurate boundaries of a small happens to the land surrounding the watershed. rivers. Teachers may discuss anticipation ques- Background: tions with the class after they have fi lled Have you ever wondered where rain them out, or may prefer to wait until after goes when it falls? Stop sometime and the lesson, discussing if answers have watch a stream or river fl owing by - does it changed and why students agreed or end up in our drinking water? What things disagreed. keep water clean in nature and in the water we drink? The land areas fi lter water natu- Activity: rally as it passes through on the surface or Pupil Investigations: into ground water. • When it rains here, where does the water Waterbasins and watersheds are go? (ground water, runoff, evaporates, two ways that we classify water boundary etc..) What bodies of water are located units. Waterbasins are large land areas near here? that are drained by a major river system. • In groups, take out your state map and Watersheds are smaller land areas that are locate the Chesapeake Bay. Highlight it defi ned as the area that is drained by one with your marker, also highlight the town stream or river. we are in and the nearest stream. Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Watershed Education 159 • For the next 10 minutes you will be source. At every mark draw a line Resources: connecting these two points, by (imaginary if necessary) perpendicular Useful Internet Resources: highlighting the waterways that to the stream. Follow the perpendicular The state of Pennsylvania has several connect the two, you may go from line until you reach the highest good web resources. The Department either direction fl owing from smaller elevation before cresting a major of Environmental Protection (DEP) and to larger, or from large to small. ridge and make a dot (*, ^, etc…) the Department of Conservation and at this point. Do this for each side of • This is the path that our water takes Natural Resources (DCNR) both have the stream. as it fl ows toward the Atlantic Ocean. much of the information used to create Now we want to look more specifi cally • When you connect the dots, the this lesson. at where the water comes from - the line will show the delineation of land. Locate a major river that fl ows your watershed that follows small Pennsylvania’s Department of into the Chesapeake. Highlight ALL topographic variations and ridge and Environmental Protection the smaller rivers AND every stream mountaintops. www.dep.state.pa.us that fl ows into that major river. • When students have delineated their The Pennsylvania Department of • Using your ruler draw a rough outline local watershed, have them work in Conservation and Natural Resources of the land that your highlighting their groups to answer the general www.dcnr.state.pa.us encompasses. This would be the question below or have them waterbasin of the ______river. complete a report on one of the DEP has more laws and in depth fi ve major waterbasins. In Penn- • How much land is included in your materials used in managing the state’s sylvania, many of the answers will outline? Miles/acres? Waterbasins water resources. DCNR, Bureau of state be available at DEP homepage, are so large there are only 5 of parks has a new curriculum called however many other resources are them in Pennsylvania. (They are the Watershed Education where lessons available online (see below). Delaware, Susquehanna, Potomac, similar to this are located and teachers and Ohio - the there are two Questions: can input data from their stream waterbasins we combine into one • How much water do Pennsylvanian’s investigations onto the statewide since they both fl ow into the Great citizens use everyday? database. Lakes). They are named after the • What are the 3 places in North major rivers that drain that land area. Watershed Notebooks America where PA’s water empties Now we want to look more closely /dep/deputate/watermgt/Wc/Subjects/ into an ocean? at the water drainage area for this WSNoteBks/SHEDHOME.htm school. Where does water go when • Name 3 of PA’s major industries that you wash your hands or shower in impact our water resources? gym class? • Gather information on one particular • On computers have students go waterbasin to share with the class. to the DCNR, Bureau of TopoGeo at www.dcnr.state.pa.us/topogeo/ Assessment: maps&photos.htm (or check with • Assessment may take several forms your state’s Department of Natural depending on the route chosen by Resources) Have students call up the the teacher. Students may give oral topographic map of the local stream presentations on their waterbasins or river. Review specifi cs of as groups. Students may submit topographic maps as needed. written reports on their waterbasins. Teachers may review or check • On your locate the mouth of the river/ questions at the end of the exercise. stream where your water fl ows. If All options should include discussion in a larger watershed, use you may of the anticipation questions, empha- wish to not include the entire sizing the importance of watersheds watershed if it involves using several on local water availability and their “topo” maps. Using +’s (or some effects on the fl ora and fauna other mark easily visible on the downstream. map) spaced at one-inch intervals, trace the fl ow of the stream to its Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) 160 Finding Troubled Waters • Watershed Education Is There Mine Drainage Impacting This Stream? Taken from Saint Vincent Environmental Education Center: AMD Education Modules, Saint Vincent College, Latrobe, PA Objectives: Summary: Students will be able to: About This Students will complete a biological • Correctly identify organisms using a Activity... sampling activity in which they will taxonomy key determine the types of organisms • Correctly calculate macroinvertebrate collected and calculate the water diversity Prep Time Required: quality rating. The information 60 minutes obtained about the types and Background: Part I: Abandoned Mine Drainage (AMD) Grade Level: amounts of organisms found will be Middle school/ applied to illustrate how the insects The ‘Pittsburgh coal seam’ has been High school sampled can become an indicator called the single most valuable mineral for streams impacted by abandoned deposit ever discovered. A population Subjects: map of western Pennsylvania reveals pat- Biology, mine drainage (AMD). terns similar to the map of Pennsylvania Environmental Science bituminous coal deposits. Most of the Duration of Activity: population of western Pennsylvania is 50 minutes Materials: still concentrated around the Pittsburgh Pennsylvania • 1 - 100 foot roll of blue paper – seam because, historically, towns devel- Standards Addressed: Stream #1 oped around the mining of coals and 3.1.6-7.A1, 3.4.7.D3, associated industries. Bituminous coal is • 1 - 100 foot roll of brown paper – 4.1.10.A, 4.2.7-10.C, a soft, black coal that is used in making Stream #2 4.5.10.C ‘coke,’ the fuel that burns so hot it melts Setting: • 15 medium to large rocks – iron ore, and makes possible the manu- Classroom/hallway/outside Stream Bottom facturing of steel. The Pittsburgh seam produced most of our nation’s coal until Vocabulary: • 10 artifi cial green plants – Diversity Aquatic Plants the 1970’s, and is still a major economic resource. In the early 20th century, coal Habitat • 15 pressed leaves – Leaf Litter Macroinvertebrate was the major source of energy. To Pyrite • Brown lunch bags feed such a large demand, coal deposits Sedimentation • Masking tape were harvested and resources used without worry of the cost to the environment. When Prerequisites: • Pencils a coal mine became depleted, it was simply • Chalkboard, chalk abandoned and a new one dug in a nearby • Sheet A - Macroinvertebrate Cards vein. (3 sheets for each group of two Much of the damage abandoned coal students) mines have done to our streams is a result of water seeping through the ground and • Sheet B - Macroinvertebrate Cards coming into contact with the remnants of (3 sheets for each group of two the mine. This water eventually works its students) way back to the surface of the ground • Stream Health Checklist Worksheet and forms a discharge. The problem with water interacting with the mine is that min- erals easily dissolve into the water. ‘Roof rubble,’ the drainage composed of loos- ened earth which falls from the ceiling of an abandoned mine shaft, is typically pyrite (iron sulfi de). Pyrite has a large surface area so it dissolves easily dissolves into water. The discharge from such mines contains a large amount of iron, resulting in the distinctive orange coloring. Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Is There Mine Drainage Impacting This Stream? 161 Pyrite + oxygen Iron Hydroxide stream bottom. The algae and leaves (orange solid) + Acid are eaten by macroinvertebrates. The macroinvertebrates are a source of Chemistry of Mine Drainage energy for larger animals such as fi sh, which in turn, are a source of Pyrite Dissolves: 7 +2 -2 + energy for other animals and even man. FeS2 (s) + /2 O2 (g) + H2O (l) Fe (aq) + 2 SO4 (aq) + 2 H (aq) • Aquatic macroinvertebrates differ Iron (II) is oxidized: in their sensitivity to water pollution. 2Fe+2 + ½ O + 2H+ 2Fe+3 + H O 2 2 Some aquatic macroinvertebrates Formation of Iron Hydroxide (above pH 3) cannot survive in polluted water. Others +3 + Fe + 3 H2O Fe(OH)3 (s) + 3 H can survive or even thrive in polluted water. In a healthy stream, the macro- Further pyrite dissolution (below pH 3) invertebrate community will include a FeS + 14 Fe+3 + 8 H O 15 Fe+2 + 2 SO -2 + 16 H+ 2 2 4 variety of pollution-sensitive macroin- vertebrates. In an unhealthy stream, Abandoned Mine Drainage disrupts Part II: Macroinvertebrates, there may be only a few types of non- the healthy function of a stream ecosys- a Stream Health Indicator sensitive macroinvertebrates present. tem in a variety of ways. Aquatic macroinvertebrates are • Habitat Bottom: found in lakes, streams, ponds, • Aquatic macroinvertebrates provide Abandoned Mine Drainage “sludge” marshes and puddles and help main- information about the quality of a is both a slippery and sticky substance, tain the health of the water ecosystem stream over long periods of time. somewhat the consistency of tooth- by eating bacteria and dead, decaying It may be diffi cult to identify stream paste. When mine drainage enters a plants and animals. Overall water qual- pollution with water analysis such as pH stream, the iron oxide sludge mixes ity effects which types of organisms can and dissolved oxygen, which can only with the water forming a cloudy precipi- survive in a body of water. “Water provide information for the time of sam- tate in the stream (orange color). The quality” may include the amounts of pling. Even the presence of fi sh may cloudy condition of the stream does dissolved oxygen and the levels of algal not provide information about a pollu- not allow sunlight to penetrate to the growth, pollutants that may be present tion problem because fi sh can move bottom of the stream. This condition and the pH level. Some macroinverte- away to avoid polluted water and then does not allow the macroinvertebrates brates such as stonefl ies, mayfl ies and return when conditions improve. How- to survive. water pennies require a high level of ever, most aquatic macroinvertebrates dissolved oxygen and their abundance cannot move to avoid pollution. A • Sedimentation: is an indication of good water quality. macroinvertebrate sample may provide Abandoned Mine Drainage “sludge” Other macroinvertebrates can survive at information about pollution that is not makes the water in a stream become a lower dissolved oxygen level because present at the time of sample collection. turbid as pieces of iron begin to form they can come to the surface to get and precipitate out of solution. The • Aquatic macroinvertebrates are oxygen through a breathing or “snorkel” “rusty” pieces of iron make the water relatively easy to collect. tube or carry a bubble of air with them in a stream cloudy, therefore block sun- Useful aquatic macroinvertebrate around their bodies or under their light from reaching the photosynthetic data is easy to collect without expen- wings. organisms and aquatic plants. This sive equipment. The data obtained by There are several reasons process destroys the producers in an taking a macroinvertebrate survey can why macroinvertebrates are used as aquatic food chain, thus destroying the serve to indicate the need for additional water quality indicators: healthy balance of “who eats who”. data collection on water sample. • Aquatic macroinvertebrates are an The life cycle of a macroinvertebrate • Lowers Dissolved Oxygen: important part of the food chain goes from egg to adult form and Abandoned Mine Drainage utilizes found in and around a body of water. they can undergo either complete or the existing dissolved oxygen in the Aquatic macroinvertebrates are a incomplete metamorphosis. Complete stream in the oxidation reaction as mine link in the aquatic food chain. In most metamorphosis has 4 stages, egg, water enters a stream. It is the dis- streams, the energy stored by plants is larvae, pupa and adult. Organisms, solved oxygen or DO in the water available to animal life either in the form which undergo complete metamorpho- that allows macroinvertebrates or other of leaves that fall in the water or in the sis, include true fl ies, beetles and gill-breathing organisms to survive and form of algae that grows on the caddis fl ies. Many of these organisms thrive in a stream. Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) 162 Finding Troubled Waters • Is There Mine Drainage Impacting This Stream? are aquatic for the egg and larval • Following the Game Set-up Diagram, • Students calculate the total number stages, but not in the adult stage. in a hallway or in a classroom, roll of tolerant, somewhat sensitive, and Incomplete metamorphosis has 3 out the blue paper and tape down the sensitive macroinvertebrates for each stages, egg, nymph and adult. Organ- paper to the fl oor. This BLUE paper stream on the chart at the bottom of isms that undergo incomplete meta- will represent the high quality stream the Stream Checklist Worksheet, then morphosis include stonefl ies, mayfl ies, in which the students will collect macro- complete the questions found on the dragonfl ies and true bugs. Many of invertebrates. Randomly place rocks, bottom of the worksheet. these organisms, such as dragonfl ies, plastic plants, and leaves on top of the • The teacher should create a class do not live in an aquatic ecosystem paper roll. –OR- Use the Blue Stream Stream Checklist Worksheet on the as adults. Other species such as true #1 Located in Module. Using Sheet blackboard. Collect class results to bugs, which include the backswimmers, A Macroinvertebrates, randomly place show data from the class and record on water scorpions and the water striders, macroinvertebrates face down along the chalkboard. are examples of macroinvertebrates, the stream, under rocks, around plants, which spend their entire lives in the and within leaf litter, etc. water. The length of the life cycle Wrap-up/Conclusion: • With a partner, each group of stu- • Discuss the results of their macro- of a macroinvertebrate can vary from dents receives a brown bag (this is their invertebrate collection for stream #1 less than 2 weeks for some midges net). They are to sample upstream to and stream #2. Have students and mosquitoes and two years or downstream collecting at least 15 mac- compare numbers and types of longer for some stonefl ies, dragonfl ies roinvertebrates, two must be collected macroinvertebrates found in each and Dobson fl ies. from under rocks, two from around a stream. plant, and two from leaf litter, and place • Review with the students why some Procedure: them into their brown bag. They are species of macroinvertebrates were Warm-up: not to look at the types of macroinverte- • Brainstorm with the students what found in stream #1 and not found in brates being collected as they take their conditions are necessary for a stream #2. samples. healthy stream ecosystem. • Ask students if they knew what type • Using a check mark for each mac- • The teacher will write student of pollutant makes a stream appear roinvertebrate, students record the responses on the board. “Orange-Colored”? Pass around types of macroinvertebrates collected photographs of orange colored • Ask the students what would happen in Stream #1 Column on the Stream streams. to the stream if these conditions were Health Checklist Worksheet. eliminated or altered? • Why are these streams orange? • After all groups have sampled Stream What are some possible reasons • Ask the students how they would #1. On the other side of the hallway as to why these streams appear assess the health of the stream? or classroom, roll out the brown paper orange? (Answer: Abandoned Mine and tape down the roll of brown paper. • Ask the students what would happen Drainage). This BROWN paper will represent the to the stream if these conditions were poor quality stream in which the stu- eliminated or altered? dents will collect macroinvertebrates. Assessment: • The teacher will visually check to • Today we are going to learn one way Randomly place the rocks, plants, and see if each student’s collected that scientists determine if a stream leaves on top of the brown paper. macroinvertebrate were correctly is unhealthy due to mine drainage. –OR- Use Orange Stream #2 found in identifi ed. (Objective 1) Module. Using Sheet B Macroinver- Activity: tebrates, randomly place macroinverte- • The teacher will verbally prompt The Activity – Stream Game brates face down along the stream, students, through discussion and • Show students photographs or under rocks, around plants, leaf litter, review, to complete the Stream sample jars of macroinvertebrates used etc. Health Checklist. (Objective 2) to monitor stream quality. Discuss • Students repeat step #3. with the students where you would fi nd these organisms in a stream (under • Using a check mark for each mac- rocks, buried in sediment, clinging to roinvertebrate, students record the leaf litter, around aquatic plants, etc.) types of macroinvertebrates collected in Stream #2 Column on the Stream Checklist Worksheet. Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Is There Mine Drainage Impacting This Stream? 163 Extensions: The Science of Abandoned Mine • Students could develop a matching Drainage and Treatment game in which pictures of streams http://www.dep.state.pa.us/dep/ polluted and not polluted are deputate/minres/bamr/amd/ matched with the corresponding science_of_amd.htm macroinvertebrates found in those streams. • Have students sample the stream game using all the same species of macroinvertebrates, and have students discuss the health of the stream. Resources: Credits: Jennifer Brashear – Macroinvertebrate Cards, Saint Vincent College Books: Firehock, Karen. Hands on Save Our Streams: Izaak Walton League of America, 1996. Websites: The purpose of this page is to provide students, citizen volunteers, and others interested in benthic macroinvertebrates and/or biomonitoring with assistance in identifi cation of specimens and to provide information on the habitat and general ecology of common benthic macroinvertebrates. http://www.iso.gmu.edu/~avia/intro.htm A page of links to several aquatic mac- roinvertebrate keys. Insect larvae can be quickly and easily identifi ed down to family level by making a series of choices that correctly match observable traits. http://www.net1plus.com/users/tdriskell/ macroinvertebrates.html Biological Stream Assessment http://water.nr.state.ky.us/ww/ introtxt.htm April J. Cleveland, Water Quality and Aquatic Macroinvertebrates. http:// www4.ncsu.edu/~ajclevel/ macroinvert.html Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) 164 Finding Troubled Waters • Is There Mine Drainage Impacting This Stream? Stream Game Set-Up Upstream Downstream Rock Macroinvertebrate Card Aquatic Plant Pressed Leaf Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Is There Mine Drainage Impacting This Stream? 165 Stream Health Checklist Organism Tolerance Stream #1 Stream #1 Caddisfl y Larva Sensitive Mayfl y Nymph Sensitive Stonefl y Nymph Sensitive Gilled Snail Sensitive Dobsonfl y (Hellgrammite) Sensitive Dragonfl y Nymph Somewhat Sensitive Damselfl y Nymph Somewhat Sensitive Crayfi sh Somewhat Sensitive Clam Somewhat Sensitive Sowbug Somewhat Sensitive Midge Larva Tolerant Rat-tailed Maggot Tolerant Leech Tolerant Flat Worm Tolerant Pouch Snail Tolerant Aquatic Worms Tolerant Macroinvertebrates Stream #1 Macroinvertebrates Stream #2 Sensitive Sensitive Somewhat Sensitive Somewhat Sensitive Tolerant Tolerant 1. Was there a difference in types of macroinvertebrates found between Stream #1 and Stream #2? Yes ____ No ____ 2. Where did you fi nd more tolerant species of macroinvertebrates? Stream 1 ____ Stream 2 ____ 3. Why were more tolerant species found in this stream? Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Is There Mine Drainage Impacting This Stream? 167 Macroinvertebrate Cards Sheet A – High Quality Stream Caddisfl y Larva Hellgrammite Mayfl y Nymph Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD IS THERE MINE DRAINAGE IS THERE MINE DRAINAGE IS THERE MINE DRAINAGE IMPACTING THIS STREAM? IMPACTING THIS STREAM? IMPACTING THIS STREAM? Caddisfl y Larva Hellgrammite Mayfl y Nymph Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD IS THERE MINE DRAINAGE IS THERE MINE DRAINAGE IS THERE MINE DRAINAGE IMPACTING THIS STREAM? IMPACTING THIS STREAM? IMPACTING THIS STREAM? Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Is There Mine Drainage Impacting This Stream? 169 Macroinvertebrate Cards Sheet A – High Quality Stream Gilled Snail Stonefl y Nymph Clam Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD IS THERE MINE DRAINAGE IS THERE MINE DRAINAGE IS THERE MINE DRAINAGE IMPACTING THIS STREAM? IMPACTING THIS STREAM? IMPACTING THIS STREAM? Gilled Snail Stonefl y Nymph Crayfi sh Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD IS THERE MINE DRAINAGE IS THERE MINE DRAINAGE IS THERE MINE DRAINAGE IMPACTING THIS STREAM? IMPACTING THIS STREAM? IMPACTING THIS STREAM? Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Is There Mine Drainage Impacting This Stream? 171 Macroinvertebrate Cards Sheet A – High Quality Stream Damselfl y Nymph Dragonfl y Nymph Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD IS THERE MINE DRAINAGE IS THERE MINE DRAINAGE IMPACTING THIS STREAM? IMPACTING THIS STREAM? Damselfl y Nymph Dragonfl y Nymph Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD IS THERE MINE DRAINAGE IS THERE MINE DRAINAGE IMPACTING THIS STREAM? IMPACTING THIS STREAM? Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Is There Mine Drainage Impacting This Stream? 173 Macroinvertebrate Cards Sheet B – Low Quality Stream Dragonfl y Nymph Aquatic Worms Crayfi sh Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD Nature Interrupted – Journey of AMD IS THERE MINE DRAINAGE IS THERE MINE DRAINAGE IS THERE MINE DRAINAGE IMPACTING THIS STREAM? IMPACTING THIS STREAM? IMPACTING THIS STREAM? Dragonfl y Nymph Damselfl y Nymph Sowbug Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD IS THERE MINE DRAINAGE IS THERE MINE DRAINAGE IS THERE MINE DRAINAGE IMPACTING THIS STREAM? IMPACTING THIS STREAM? IMPACTING THIS STREAM? Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Is There Mine Drainage Impacting This Stream? 175 Macroinvertebrate Cards Sheet B – Low Quality Stream Leech Blackfl y Larva Midge Larva Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD IS THERE MINE DRAINAGE IS THERE MINE DRAINAGE IS THERE MINE DRAINAGE IMPACTING THIS STREAM? IMPACTING THIS STREAM? IMPACTING THIS STREAM? Flatworm Blackfl y Larva Midge Larva Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD IS THERE MINE DRAINAGE IS THERE MINE DRAINAGE IS THERE MINE DRAINAGE IMPACTING THIS STREAM? IMPACTING THIS STREAM? IMPACTING THIS STREAM? Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Is There Mine Drainage Impacting This Stream? 177 Macroinvertebrate Cards Sheet B – Low Quality Stream Rat-Tailed Pouch Snail Maggot Larva Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD IS THERE MINE DRAINAGE IS THERE MINE DRAINAGE IMPACTING THIS STREAM? IMPACTING THIS STREAM? Rat-Tailed Pouch Snail Maggot Larva Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD IS THERE MINE DRAINAGE IS THERE MINE DRAINAGE IMPACTING THIS STREAM? IMPACTING THIS STREAM? Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Is There Mine Drainage Impacting This Stream? 179 Holy Macro Bingo Beth Langham and Angela Belli, Saint Vincent College Environmental Education Center, Latrobe, PA Leanne Griffi th, Westmoreland Conservation District, Greensburg, PA Nicki Foremsky, Penn State Cooperative Extension, Westmoreland County, PA Kate Tantlinger, Kiski Conemaugh Stream Team, Johnstown, PA the water. Biomonitoring is the term that Summary: describes the study of macroinvertebrates About This Students play bingo game to familiar- to assess the health of a stream Activity... ize themselves with the bugs (mac- To be used for biomonitoring, pro- roinvertebrates) that live in streams. fessionals, students, etc. must identify the They are introduced to macros as invertebrates. Macroinvertebrates can be Prep Time Required: indicators of water quality. classifi ed in many different ways. Macroin- 30 minutes vertebrates can be classifi ed by their taxa. This is a system of classifi cation based on Grade Level: Elementary evolution, which has categories within Materials: categories. The specifi c taxa are: Subjects: • Blank macro bingo cards Kingdom, Phylum, Class, Subclass, Order, Science • Macro card handouts for students Family, Genus, and Species. Normally it is Duration of Activity: to cut suffi cient to classify only down to the Order 45 minutes to determine the health of the stream, but • Teacher cards Pennsylvania more intensive studies would classify • Bingo marking pieces (could be Standards Addressed: macroinvertebrates down to the Species. 3.1.3.A1, 3.4.3.B1, home-made or recycled pieces of Macroinvertebrates also have common 3.1.4B5, 3.1.4.C1, candy, beans, beads, etc.) names, for example we call insects from 3.1.4.C2, 3.4.5.B1, • Scissors the order Plecoptera, Stonefl ies. 4.1.2.D, 4.5.1.C • Glue sticks Over years of study people have come Setting: up with a classifi cation of the insects based • Macro sensitivity chart Classroom on their pollution tolerance. Some aquatic (for teacher’s use) Vocabulary: insects are very sensitive to pollution, Macroinvertebrate changes in their habitat, and natural Sensitive Objectives: disturbances, while others can withstand a Students will be able to: certain amount of pollution or disturbance. Related Vocabulary: • Defi ne the term macroinvertebrate Some insects thrive in polluted waters Benthic or otherwise low quality water. Different • Recognize or identify macroinvertebrates Facultative number systems have been invented which Tolerant found in aquatic ecosystems assign numbers to macroinvertebrates Water quality indicator • Recognize that certain species are used according to their pollution sensitivity. To Prerequisites: Conduct to indicate water quality. give a stream a Water Quality Rating a lesson plan sample of invertebrates is collected using “Macro Rummy” Background: a standardized methods. Then the insects Macroinvertebrates are insects that are identifi ed and scored. Finally a cal- are very low in the food chain of an aquatic culation is done which takes into account ecosystem. They eat algae, bacteria, the pollution rating, number of species, and fungus, organic material, and other insects. abundance of each species found. In turn, macroinvertebrates are eaten by fi sh, birds, and other larger aquatic ani- Procedure: mals. Macroinvertebrates also function to Warm-up: recycle nutrients and organic matter in Students will learn what a macroinverte- their ecosystem. These aquatic insects can brate is. be helpful in determining the quality of Activity: a stream, because they can be classifi ed Students will cut out and randomly according to their sensitivity to pollution. place pictures of macroinvertebrates onto Thus the more sensitive species present their bingo (MACRO) cards. Students the better the quality the water. Diversity will mark their bingo spaces with chips/ is also important, so the greater number of holders/beans, etc. species present, the better the quality of Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Holy Macro Bingo 181 Teacher holds up a card and Resources: reads the name of the macro (similar Wonderful Wacky Water Critters to saying b-1, teacher will say “mayfl y University of Wisconsin - Extension nympth). Teacher cards could be Extension Publications made into overheads to help show the 45 N. Charter Street card that was called. Madison, WI 53715 When student gets 5 in a row, student yells MACRO! for bingo. Key to Macroinvertebrate Life Game could be over or the health of PA Fish and Boat Commission the stream could be determined based UWEX Environmental Resource Center on sensitivity of macros in the bingo Developed by the University of row. Wisconsin - Extension in cooperation with the Wisconsin Department of Wrap-up/Conclusion: Natural Resources Talk about sensitivity of macros and how they are used as indicators. Have each student add up points for entire card and determine quality. Use sensitivity chart for discussion. Teacher should explain that in order to evaluate a stream, you need hun- dreds of macros instead of just 5 from bingo. Assessment: • Identifi cation quiz ….teacher holds up card and students have to write down or orally name the correct macro. for advanced, identify sensitivity of macro as well. Adaptations: Could be used as a matching game with just pictures of macros for younger students. Assign point values to determine the stream quality of your bingo line. Save macro bingo cards to re-use at a later date. Instead of naming macro, describe what it does. (ex. This bug only eats when it is a larvae and does not eat as an adult. cranefl y larvae). Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) 182 Finding Troubled Waters • Holy Macro Bingo Macro Bingo Card MA C R O Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Holy Macro Bingo 183 TEACHER’S GUIDE SHEET — MACRO SENSITIVITY CHART Macro Name Sensitivities Tolerant Facultative Sensitive Alderfl y Larva X Amphipod or scud X Backswimmer X Blackfl y Larva X Caddisfl y Larva X Cranefl y Larva X Crayfi sh X Damselfl y Nymph X Dobsonfl y or Fishfl y Larva X Dragonfl y Nymph X Fishing Spider X Giant Water Bug X Gilled Snail X Isopod or Aquatic Sowbug X Leech X Mayfl y Nymph X Midge Larva X Planaria or Flatworm X Predaceous Diving Beetle X Rat Tailed Maggot Larva X Riffl e Beetle X Stonefl y Nymph X Water Boatman X Water Mite X Water Penny X Water Scorpion X Water Strider X Whirligig Beetle X Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Holy Macro Bingo 185 Macro Bingo Card Handouts Amphipod or Alderfl y Larva scud Backswimmer Blackfl y Larva Caddisfl y Larva Damselfl y Dobsonfl y or Dragonfl y Cranefl y Larva Crayfi sh Nymph Fishfl y Larva Nymph Isopod or Fishing Spider Giant Water Bug Gilled Snail Aquatic Sowbug Leech Planaria or Predaceous Rat Tailed Mayfl y Nymph Midge Larva Flatworm Diving Beetle Maggot Larva Riffl e Beetle Stonefl y Nymph Water Boatman Water Mite Water Penny Water Scorpion Water Strider Whirligig Beetle Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Holy Macro Bingo 187 Macro Bingo Teacher Cards Alderfl y Larva Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Holy Macro Bingo 189 Macro Bingo Teacher Cards Amphipod or scud Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Holy Macro Bingo 191 Macro Bingo Teacher Cards Backswimmer Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Holy Macro Bingo 193 Macro Bingo Teacher Cards Blackfl y Larva Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Holy Macro Bingo 195 Macro Bingo Teacher Cards Caddisfl y Larva Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Holy Macro Bingo 197 Macro Bingo Teacher Cards Cranefl y Larva Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Holy Macro Bingo 199 Macro Bingo Teacher Cards Crayfi sh Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Holy Macro Bingo 201 Macro Bingo Teacher Cards Damselfl y Nymph Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Holy Macro Bingo 203 Macro Bingo Teacher Cards Dobsonfl y of Fishfl y Larva Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Holy Macro Bingo 205 Macro Bingo Teacher Cards Dragonfl y Nymph Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Holy Macro Bingo 207 Macro Bingo Teacher Cards Fishing Spider Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Holy Macro Bingo 209 Macro Bingo Teacher Cards Giant Water Bug Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Holy Macro Bingo 211 Macro Bingo Teacher Cards Gilled Snail Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Holy Macro Bingo 213 Macro Bingo Teacher Cards Isopod or Aquatic Sowbug Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Holy Macro Bingo 215 Macro Bingo Teacher Cards Leech Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Holy Macro Bingo 217 Macro Bingo Teacher Cards Mayfl y Nymph Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Holy Macro Bingo 219 Macro Bingo Teacher Cards Midge Larva Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Holy Macro Bingo 221 Macro Bingo Teacher Cards Planaria or Flatworm Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Holy Macro Bingo 223 Macro Bingo Teacher Cards Predaceous Diving Beetle Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Holy Macro Bingo 225 Macro Bingo Teacher Cards Rat Tailed Maggot Larva Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Holy Macro Bingo 227 Macro Bingo Teacher Cards Riffl e Beetle Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Holy Macro Bingo 229 Macro Bingo Teacher Cards Stonefl y Nymph Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Holy Macro Bingo 231 Macro Bingo Teacher Cards Water Boatman Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Holy Macro Bingo 233 Macro Bingo Teacher Cards Water Mite Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Holy Macro Bingo 235 Macro Bingo Teacher Cards Water Penny Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Holy Macro Bingo 237 Macro Bingo Teacher Cards Water Scorpion Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Holy Macro Bingo 239 Macro Bingo Teacher Cards Water Strider Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Holy Macro Bingo 241 Macro Bingo Teacher Cards Whriligig Beetle Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Finding Troubled Waters • Holy Macro Bingo 243 Reconstructing Nature A wetland mine water treatment pond...how simply marvelous! Help! I’m stuck in the cattails! Iron Cla.d Memory Developed by Laura Riddle, Saint Vincent College EnvironmentalEducation Center, Latrobe, PA """ streams in the area. In order for the dis Summary: solved iron to be converted into iron oxide, �About This Students play a game of memory, a few essential ingredients are required. 9 which identifies some methods in First, oxygen needs to be present. The iron - _Activity ... and oxygen react chemically to form the iron ){ which iron is removed from abandoned mine drainage (AMO). oxide precipitate. Next, the pH of the water Prep Time Required: , must be near neutral, or 7, in order for the 1 hour iron oxide to become insoluble. After the / compound forms, individual iron molecules Grade Level: Elementary Materials: clump together and stick to other particles • 4 sets of memory cards (cards until the iron oxide becomes so heavy that Subjects: attached): 30 iron (orange cards), it sinks to the bottom of the stream bed. Science 10 plants (green cards), 10 oxygen The iron oxide can also stick to plants, ani Duration of Activity: (white cards), 10 pH (blue cards) mals, rocks, etc. near the stream. 50 minutes Note: Cards require gluing. Each This activity mimics how oxygen, pH, Pennsylvania memory card should be backed plants, and other iron oxide molecules aide Standards Addressed: with a blank white card or white in precipitating dissolved iron out of 3.4.5.B2, 4.5.2.C memory card. solution. Setting: • Mine water Procedure: Classroom • Tap water Warm-up: Vocabulary: • Flask Demonstrations: Acidic • Jar or beaker a. Obtain a color photograph of a stream Basic polluted with mine drainage and show to Insoluble • Hydrogen peroxide the students. Photographs located on CD pH • 2 clear glasses Precipitate or the AM DEC website. • Sugar Solution b. Solution - Have two glasses, or beakers, • Glue Prerequisites: filled with water. Pour some sugar into Knowledge of matching, , the water and stir until dissolved. Ask the elementary science Objective: students if they can see the sugar? Explain Students will be able to: that the sugar molecules are mixed in with • list materials needed to remove iron the water molecules. It is difficult to see from mine water. the sugar molecules because there are so many water molecules. • explain how iron can be removed from mine drainage. c. Precipitation - Obtain a sample of mine water from a polluted stream or by contact Background: ing your local watershed office. Put the water into a glass flask, beaker, or jar. Ask Water seeping from an underground the students to compare the mine water coal mine or running over a strip mine is with the plain water and the sugar water. referred to as abandoned mine drainage (AMO). This water can contain dissolved Have the students smell the solutions (by wafting). Discuss the differences. The iron, sulfur, aluminum, manganese, and be smell acidic or basic. When mine water comes of the mine drainage comes from sulfur. Next, pour some hydrogen peroxide in contact with oxygen at the surface, a into the mine water. A reaction has taken series of reactions occur converting iron place and other metals into metal oxide precipi and a precipitate has formed. The tates, or solids, that are insoluble. The precipitate is visible by the cloudiness, or turbidness, of the water, as well as the particles of various metal oxides coagulate color of the water. Allow the solution to and eventually sink to the bottom of the sit untouched for a couple of hours. Later, solution, or stream. Iron oxide is a major metal oxide have the students examine the beaker and note how the precipitate is at the bottom pollutant from AMO contaminating many Nature Interrupted - The Journey of Abandoned Mine Drainage (AMD) ReconstructingNature • Iron Clad Memory 245 The Impa.ct of Conserving Our Limited Resources Adapted from from AgricultureAwareness Foundation of PA- Pennsylvania Ag in the Classroom. Developed by Leanne Griffith, Westmoreland ConseNation District, Greensburg, PA " Procedure: Summary: 1 . Cut an apple into quarters About This The teacher will use an apple to dem a. 3/4 of apple is water Activity... onstrate to students the small per b.1 /4 is land to live on centage of the earth that is available 2. Cut 1/4 of apple into quarters to grow food on to feed more than 6 a. 1 /4 is desert Prep Time Required: billion people each day. b. 1 /4 is mountains 5 minutes � � c. 1 /4 is too cold-tundra Grade Level: d. 1 /4 is to live on K-8 Materials: 3. Cut one of these quarters into quarters Subjects: • Apple again. Environment and Ecology • Cutting board a. 1/4 is too swampy Duration of Activity: b.1 /4 is too dry • Knife 10 minutes c. 1/4 is too rocky or steep � Pennsylvania d.1/4 is to live on Standards Addressed: Objectives: 4. Peel the last piece 3.4.4.E2, 4.3.K.B, 4.4.3.B, Students will be able to: a. The piece of apple left represents 4.3.4.A, 4.4.7.A, 4.4.7.B • Learn the importance of conserving the land that is too sandy, too fragile Setting: natural resources on earth. (rainforest) or has been paved over Classroom b. The piece of peel that is left Vocabulary: Background: represents the amount of land that is Conserve Each of us consumes natural resources. available for producing food for the Preserve Our day-to-day activities depend on the people of the world food, energy and materials we take from c. That is why preserving the world's top Prerequisites: the earth. The water we drink and the air soil is so important None we breathe are vital to our health. Fuel Warm-up: for our transportation and metal, stone and Discuss the difference between lumber for our buildings come from the conserve and preserve. earth. The electricity that lights up our homes, the power to heat and cool our Activity: homes ...these things come from natural Using an apple to represent the world, gas and oil pumped out of the ground, coal follow the steps to demonstrate the impor stripped from mines and the dams on our tance of taking care of land. rivers. All of these things lead to our dependence Wrap-up/Conclusion: on nature, which puts a heavy burden on After the demonstration with the apple the environment. Some of us take these has been completed, discuss with students things for granted. It is important for us why it is important for all people to use to understand where our privileges come natural resources wisely. Ask students for from and how we can use these natural ideas on what they can do to help conserve resources wisely. We should take only our natural resources. what we need and reuse whenever we can. We should try to prevent ecological Assessment: damage from occurring and fix what has • Following wrap-up and conclusion, ask already taken place. students to express what they learned about why it is important to take care of the land and water. This could be done in quiz or essay format. Nature Interrupted - The Journey of Abandoned Mine Drainage (AMO) Reconstructing Nature • The Impactof ConservingOur Limited Resources 257 Exploring the Process of Sedimenta.tion Developed by Bruce Golden, WesternPennsylvania Coalition for Abandoned Mine Reclamation r compounds called iron oxides and iron Summary: hydroxides. There are several different About This Using sand, students will learn kinds of these oxides, but to keep things through experimentation what simple, we'll refer to them as iron oxide. Activity... sedimentation is and the importance Iron oxide is an orange solid present as of Stokes Law, and finally how the very fine particles. In a stream polluted Prep Time Required: two of these apply to abandoned with AMD, the churning action of the 1 hour mine drainage in Pennsylvania. moving water keeps much of the iron oxide Grade Level: suspended in the water for some distance, while some of it settles by gravity to the High school , ' stream bottom. Over time, more and more Subjects: Materials: iron oxide accumulates to form a harmful, Chemistry, Earth Science, • Packets of sand slippery sediment that smothers aquatic Environmental Science (coarse, medium and fine) insects and disrupts the food web. Duration of Activity: • Water This lesson explores a process called 45 minutes • Mineral oil sedimentation. Sedimentation is the Pennsylvania process that describes the settling of solid • Ruler Standards Addressed: particles by gravity to the bottom of a 3.2.10.B1, 3.4.12.B2, • 6 test tubes liquid. A particle will sink to the bottom of a 4.1.10.E, 4.1.10.B • Watch or stopwatch capable of liquid if it is denser than the liquid. Setting: measuring seconds Sedimentation of iron oxide particles Classroom ' causes the orange coating on stream bottoms. Similarly, the accumulation at the Vocabulary: Objectives: bottom of a bottle of orange juice or salad Density Upon completion of th� lesson, 10th grade Sedimentation dressing is caused by sedimentation. We Viscosity students will be able to: shake the bottle to suspend the particles in the liquid, but as soon as the shaking stops, • write an explanation of the process of Prerequisites: the particles immediately start to settle. sedimentation, to include: Knowledge of the formation To understand this better, we will of abandoned mine • Understand the importance of Stokes look at the process of sedimentation in drainage and its Law in describing the relationship of more detail. Stokes Law describes the rate environmental impacts; particle size to settling time (velocity) at which a particle will settle to general science concepts • List at least 3 real world examples the bottom of a liquid. Here is a synopsis such as density and of what Stokes Law says: viscosity; ability to of sedimentation • The rate is dependent on the size of a algebraically rearrange • Explain how sedimentation is both a particle. Larger particles settle faster an equation. problem and a remedy for abandoned than smaller particles mine drainage. • The rate is dependent on the viscosity Background (thickness) of the liquid. A particle Abandoned mine drainage (AMD) will fall faster in water than in pancake often has high levels of pollutants called syrup (an inverse relationship of rate to heavy metals. Iron and aluminum are the viscosity). most common. Iron is often visible in AMD • The rate is dependent on the difference polluted streams as orange water. The in densities of the particle and the liquid. orange color can also be seen on the In water, a particle of a given size made stream's banks and rocks. At low water of lead will fall faster than one made of periods, it may look like the stream bottom plastic. has been painted orange. The iron in AMD is actually in the form of rust-like Nature Interrupted - The Journey of Abandoned Mine Drainage (AMD) Reconstructing Nature • Exploring the Process of Sedimentation 259 AMO Shuffle-Wetland Card Game Developed by Nicki Foremsky, Penn State CooperativeExtension, Westmoreland County, PA r Procedure: Summary: Warm-up: About This Students play a card game that dem Explain to the players that streams onstrates how AMD treatment ponds polluted with AMD usually have metals Activity... remove metals and pollutants from like iron and aluminum that hurt wildlife. the water and provide land for wildlife Therefore, your initial hand of pollution Prep Time Required: to return to normal. cards represents a polluted stream. You Initial prep time: 2 hours , want to clean up the stream by treating the Daily prep time: 15 minutes AMD with a treatment pond. Grade Level: There are three piles of cards: One Middle School Materials: pile for Pollution Cards, one pile for Chal • Copies of the playing cards and High School lenge Cards, and one "pick-up" pile for the game board Subjects: mixture of Wildlife, Treatment, and Action \.. Ecology, Chemistry, Cards. Deal all pollution cards to players. Science Objectives: Players will take one card from the pick-up pile and discard at least one card each Duration of Activity: Students will be able to: 25-30 minutes • understand that AMD treatment ponds round until one player has no more pollution remove metals and pollutants from the cards. Each player will then count up the Pennsylvania points in their hand-Pollution Cards are Standards Addressed: water and provide land for wildlife to negative, Nuisance Wildlife are negative, 3.4.6.B2, 3.4.7.B2, return to normal. clean water cards are positive, and good 3.4.10.B2, 4.1.12.E, 4.2.8-10.A, 4.2.7-10.B, Background: Wildlife Cards are positive. The player with the most points wins because they have 4.2.6.C, 4.5.8.C Abandoned mine drainage (AMD) the cleanest stream. Setting: from old coal mines pollutes streams and Classroom waterways in Pennsylvania. AMD can be Activity: harmful to wildlife and plants living in the Your hand represents a polluted stream Vocabulary: Alkalinity streams and other areas. Mine drainage is that will enter the treatment pond. harmful because it may be acidic, (having a Aluminum Pollution Cards are those with Iron, Iron low pH), and may contain many other pol Aluminum, or Sulfur Smell. Some Pollution Low pH lutants including dissolved metals such as cards say 'Take Action" which means they iron and aluminum or have a pronounced Prerequisites: need another card such as alkalinity or "rotten egg" sulfur smell. When mine Introductory knowledge of limestone in order to be able to discard into water leaches to the surface, it comes AMD, passive treatment the pond. and pH in contact with oxygen and several chemi cal reactions occur. For example, iron Challenge Cards are those that hinder the can precipitate into iron oxide and coat ability of the pond to treat the water - the bottom of streams and creeks which usually resulting in a player taking more covers and destroys habitat for aquatic cards or another action. organisms. Additionally, dissolved alumi Treatment Cards are those that help clean num is very toxic to fish and can cause the stream of pollution and are needed for fish kills. wildlife to return. Treatment of streams polluted with Abandoned Mine Drainage includes a Wildlife Cards are needed to show that series of steps. If the water is acidic, the the stream is getting better. Each wildlife first step is to raise the pH and increase the card is worth different points based on the alkalinity of the water. Raising the pH and benefit or cost to the system. There are alkalinity can be accomplished by adding nuisance wildlife cards that can be dis limestone. Secondly, removing the metals carded if needed. Some wildlife are very can be accomplished by plant uptake or sensitive to pollution and require action. metal adsorption to the substrate (coating For example, If you pick up a sensitive the rocks or clinging to the cattails). wildlife card such as the Great Blue Heron while you have an Aluminum card in your Nature Interrupted - The Journey of Abandoned Mine Drainage (AMO) ReconstructingNature • AMD Shuffle - Wetland Card Game 263 AMD Shuffle Gameboard POLLUTION CARDS Treatment Pond Clean Stream AMD Streams POLLUTION CARD DICARD PILE CHALLENGE CARD DISCARD PILE CHALLENGE CARDS Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Reconstructing Nature • AMD Shuffl e - Wetland Card Game 265 Environmenta.1 Ma.na.gement: Stream Analysis with Relation to Acid Mine Drainage Developed by Joy L. Wyler, South Allegheny School District & PhillipA Lovejoy, PittsburghPublic School District In collaborationwith D. Harrison& T. Ackman r Background: �About This Summary: What is Acid Mine Drainage (AMD)? Activity... Through hands on approach of A watershed is the line of division (;,)- 1{_ sampling and data analysis, students between two adjacent rivers or lakes with will learn about the effects of Prep Time Required: respect to the flow of water by natural 20 minutes abandoned mine drainage (AMO) channels into them and the natural as it affects surface water streams boundary of a basin. The Clean Water Grade Level: and tributaries. Highschool Action Plan was established to monitor and remediate the quality of water in our Subjects: nations watersheds. It establishes Science r standards for a watersheds nutritional Duration of Activity: Materials: and dissolved metals content and if these 5 days: 40 minute periods • Plastic sample bottles w/cap are exceeded the waterway must undergo Pennsylvania (recommended 125 ml) immediate remediation. Standards Addressed: • pH meter Dissolved metals suspended in solution 3.3.12.A2, 3.4.12.B2, • pH paper such as ferric iron and ferrous iron, (the 3.4.10.D3, 4.2.10.B, orange pollution you sometimes see) as 4.2.10.C, 4.5.10.C • pH meter calibrating buffer solutions well as aluminum, and manganese all • Map (topographical) Setting: contribute to water pollution. Aluminum Local stream sites, • Notebook with pencil or pen ranks third in the Earth's abundant laboratory or classroom • Graph paper elements and is the most abundant metal Vocabulary: • Marking flags in the Earth's crust. Dissolved aluminum Coal • Permanent markers remains suspended in water between the Ferric iron pHs or 3 and 4. Due to its strong affinity to Ferrous iron • Ice and ice chest (cooler) oxygen, aluminum rarely occurs in its natural Pyrite • Hydrochloric acid Remediation metal states near the surface. Instead it Tributary OPTIONAL forms many alloys with zinc, copper, Turbid but strongly recommended: manganese, magnesium and other Wetland • Rubber knee boots or hip waders elements with similar chemical properties. Related Vocabulary: • Insect repellent This same property is responsible for the classification of aluminum as a contami Alkalinity '- Base solution nant and neurotoxin. When introduced to Calibration Objectives: aquatic environments (i.e. rivers, streams, Cattail reeds and wetlands) aluminum attaches onto Diversion well Students will be able to: plant roots and inhibits the intake of Geologist • Work in cooperative learning groups to oxygen. Physical abnormalities in humans Graphing study the effects of acid mine drainage and animals associated with aluminum Limestone bed as it affects surface water streams and poisoning include memory loss, tremors, pH scale tributaries Spoils pile muscle twitching, and several types of Strip mining • Explore the many types of careers in dementia. These apparent threats to the P• rerequisites:How to read and environmental science environment and its inhabitants are why aluminum leaching and contamination interpret a chart/graph • Collect and analyze data • Use of the scientific should be controlled. method • Create graphs to plot the data Acid mine drainage is water containing • How to read and iron and sulfate and sometimes other • Learn about careers available such as interpret a topographical metals, such as, manganese and aluminum. geologists, hydrologists, engineering, map It is often acidic (low pH) and is commonly • How to record data, environmental science, biologists as referred to as acid mine drainage or AMO. analyze results and well as many other professions draw conclusions AMO forms through a series of chemical • Knowledge of the pH • Perform laboratory testing using pH and biological reactions that occur when scale paper and/or meter Nature Interrupted - The Journey of Abandoned Mine Drainage (AMD) Reconstructing Nature • Environmental Management: Stream Analysis with Relation to AMO 301 Iron Oxide Chalk Activity Developed by Saint Vincent College Environmental Education Center, Latrobe, Pa r roof tile, mortar, grout, plastics. Less than Summary: one-half of the iron oxide pigments used in About This The purpose of this activity is to the United States is mined and processed emphasize recycling and what can domestically. Activity... be done with the iron hydroxide (iron oxide when dried) collected from Procedure: Prep Time Required: abandoned mine wetlands. Warm-up: 15-20 minutes Give the students background on Grade Level: abandoned mines, wetlands and how Elementary, Middle School Materials: iron hydroxide forms, and is turned into Subjects: • Used paper (copier/printer paper) iron oxide. Have students come up with Art, Environmental Science • Tape a list of uses for iron oxide: how it can be recycled. Then tell students that they will • Paper towels Duration of Activity: be doing one of these things today: making 30 minutes • Cups (preferably reusable since chalk! Pennsylvania Standards it is about recycling) Activity: Addressed: • Newspaper Directions: 3.2.3.A1, 3.3.3A2, 3.4.3.B1, • Plastic knives or straws for stirring • Cover area or desk with newspaper 3.4.3.B2, 3.2.6-7.A1, • Iron oxide (Contact Saint Vincent 3.2.8.A2, 3.3.5.A5, Environmental Education Center) • Make a mold for chalk. Students can use 3.4.5.B2, 4.3.3.B, 4.5.1.C, a toilet tissue roll or small paper cup, but 4.5.3.C, 4.5.2.D, 4.5.4.C, the best is a sheet of typing paper cut 4.5..7.C, 4.3.5-7.D Objectives: in half lengthwise. Roll both pieces of Students will be able to: Setting: paper into a tube about the diameter of • Make a piece of chalk out of recycled Classroom a dime and tape. The paper works well iron oxide. because it absorbs most of the water Vocabulary: Abandoned Mines • Understand what iron oxide is, and from the chalk mixture and the drying Iron hydroxide where it came from. time is significantly reduced. Iron oxide • Make a stopper out of paper towel for the Recycle Background: end of the tube. Look through the tube Wetlands Passive wetland treatment technology Prerequisites: to see if there is light coming through, removes iron from polluted mine water Elementary level science if there is; reform the stopper until there through its precipitation as iron oxide. The is no light showing. This will ensure patented passive technology consists of that the chalk mixture will not leak out the interconnected ponds that are designed to bottom of the tube. promote the formation of iron oxide solids and facilitate their efficient recovery. The • Mix plater of paris and water in a 1 to 1 discharge from the production ponds is ratio (i.e. 1 cup water to 1 cup plaster of directed into constructed wetlands; where paris) in a separate container. residual iron is removed and a final • Add iron oxide, the more students add, discharge is produced that does not the darker the chalk will be. pollute the receiving stream. Over time, the iron oxide is removed from the • Stir very well. production ponds, cleaned, dewatered, • Do not let the mixture set; it will harden and transported either directly to a quickly. customer or to a processing facility for drying, milling, and packaging as a • Pour the chalk mixture into the tube and pigment. Iron oxide pigments are lightfast, have the students hold upright or place nonbleeding, nontoxic, and weather in a cup to ensure that the tube does not resistant so they are widely used to color fall over. concrete blocks, outdoor paints, paper, mulch, and other construction materials, such as plaster, cement, concrete, pavers, Nature Interrupted - The Journey of Abandoned Mine Drainage (AMO) Reconstructing Nature • Iron Oxide Chalk Activity 305 Crea.te a.n AMO Trea.tment Sy-stem Developed by Beth Langham, Saint Vincent College EnvironmentalEducation Center, Latrobe, PA , Background: Summary: The Chemical Reaction of Abandoned Mine Drainage (AMD) About This Students will examine the decisions The first reaction, which occurs in the Activity... and processes that organizations complete prior to designing a treat- mine, is the physical and chemical weather oxidation ment system for Abandoned Mine ing of pyrite, which includes the Prep Time Required: Drainage discharges. Students will of pyrite by oxygen to produce sulfate and 30 minutes determine the type of system needed ferrous iron. This reaction generates one Grade Level: to treat a discharge and design the mole of ferrous iron for each mole of pyrite High school size of the system and develop draw- oxidized. Subjects: ings to present to the "board". 2+ (1) FeS2 + 7/2 02 + Hp---+ Fe + Chemistry, Environmental + , 2 SO/+ 2 H Science (1) Pyrite + Oxygen + Water ---+ Duration of Activity: r ...., Ferrous Iron + Sulfate + Acidity 60 minutes Materials: The second reaction, which occurs Student Handouts (One Per Group) Pennsylvania when the mine water comes in contact with • WELOS Letter Standards Addressed: oxygen, involves the oxidation of ferrous iron 3.2.10.A1, 3.4.10.C1, • Yellow Boy Labs Letters to ferric iron. Certain bacteria can increase 3.4.12.C3, 4.1.12.B, • Evaluating Mine Water And the rate of oxidation from ferrous to ferric 4.1.12.C, 4.1.12.E, Determining a Treatment System iron. This reaction rate is pH dependant 4.2.10.A, 4.2.10.B, 4.3.10.B, 4.5.10-12.C • Passive Treatment Options with the reaction proceeding slowly under acidic conditions (pH 2-3) with no bacteria Setting: • Instructions For Determining The Treatment System - Calculation present and several orders of magnitude Classroom is Worksheet faster at pH values near 5. This reaction Vocabulary: referred to as the "rate determining step" in • Treatment System Flow Chart Calculating the overall acid-generating sequence. Design • Poster Board + + 3+ Engineering (2) 2 Fe2 + 1/202 + 2 H ---+ 2 Fe + Hp • Miscellaneous supplies to design Hydrolysis (2) Ferrous Iron + Oxygen + Acidity ---+ the systems Oxidation Ferric Iron + Water Presenting • Calculators The third reaction, which may occur, is • Power Point Slide Show/Pictures Prerequisites: the hydrolysis of iron. Hydrolysis is a of each discharge (see enclosed cd) Knowledge of AMD reaction that splits the water molecule. formation, math skills • Acid Mine Drainage/Tums The formation of ferric hydroxide precipitate (solid) is also pH dependant. The orange Objectives: precipitate is seen more quickly if the pH Students will be able to: is above about 3.5 but below pH 3.5 little • complete calculations needed to or no solids will precipitate or will do so determine the chemistry and flow of slowly. mine water. 3+ + (3) Fe + 3 Hp ---+ Fe(OH)3 .J. + 3 H • (after determining the chemistry and (3) Ferric Iron + Water ---+ Ferric Hydroxide flow of the mine water), determine the (yellowboy) + Acidity type of treatment system needed for the Reference: http://www.dep.state.pa.us/ situation using the flowchart provided. dep/deputate/minres/bamr/amd/ • (after determining the type of treatment science of AMD.htm system needed), design and sketch the type of system with depths, and sizes of Active Treatment each cell. Active treatment uses chemicals to add alkalinity in order to raise the pH • (after designing the treatment system), and allow the iron and other metals to prepare a 10 minute presentation explain precipitate. The metals precipitate when the rationale for the treatment system. they are exposed to air, forming the oxide Nature Interrupted - The Journey of Abandoned Mine Drainage (AMD) Reconstructing Nature • Create an AMO Treatment System 307 Puzzling Pollution Problem Developed by MaryAnn Savering, Cambria CountyConseNation District, Ebensburg, PA r removes oxygen from the water, which Summary: allows the sulfate to be reduced, keeping About This Students learn the structure and the metals from oxidizing and armoring function of anaerobic wetlands and (coating) the system or the stream. Activity... ------open limestone channels by com- Anaerobic wetlands are similar to aerobic pleting a puzzle and testing their wetlands in appearance; however, they Prep Time Required: knowledge with flashcards. are underlain with muck (substrate) and a 50 minutes '\.. layer of limestone. The water flows Grade Level: r horizontally through the substrate layer of the basin. High School Materials: Open limestone channels are the Subjects: • Poster board simplest passive treatment method. In Earth Science, Biology, • Glue stick Chemistry, Geography passive treatment systems, as a general • Construction paper rule, limestone is the favored product used Duration of Activity: • Laminating paper in alkalinity because it is cheap, plentiful, 50 minutes and safe. Limestone can be used in • Scissors Pennsylvania many different situations, including: lining Standards Addressed: • Picture of process a trench, pond or stream bed, placing it 4.2.10.A, 4.2.10.B, • Copies of Worksheet (included) near the surface of a stream or pond, and 4.3.10.B, 4.5.10.C • Puzzle (picture included) developing acid reducing wetlands. Specifi Setting: cally, open limestone channels are used in • Flashcards, cut (included) Classroom two ways. The first method simply involves '\.. adding high quality limestone to the exist Vocabulary: Acidic Objective: ing stream channel. The second method involves excavating a channel and lining it Active Treatment Students will be able to: with high quality limestone. Aerobic Wetland • understand the structures and functions Alkaline Unfortunately, these systems have a of an anaerobic wetland and an open AMO limited use. They work well with waters that limestone channel. Anaerobic Wetland have low metals and low pH. If the metal Anoxic Limestone Drain content of the water to be treated is too Armor Background: high, the limestone will become armored Calcium Carbonate Metals can be removed from contami with metals and rendered ineffective. Dissolved Metals nated water many ways; one of the most Diversion Wells utilized is a passive treatment method that Procedure: Hydrophytic involves the construction of ponds and Open Limestone Channel Warm-up: wetlands for the oxidation and precipitation Oxidation Show the students a photograph of of metals. Oxygen a stream polluted with AMO. Photographs These anaerobic wetlands are used to Passive Treatment located on CD Rom or the AM DEC website. treat abandoned mine drainage (AMD) pH Tell students how the stream is polluted, Reclamation that is high in acidity or sulfate concentra and ask the class how they would try to Reduction tions, and are large ponds with a lower stop or remediate the AMO if they were Substrate layer of organic substrate. Typically, the scientists. Explain to the students that Watershed organic layer is made from spent mush there are many ways that AMO pollution Prerequisites: room compost (byproduct of the mush is remediated, from passive treatment to Knowledge of chemistry, room industry) containing approximately active treatment methods. oxidation - reduction 10% calcium carbonate. The compost is reactions, passive treat usually 12 - 24 inches deep and can be Activity: ment, wetlands planted with hydrophytic plants in order to Inform the students that they will be improve treatment (via sulfate reduction) learning about two passive treatment and provide wildlife habitat. These wet methods that are used to treat AMO. lands act as a reducing agent, where the Contamination, particularly metal, can be compost promotes chemical and microbial removed from water in many ways. Two processes that generate alkalinity, thus popular passive treatment methods are increasing pH. In addition, the compost anaerobic wetlands and open limestone channels. Nature Interrupted - The Journey of Abandoned Mine Drainage (AMD) ReconstructingNature • Puzzling Pollution Problem 355 Open Limestone Channel Puzzle Infl uent Effl uent Open Water Organic Matter Oxidation Pond Limestone Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Reconstructing Nature • Puzzling Pollution Problem 367 Limestone Pond Trea.tment Developed by Becky Reese, AMD & M, Johnstown, PA / Limestone ponds are constructed on the Summary: upwelling of an acid mine drain seep or About This Students learn and review vocabulary underground water discharge point. words and concepts of abandoned Limestone is placed in the bottom of the Activity... mine drainage and various AMD pond and the contaminated water flows treatment systems by completing upward through the neutralizing limestone. Prep Time Required: worksheets. Another method, open limestone channels 15 minutes are used to increase alkalinity and reduce Grade Level: acidity, but armoring reactions promoted High School , by contact with the air will reduce their Materials: effectiveness somewhat. Subjects: • AMO treatment worksheet Biology, Earth Science, Ecology, Science • Word search worksheet Procedure: Warm-up: • Pencils, pens Duration of Activity: You are going to tell students a short 50 minutes story and they have to imagine they are in Pennsylvania Objectives: the story. Use as much vivid imagery as Standards Addressed: Students will be able to: possible so that the students can have 4.1.12.C, 4.1.12.E, • understand the basic concepts behind a clear picture in their mind of a stream 4.2.10.A, 4.2.10.B abandoned mine drainage and various impacted by AMD. treatment systems that humans Have the students close their eyes. Tell Setting: developed to remediate their impacts on them the following story. Classroom the environment. Imagine you are walking through a Vocabulary: forest. Feel the cool breeze of the wind Acidic fromthe trees on your face. Listen to the Aluminum Background: Hundreds of years of coal mining hawks squawking, and the robins chirping Discharge as you make your way through the brush. Flow in Pennsylvania has led to thousands of As you continue to walk, you hear the Habitat miles of pollutied streams. Abandoned Iron mine drainage (AMO) from old coal mines rush of water flowing. Suddenly you come Limestone is one of the single largest sources of water across a stream. The stream has a funny Manganese pollution in the state. AMD can be acidic smell. You continue to walk along the Precipitate and contain many dissolved chemicals, stream to look for wildlife, but you see Stream including iron, sulfur, aluminum, and nothing, not even someone fishing. You Sulfur manganese. When mine water leaches think it is strange, but as you continue to Related Vocabulary: to the surface, it comes into contact with walk upstream, the funny smellgets worse. Active Treatment Aerobic oxygen and several chemical reactions You come along an older gentleman walk Alkaline occur. AMD can be harmful to the wildlife ing his German shepherd. You ask him why Anaerobic and plants living in streams and other no one is fishing in this stream. The man Anthracite areas. For example, iron can precipitate asks you if you smellthe horrendous odor Bituminous coming from the water. He tells you the Cattails into iron oxide at the surface and coat Passive Treatment Pyrite the bottom of streams and creeks. These stream is polluted. An old mine abandoned Reclamation areas, in turn, become contaminated and 75 years ago is leaching into the stream. Watershed poor habitat for organisms. The stream is so pollutedand acidic now Wetlands The pH of the water affects the precipita that fish and other wildlifecannot survive. Yellow Boy tion of metals out of the water. Raising He says that something should be done so Prerequisites: the pH of the water is an initial step in the that he can take his • "Puzzling Pollution treatment of acidic AMD. There are several grandsonfishing here before he is too old. Problem" lesson plan ways to increase the pH. One common The stream in the story is polluted with acidic AMO. Have the students open their • Knowledge of AMO method is the use of limestone, which is basic and neutralizes the acidic component eyes. Ask students if they were scientists, of the polluted water. how would they clean up this stream? Different treatment processes using limestone for acidity have been developed. Nature Interrupted - The Journey of Abandoned Mine Drainage (AMO) • ReconstructingNature Limestone Pond Treatment 369 Examining the Environment I know that fellow! Wanted for • Polluting Waterways •Fraternizing with Oxygen • Suffocating Streambeds • Scenic Vandalism • Habitat Theft • Environmental Mischief The Great Coal Debate Adapted from “Hot Water” in Project WET K-12 Curriculum & Activity Guide (Bozeman, MT: The Watercourse and Council for Environmental Education, © 1995). Developed by Jen Baer, Mountain Watershed Association, Melcroft, PA Procedure: Summary: Warm-up: About This Students learn to present valid argu- Ask the students for a list of topics about Activity... ments regarding mining and burning which people have opposing viewpoints, coal using various debate strategies. such as election candidates or the best football team. Discuss the different view- Prep Time Required: points people have regarding those issues. 20 minutes Have the students brainstorm a list Materials: Grade Level: of controversial topics involving the mining • Index cards (3x5, 4x6) Middle School, and burning of coal. Write the ideas on High School • Pencils the board making sure each topic has two Subjects: • Debate Ballot opposing viewpoints. Environmental Science, Government, Language Activity: Arts, Communications Objectives: Inform the students that they are Students will be able to: going to prepare and conduct a debate on Duration of Activity: • apply basic strategies in debating the the use of coal. Answering the question, Part I: 50 minutes pros and cons of mining & burning coal. should we continue to mine and burn coal? Part II: 50 minutes Introduce the process of how debating • recognize the effectiveness of reason- Pennsylvania works and the proper procedures for pre- based and emotion-based presentations. Standards Addressed: paring and conducting a debate. Be sure 3.3.8.A2, 3.4.7.B1, to explain the idea that the purpose of a Background: 3.4.7.B2, 3.4.8.B2, debate is to provide two opposing sides 3.4.6.D2, 3.4.7.D3, Debates occur everyday, whether it is a the opportunity to defend or argue a given 3.4.7.E6, 3.3`0.A2, formal debate during a government meet- viewpoint. 3.4.12.B1, 4.3.7.A, ing or a more informal debate between 4.3.10-12.A, 4.3.10.B, parents and children over curfew. For Part I: Preparation for the Debate 4.5.7.C, 4.3.7.D every issue debated, a variety of individual Break the class into 2 teams, one team Setting: views exist regarding how to resolve a supports using coal and the other opposes Indoor/Classroom and problem. If a person’s views are not com- using coal. Within each group, have the Library municated effectively, they may not be students brainstorm topics they can use in Vocabulary: taken seriously, and important issues may their debate. Some suggested topics are Constructive speech be ignored. listed below. Together as a class, make a Debate During a debate, people are able to list of the proposed topics and determine Rebuttal speech present their opinions in an organized, the order in which the points should be productive manner. Debating allows presented. (If there are too many points, Related Vocabulary: opposing teams to present facts so an eliminate some or combine some Mine subsidence informed decision can be made on the together.) Assign 2-4 students from each Prerequisites: topic at hand. Debating involves two kinds team to a topic and allow the students to Knowledge of methods of of speeches: constructive and rebuttal. research for information that supports their mining, effects of Constructive speeches support and team’s viewpoint or disproves the other abandoned mine defend a viewpoint. During constructive team’s viewpoint. Prepare the notes on drainage, mine speeches, each debater presents arguments index cards to be used during the debate. subsidence, and reasons why we burn coal supported by evidence in favor of his/her Suggested Topics: viewpoint. Rebuttal speeches, on the • Coal’s Availability other hand, refute an opposing viewpoint. • Effi cient methods to remove all During a rebuttal speech, each presents available coal arguments supported by evidence to • Excellent source of energy disprove the opposing viewpoint. • Jobs for miners, transporters, etc. • Water pollution • Air pollution Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Examining the Environment • The Great Coal Debate 377 • Structural damage to buildings and Extensions: particular statement. The four corners property • Using the facts presented during the of the room are labeled Strongly Agree, •Water loss debate, students could create a fact Agree, Disagree, and Strongly Disagree. • Economics-prices for real estate in sheet about the pros and cons of mining community vs. non-mining mining and burning coal for the community general public. They could also Resources: include a section on alternative “Hot Water.” in Project WET K-12 Cur- Part II: The Actual Debate sources of energy. riculum & Activity Guide. Bozeman, MT: On the day of the debate, call the The Watercourse and Council for fi rst groups to the front of the class Adaptations: Environmental Education, 1995. to present their information by following For elementary students, use the debate schedule provided at the the Four Corner debate method where end of this activity (based on the statements are made and the students Oregon Style of Debate). Toss a coin must physically move to the corner that to determine which side goes fi rst. The represents how they feel about that rest of the class will act as judges lis- tening to the presentations and taking notes in order to make an informed decision at the end of the debate as to whether we should continue mining and burning coal. Maximum Time Either team may give the fi rst rebut- Debate Schedule tal speech. The teams are allowed a (minutes) maximum of 3 minutes for the rebuttal. Affi rmative Constructive Speech 8 At the end of the debate, have the judges assign scores from 1 to 5 (1 Cross-examined by the Negative 3 being the most convincing argument) Negative Constructive Speech 8 for both sections of the debate. After the scores are tabulated, the team with Cross-examined by the Affi rmative 3 the lowest score wins. Negative, Rebuttal 3 In scoring, students should consider the following: organization, speaking, Affi rmative, Rebuttal 3 analysis, proof, argument, and refutation. Wrap-up/Conclusion: Discuss the debate as a class. How do the students feel about the results? How could they improve their points? What would they do differently for the next debate on a different topic? Assessment: • Have the students write a short paper that states their personal decision on the outcome of the debate. They should include why they feel the way they do and whether their opinion changed after hearing the facts presented in the debate. They should also include who made the best argument and why. Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) 378 Examining the Environment • The Great Coal Debate Debate Ballot Team’s Name: Judge’s Name: Affi rmative Number: Negative Number: Round: DIRECTIONS: Circle the number that best describes the debater(s) you judged, and record any comments below. Remember, a score of 1= the most convincing argument, and a score of 5 = the least convincing argument. Overall Affi rmative: 1 2 3 4 5 Overall Negative: 1 2 3 4 5 Constructive Speech: 1 2 3 4 5 Constructive Speech: 1 2 3 4 5 Cross Examination Cross Examination Of Negative: 1 2 3 4 5 Of Affi rmative: 1 2 3 4 5 Rebuttal: 1 2 3 4 5 Rebuttal: 1 2 3 4 5 Comments: Comments: I determine the debate to have been won by . My reasons for this decision are: Judge’s Signature Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Examining the Environment • The Great Coal Debate 379 And the Survey Says... Developed by Jen Baer, Mountain Watershed Association, Melcroft, PA support of receiving public water in their Summary: community. About This Students develop, conduct, and Mine subsidence is very pertinent Activity... analyze surveys for individual’s in many Pennsylvania communities. Mine knowledge of mine subsidence and subsidence occurs after a coal company the impact to the local community. has removed the minerals from under- Prep Time Required: ground, leaving a part of the surface 30 minutes unsupported and vulnerable to movement. Mine subsidence is predictable in active Grade Level: Middle School, Materials: mines using longwall or room and pillar High School • Paper methods; however, mine subsidence from abandoned mines is unpredictable. Subjects: • Pencils/Pens There are several ways in which the Economics, Environmental • Magazines Science, Language Arts, ground can move, causing subsidence. A • Newspapers Math very common type of subsidence is sink- • Computer hole subsidence, which occurs where an Duration of Activity: underground mine is close to the surface 60 minutes to develop resulting in a depression in the ground survey; Objectives: 1-2 weeks to distribute as overburden materials collapse into the Students will be able to: surveys; mine. Generally, this type of subsidence is 2 hours to analyze data • understand the process of developing, limited to a small area. A similar type conducting, and analyzing surveys by of subsidence is trough subsidence, which Pennsylvania evaluating their community’s generally occurs when the overburden Standards Addressed: understanding of mine subsidence. sags downward, resulting in a large, 3.4.8.B1, 3.4.7.D3, 4.2.12.B shallow, broad depression in the ground, Background: which is usually elliptical or circular in Setting: Surveys are used to collect information shape. Classroom and data from the public in order to fi nd Tension cracks are another type of mine Vocabulary: out their level of understanding or how they subsidence. When the ground collapses or Average feel about a certain topic. Survey questions cracks, in addition to damage to the layout Bias are clear and unbiased so that accurate of the land, considerable damage is also Mine Subsidence information is collected. Closeform done to buildings, property, and ground- Overburden questions are easier to tally and analyze Percentage water. In a recent study conducted by the than open-form questions. Typically, Sinkhole Pennsylvania Department of Environmental Survey close-form questions lead to a simple yes Protection (PA DEP), they reported that of or no answer. Open-form questions tend the 1,855 properties surveyed in western Prerequisites: to require longer answers in which an Pennsylvania, 802 reported damage Some knowledge of opinion on a topic is required. underground mining and associated with mining (PA DEP 2001). Surveys can be distributed at random mine subsidence They also reported that 70% of the or at a targeted population, such as a damages have been resolved (PA DEP particular community. Once the surveys 2001). However, a major problem is are completed, the data can be analyzed damage caused by mine subsidence is not by calculating frequencies, percentages, covered by homeowner’s insurance. averages, and various other mathematical Homeowners have to buy a separate policy data. From those results, action can be in order to have coverage for any mining taken to respond to issues. For example, damage to their buildings and this policy establishing recycling programs because does not cover driveways, fences, septic 95% of people surveyed are interested in tanks, etc. starting a program in their community. In Often, a building will become cracked, addition, information can be presented in which allows mine drainage water to enter support or opposition of a particular issue. the house. However, a building can get For instance, information can be presented mine water in it without an actual crack to a local water authority about the public’s in the foundation. The water that enters Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Examining the Environment • And the Survey Says... 381 the house can be acidic, loaded with Survey Question Suggestions: Extensions: metals, and have a foul smell, causing • General questions (age, sex, highest • Students can present the information hundreds of dollars worth of damage level of education, occupation, etc.) at a science fair, at a township and possibly making the building • General understanding of mine meeting, or to a watershed or other inhabitable. subsidence & how it occurs environmental group. They can The most common reported damage • Impacts of mine subsidence become involved in handling certain from mining is water supply damage. issues, such as educating the public • Costs of water replacement, A private well can become contami- about mine subsidence insurance. repairing structural damage nated, depleted, or completely lost. By law, the coal company is responsible • Regulations regarding mine Adaptations: to restore or replace any water supply subsidence For younger students, have a that is affected while mining. Options • Mine subsidence insurance survey already prepared that they can include restoring the current well, take home and give to their family. This After the questions are written, as digging a new well, or connecting the will introduce the younger student to a class, go over the questions, and edit household to a public water supply. the concept of surveying. them if needed in order to develop a A temporary water supply, such as a clear and unbiased survey. A specifi c water buffalo, should be in place until date to return the completed surveys a permanent water supply is estab- should be determined so that the lished. Public water supplies can surveys are completed in a timely also be affected by the groundwater fashion. becoming contaminated, depleted, or Type the survey and make enough lost. Damage to waterlines also occurs copies so that each student can have 4 during mine subsidence events. or 5 surveys to distribute. Have the students pass out the Procedure: surveys to their family, friends, and Warm-up: neighbors; returning the completed Introduce to the use of surveying surveys by the designated date. by going over common surveys or polls After all of the surveys are completed, like those found in magazines or have the students tabulate the data newspapers. For example, the top either individually or in their brainstorm- 5 movies of the week or the most ing groups. Developing a tabulation common concerns of being a senior form in advance will help to guide the in high school. Have the students cut students through this tedious process. out examples of surveys from old maga- zines or newspapers so that they can have examples of ways to word their Wrap-up/Conclusion: Have the students prepare a report questions. of their fi ndings including tally sheets, Activity: tables, and graphs. They should also Divide the students into groups and write a brief description of how the have them brainstorm survey questions survey was conducted. on mine subsidence (suggestions listed below). Have the students determine Assessment: how long the survey should be, then • Have the students prepare a assign a specifi c number of questions complete report of their survey to develop to each group. Encourage results. In the report, they should the students to use close-form include how they could make the questions like true or false, multiple public more aware of mine choice, or categories like age ranges so subsidence, if needed. that the data can be easily analyzed. Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) 382 Examining the Environment • And the Survey Says... Who’s Reclaiming Our Land American Coal Foundation, http://teachcoal.org/lessonplans/reclamation.html, ©2003 Developed By: Gwen Johnson, Kiski Conemaugh Stream Team, Johnstown, PA land was left in disarray with no proper Summary: areas for organisms to inhabit. In 1977, About This Students learn what it means to the Surface Mining Control and Reclama- Activity... reclaim land after surface mining, tion Act (SMCRA) was passed, requiring research successful reclamation coal-mining sites be restored to natural efforts, and prepare a presentation areas or productive land. However, by that Prep Time Required: to the class. point there were over one million acres of 1 hour abandoned coal mine sites in the United States. Grade Level: Middle School, These abandoned mine sites have High School Materials: a detrimental effect on the water quality, • Transparency of Deep Mining and safety, health, and aesthetics of Subjects: Surface Mining (copy included) communities. Because of the SMCRA, Language Arts, Science, Social Studies • Terrarium or large glass bowl mine operators are required to pay taxes, • Sand which are placed into funds used to pay Duration of Activity: for land reclamation of old sites. In order • Rocks 2-3 class periods to abide by the law, protect the environment, Pennsylvania Standards • Lumps of coal and restore the land, mining companies Addressed: • Top soil implement extensive reclamation projects. During mining, companies try to mitigate 3.4.7.B2, 3.4.7.D3, • Plants (real or plastic) damage by diverting streams, providing 4.1.12.B, 4.3.10.A • Plastic spoons or other digging drainage areas, and placing native vegeta- Setting: implements tion in greenhouses to use in the Classroom and library with • Internet access reclamation process. internet access Vocabulary: Procedure: Excavation Objective: Before class, place coal pieces at Reclamation Students will be able to: Surface Mining • understand the need for land the bottom of the terrarium and surround reclamation after surface coal mining. them with various types of rocks. Cover Prerequisites: the rocks with sand, then topsoil, and then Knowledge of coal mining, • discuss the challenges faced by mining plants. Place the terrarium in the front of effects of mining companies in reclaiming the land. the room so that the students can see as they enter the class. Background: The mining and burning of coal Warm-up: has a long history of negative effects on Refer to the terrarium in the front of the the environment. The two main types of room. Tell the class that it symbolizes a coal mining are surface, or strip mining, plot of land near the school. and underground mining. Surface mining Ask the students for a few volunteers. involves the removal of coal deposits close Using a small spoon or shovel, have the to the earth’s surface. Topsoil and rocks students excavate the coal. Instruct the are removed from the surface in order to students to carefully remove and separate expose the coal. Explosives and heavy each layer (plants, sand, soil, etc.) into machinery are then used to break up those piles. This simulates the use of machines coal deposits. to remove the layers of the earth. After the Surface mining substantially disrupts coal layer has been reached, have the the condition of the land and its surround- students remove the coal with their ing ecosystem. However, land, water, spoons. Discuss with the students and air pollution laws were not part of whether they should leave the plot of land the coal industry’s early history. Conse- as it is. Explain to the students that by law, quently, after surface mining companies mining companies are required to restore removed all of the coal from an area, the mine sites so that they are as much like the before mining site as possible. Ask for Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Examining the Environment • Who’s Reclaiming Our Land? 383 some student volunteers to attempt Reclamation Project in Indiana, the • What specifi c measures were to reclaim the terrarium to its pre- Pleasant View Mine Project in Kentucky, involved in the reclamation project? excavation condition (without the coal). the Blackwater River Limestone Drum • What was the goal of the project? They should replace all of the layers so Station in West Virginia, and the Old they are the same as before the area Ben Scout Reservation AMD (Acid Mine • How is the land being used now? was mined, except for the plants, which Drainage) Lakes in Indiana. Tell stu- • Who were some of the professionals must be thrown away because they are dents that each of these projects was involved in the project? dead. New grass and plants must be conducted by a mining company and planted. received recognition from the federal Department of the Interior’s Offi ce of Wrap-up/Conclusion: Activity: After the groups have fi nished their Surface Mining (OSM) for their work. Ask the students if it was easy to research, they should summarize their Direct the students to the following replace the land as it was. Reclamation fi ndings with a poster, bulletin board, links: is expensive and diffi cult. power point presentation, or video and Explain to students that when natural Vindex Reclamation Project, Maryland present their fi ndings to the rest of the resources are taken from the lower Maryland Department of the class. layers of the earth’s surface disruption Environment Be sure each group discusses the to the ecosystem occurs. (http://www.mde.state.md.us/ following: Review with the class the vocabulary Programs/WaterPrograms/ • What made each of these projects words coal, mine, surface mining, MiningInMaryland/ReclamRevitalize/ successful? natural resources, and reclamation. vindexReclamation.asp) • What expertise was necessary in Use the provided diagram of surface OSMRE (http:// order to determine the best usage of mining and deep mining as a reference www.osmre.gov/award01md.htm) the property? for students. Klueh Reclamation Project, Ask the students: What is disrupted • What conditions presented the Greencastle, Indiana at sites where surface mining is done? greatest challenges in fulfi lling the OSM (http://www.osmre.gov/ Encourage students to think about rock goals of the project? sycamoretrailsproject.htm) formations, soil, plants, wildlife, water • How will the community benefi t from tables, and drainage patterns, and Pleasant View Mine Project, Kentucky the project? possibly archaeological research. Kentucky NREPC Division of Tell students that surface mining Abandoned Mine Lands Finally, be sure to remind students companies are required by law to (http://www.surfacemining.ky.gov/aml/ that since coal is an abundant and rela- restore the land to its original condition, projects/pleasant_view.htm) tively inexpensive source of energy that or better, after excavating it. Ask stu- OSM (http:// easily generates electricity, coal mining dents if they can think of how the land www.osmre.gov/award00ky.htm) will remain a mainstay of the American might be re-used after it is reclaimed. economy. And, as long as mining Blackwater River Limestone Drum Explain that in some cases it is used continues, mining companies will be Station, West Virginia for agricultural purposes. In other responsible for the restoration of the MII (Mineral Information Institute) cases, lakes or reservoirs are created. land and preservation of the environ- (http://www.mii.org/ And, in other locations, the land is ment. blackwater/blackwater.html) reclaimed for recreational purposes. OSM (http://www.osmre.gov/ Some reclaimed lands have been used awardwv.htm) Assessment: for commercial activities and service • After each group has presented their institutions such as schools. In each The students should be able to research to the class, have students case, the mining company works with answer the following questions: take the Offi ce of Surface Mining’s experts from the community to discern • What was the original mining reclamation quiz the best use. operation? (http://www.osmre.gov/qtest.htm). Divide the class into fi ve research • When was the area last mined? Those that successfully answer the groups. Explain to students that they correct number of questions can win will be researching successful (in fact, • When did the project begin? a small prize. award-winning) reclamation projects. • What were some of the environmental Assign each group one of the following conditions, which needed to be reclamation projects: the Vindex Recla- considered? mation Project in Maryland, the Klueh Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) 384 Examining the Environment • Who’s Reclaiming Our Land? Extensions: Resources: • Encourage students to research local American Coal Foundation. 2003. http:/ reclamation laws and projects. Direct /teachcoal.org/lessonplans/ students to the OSM map reclamation.html (http://www.osmre.gov/map.htm) to identify local agencies and fi nd out what work is being done in your own state. From there, they can contact the agencies or companies directly to fi nd out more. Have students collect “before” and “after” photographs of various reclamation projects and display the photos with brief explanations of the projects. Additional reclamation stories can be found at the Mineral Information Institute (http://www.mii.org/reclcoal.html). Adaptations: Allow the students to experience their own reclamation by providing terrariums for the entire class. Have the students make their own terrariums. Those students with weaker writing skills should be assigned the responsi- bility of incorporating photographs of the reclamation projects in the displays. Encourage students to work in tandem to study and understand the internet sites about the reclamation projects. Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Examining the Environment • Who’s Reclaiming Our Land? 385 Surface Mining/Deep Mining Surface Mining coal seam Deep Mining coal seam Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Examining the Environment • Who’s Reclaiming Our Land? 387 The Dependency on Coal Developed by Jen Baer, Mountain Watershed Association, Melcroft, PA or room and pillar methods; however, mine Summary: subsidence from abandoned mines is About This Students summarize newspaper unpredictable. Activity... articles about mine subsidence and There are several ways in which the discuss how AMD impacted their ground can move causing subsidence: community. sinkhole subsidence, trough subsidence, Prep Time Required: and tension cracks. More information on 15 minutes these subsidence types can be found in “And the Survey Says…” activity, preceding Grade Level: Middle School, Materials: this lesson. Often with mine subsidence, a High School • Newspaper articles about mine building will become cracked, which allows subsidence (copy articles provided mine drainage water to enter the home or Subjects: or have the students research for business. The water that enters the house Science, Language Arts their own) may be acidic, loaded with metals, and/or Duration of Activity: • Paper have a foul smell, ultimately causing 50 minutes thousands of dollars worth of damage to • Pencils Pennsylvania the building or the water supply. • Photographs of areas affected by Standards Addressed: 3.4.7.B1, 3.4.7.D3, mine subsidence Procedure: 3.4.7.E3, 3.3.10.A2, Warm-up: 3.3.12.A2, 3.4.10.B1, Objectives: As students enter the room, randomly 3.4.12.B2, 3.4.10.D3, hand out a few photos of buildings and 4.3.10.A, 4.5.7.C Students will be able to: • understand our dependency on coal. homes affected by mine Setting: subsidence. Classroom, Library • learn how coal mining affects people Ask the students about mine subsid- Vocabulary: living in coal fi elds. ence and how it affects homes and other BTU structures. Mine Subsidence Background: Coal is the most abundant fossil fuel Activity: Prerequisites: Ask students what uses we have for in the world, and has been used for many Knowledge of coal. Present the students with the groundwater, methods of thousands of years. Today, the total following statistics and have students mining, uses of coal consumption of energy in the world is research what percentage of coal is used approximately 400 quadrillion BTUs for generating electricity. (British Thermal Units) per year, with the • 68.7 million short tons of coal was U.S. consuming close to 25% of the produced in PA in 2002 world’s energy supply. Most of the energy in the world comes from nonrenewable • 1.10 billion short tons of coal was resources like coal, accounting for produced in the US in 2002. about 23%. (www.eia.doe.gov) Coal is used to generate heat, produce Pass out copies of the articles that electricity, and to make steel and other discuss damage from mine subsidence or industrial products. Because coal is such have students research for their own. an important resource, there are many Possible websites to check include: mines and mining sites in the U.S. Mining •www.pittsburghlive.com/x/dailycourier can have some detrimental effects in some •www.zwire.com/site/News.cfm?brd=2280 communities. For instance, mine subsid- •www.observer-reporter.com ence is very pertinent in many Pennsylvania •www.post-gazette.com communities. Mine subsidence occurs after a coal company has removed the The students should read their article minerals from underground, leaving a part and write a paragraph or short paper of the surface unsupported and vulnerable summarizing what happened and how to movement. Mine subsidence is they feel about it. predictable in active mines using longwall Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Examining the Environment • The Dependency on Coal 389 You can give students a few ques- Extensions: tions to guide them such as: • A fi eld trip to visit a community that • Should people just learn to live with has been affected by mine the side affects of coal mining? subsidence and visit with the • Should we stop using coal to residents. Have a list of questions generate electricity to prevent prepared to ask the residents. damage? • Invite someone to the classroom to • Should the coal companies remain discuss their personal experiences responsible for any damages caused with the students. from mining? • View the video “Subsided Ground... • Should new regulations be created Fallen Futures, the Legacy of Long to prevent damage or destruction of wall Mining in Southwestern people’s homes? Pennsylvania,” a new documentary exposing longwall mining devastation • Should we use an alternate way to in Greene and Washington counties. produce electricity? Contact your local environmental • What would it be like to watch as your organization, Mountain Watershed house is destroyed? Association (724-455-4200), or Tri-State Citizens Mining Network • Should something else be done to (724-229-3550) for a copy. protect the people in the coal fi elds? • Present information regarding mine Wrap-up/Conclusion: subsidence at a school science fair or to your local township supervisors. As a class or in small groups, the students should summarize their • Research alternative fuels to reduce articles and discuss their thoughts our dependency on coal. Present about mine subsidence. these fi ndings at a school science fair. Assessment: • As the class discusses their thoughts, Adaptations: the teacher should be sure that the Younger students can be shown students understand the need for photographs of mine subsidence, and coal mining and the effects of mine write about how they would feel if their subsidence. home was damaged. Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) 390 Examining the Environment • The Dependency on Coal New Life for Glade Run Developed by Leanne Griffi th, Westmoreland Conservation District, Greensburg, PA solution. Chemical treatment systems are Summary: expensive and require additional costs to About This Students read and analyze “New operate and maintain. Activity... Life in Glade Run,” published in the Passive treatment systems have been Spring 2003 Westsylvania magazine. established, which allow naturally occurring The article discusses a passive treat- chemical and biological reactions to treat Prep Time Required: ment method used to treat AMD. Passive treatment has advantages 20 minutes acidic AMD. over chemical active treatment systems. When a system for Grade Level: passive treatment Middle School, AMD is designed, mine water chemistry and available treatment techniques should High School Materials: be understood. Sampling of the AMD is Subjects: • Article “New Life for Glade Run,” essential in order to select the appropriate Biology, Ecology, copies for each student Language Arts, Science treatment technique and assess the effec- • Anticipation Reaction Guide, tiveness of the treatment. Duration of Activity: copies for each student There is a variety of passive AMD 50 minutes • Question worksheet, treatment technologies: aerobic wetlands, Pennsylvania copies for each student anaerobic wetlands, open limestone Standards Addressed: • Problem/Solution Guide channels, diversion wells, anoxic limestone 3.4.6.B2, 3.4.8.C1, drains, and vertical fl ow reactors. Glade 3.3.10.A2, 3.4.10.E7, Run, a headwater tributary to Dunbar 4.1.12.B Objectives: Creek and Youghiogheny River, was Setting: Students will be able to: polluted with acidic abandoned mine Classroom • explain one method of treating acidic drainage. The stream had a pH level of 4.5 abandoned mine drainage (AMD) by Vocabulary: and no evidence of fi sh or aquatic insect Acid reading an article about Glade Run life was found. Active Treatment located in Fayette County. Several groups worked together to Alkaline • analyze an article about Glade Run restore Glade Run, including the Chestnut Passive Treatment by completing an anticipation/reaction Ridge Chapter of Trout Unlimited, Western pH Pennsylvania Coalition for Abandoned Stream guide, a study guide, and/or a problem- solution worksheet. Mine Reclamation (WPCAMR), and Related Vocabulary: California University of PA. To restore the Electroshock , 500 tons of high carbonate Background: stream Macroinvertebrate alkaline sand was placed into the stream. Abandoned deep mines or surface Watershed The sand is fairly inexpensive and is mines can cause drainage that is usually Prerequisites: transported easily downstream reacting highly acidic with high levels of dissolved Knowledge of biodiversity, with the water. After two years, tiny brook metals. When ground water comes into effects of AMD trout, proof that the trout were spawning, contact with pyrite (iron disulfi de minerals) and diverse aquatic insects were found in in the mine, the pyrite dissolves in the Glade Run. However, the alkaline sand water. Consequently, the water usually treatment was not a permanent solution becomes high in acidity and dissolved because the sand is continuously washed metals. The metals stay dissolved in away and must continuously be added. solution until the pH is raised to a level The restoration continued with the where precipitation occurs. construction of a permanent anoxic lime- Many companies used chemical stone drain treatment facility. The facility treatment methods to treat the effl uent. captures the AMD and directs it through In the treatment systems, the acidity is buried and crushed limestone. The mine buffered by the addition of alkaline chem- water is then neutralized before it reaches icals, e.g. calcium carbonate, sodium the surface, and the treated water is hydroxide, sodium bicarbonate, or directed to a sediment pond, where metals anhydrous ammonia. These chemicals can settle out before the water enters raise the pH to reasonable levels so that Glade Run. precipitates form and settle out of the Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Examining the Environment • New Life for Glade Run 391 The Glade Run Project is an excel- Wrap-up/Conclusion: Adaptations: lent example of several government Ask the class to get out their Make an audiotape of the reading, and non-profi t groups working together Anticipation/Reaction Guide they fi lled so that students of varying reading for the betterment of the environment. out at the beginning of the lesson. abilities can learn the story of Glade The stream has been restored so much Based on what they learned from the Run. that a brook trout population has been reading and class discussion, have stu- found year after year. This restoration dents fi ll out the right hand side of the Resources: should be an example of what is guide, “Response After Lesson.” Moyer, Ben. 2003. “New Life for Glade possible in a region where many moun- Run.” Westsylvania Vol. 7 No.1 (2003): tain streams are impacted with AMD. Assessment: 38-43. • During the discussion of the Procedure: questions and answer worksheet, Warm-up: determine if the students were able to Hand out the Anticipation/Reaction comprehend what they read. Guide to the students. Give the stu- • After the WRAP-UP, ask the class dents a few minutes to complete the if any of their answers in the left side of the sheet, “Response Before “Response After Lesson” column are Lesson.” different than the answers they put After the students have completed before the lesson. Based on the their responses, allow them time to Anticipation/Reaction Guide, ask the discuss their answers with a partner. students what they learned from this Ask how many students believe that reading. they have all of the responses correct. The students will complete the other side of the page after the lesson. Extensions: • From the Glade Run article, the Activity: students should see that when Briefl y introduce the class to various problems arise in a community, it treatment methods of AMD, such as takes several groups and community aerobic wetlands, anaerobic wetlands, members working together to fi nd a anoxic limestone drains, and chemicals, solution. In Glade Run, the solution in order for the students to have some is used as an example throughout background information for the reading. the Appalachian region. In small Allow the students to have time to groups, have the students analyze read the article. As the students fi nish the problem and the solution of the reading, pass out copies of the Glade Run Project. Distribute the questions worksheet to each student. Glade Run Problem/Solution Guide The students can work in pairs or singly to the students. Divide the students to complete the worksheet. into groups of 2-3 and give them After the students complete the time to complete the sheet. After the worksheet, discuss with the class the students are fi nished, discuss the answers to the questions. Be sure that students’ opinions and answers. the students understand why the water Take a fi eld trip to Glade Run to needed to be treated, and why the wild- • test the water quality of the stream. life could not live in such acidic water. Take a trip to Saint Vincent College to observe another type of AMD passive treatment system. Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) 392 Examining the Environment • New Life for Glade Run This article originally appeared in the Spring 2003 issue of “Westsylvania” magazine, PO Box 565, Hollidaysburg, PA 16648. 1-800-898-3636. It is reprinted by permission of the author and publisher. Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Examining the Environment • New Life for Glade Run 393 Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) 394 Examining the Environment • New Life for Glade Run Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Examining the Environment • New Life for Glade Run 395 Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) 396 Examining the Environment • New Life for Glade Run Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Examining the Environment • New Life for Glade Run 397 Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) 398 Examining the Environment • New Life for Glade Run Prior Knowledge Topic Survey Anticipation/Reaction Guide Instructions: Respond to each statement twice: once before the lesson and again after reading it. • Write A if you agree with the statement. • Write B if you disagree with the statement. Response Response Abandoned Mine Drainage in Glade Run BEFORE Lesson TOPIC: AFTER Lesson Mounds of alkaline sand can be dumped directly into an acidic stream to neutralize the acidity. Limestone is an excellent neutralizer of acidic mine drainage. Alkaline sand treatment has several advantages when used in the right situations. Alkaline sand particles are inexpensive and easily moved down- stream by the stream current. Only two years after treatment, Glade Run had proof that trout were spawning in the stream. Alkaline sand treatment is a permanent method of treating AMD. An anoxic limestone drain is a more permanent method of treating acidic mine discharge. The water quality of one small stream affects the water quality of all downstream waterways. It takes only a few dollars and a couple of dedicated people working together to plan and carry out an AMD treatment project. An acidic stream with a pH of less than 3 has very little aquatic life. Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Examining the Environment • New Life for Glade Run 399 TEACHER’S ANSWER SHEET — PRIOR KNOWLEDGE TOPIC SURVEY Anticipation/Reaction Guide Instructions: Respond to each statement twice: once before the lesson and again after reading it. • Write A if you agree with the statement. • Write B if you disagree with the statement. Response Response BEFORE Lesson TOPIC: Abandoned Mine Drainage in Glade Run AFTER Lesson Mounds of alkaline sand can be dumped directly into an acidic A stream to neutralize the acidity. Limestone is an excellent neutralizer of acidic mine drainage. A Alkaline sand treatment has several advantages when used in A the right situations. Alkaline sand particles are inexpensive and easily moved A downstream by the stream current. Only two years after treatment Glade Run had proof that trout A were spawning in the stream. Alkaline sand treatment is a permanent method of treating AMD. B An anoxic limestone drain is a more permanent method of A treating acidic mine discharge. The water quality of one small stream affects the water quality of A all downstream waterways. It takes only a few dollars and a couple of dedicated people B working together to plan and carry out an AMD treatment project. An acidic stream with a pH of less than 3 has very little aquatic life. A Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Examining the Environment • New Life for Glade Run 401 Glade Run Study Guide Name: Date: Instructions: Using information found in the article, answer the following questions. 1) What was missing for Glade Run for 50 years? Why? 2) What happens to acid mine water when you add alkaline sand? 3) The amount of alkaline sand needed for the waterway was calculated based on what three criteria? 4) What was the pH measurement of Glade Run before the project started? 5) Five hundred tons of ______was put into the stream at three locations. 6) Why did the biologists electroshock the fi sh? 7) Did the numbers of macroinvertebrates increase or decrease after the alkaline sand was added? Why? 8) How was the pH measurement at the end of the study? 9) Was adding the alkaline sand a permanent solution to the problem? Why or why not? Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Examining the Environment • New Life for Glade Run 403 TEACHER’S ANSWER SHEET — NEW LIFE FOR GLADE RUN STUDY GUIDE 1) What was missing for Glade Run for 50 years? Why? TROUT AND AQUATIC INSECT LIFE WAS MISSING BECAUSE OF THE ACID FLOW FROM THE ABANDONED COAL MINES IN AND AROUND GLADE RUN. 2) What happens to acid mine water when you add alkaline sand? ALKALINE SAND NEUTRALIZES STREAMS THAT ARE ACIDIC. 3) The amount of alkaline sand needed for the waterway was calculated based on what three criteria? THE AMOUNT OF SAND NEEDED IS CALCULATED BASED ON THE SIZE OF THE WATERSHED, THE ACIDITY OF THE RECEIVING STREAM, AND THE VOLUME OF THE FLOW. 4) What was the pH measurement of Glade Run before the project started? pH= 4.5 (ABOUT THE SAME AS A CUP OF COFFEE) 5) Five hundred tons of HIGH-CARBONATE ALKALINE SAND was put into the stream at three locations. 6) Why did the biologists electroshock the fi sh? 1) TO COLLECT THE TROUT IN A SECTION OF LITTLE DUNBAR CREEK SO THAT THE TROUT CAN BE PLACED IN THE TREATED GLADE RUN. 2) TO SHOCK GLADE RUN FISH IN HOPES OF FINDING EVIDENCE THAT THE TRANSPLANTED FISH SPAWNED. 7) Did the numbers of macroinvertebrates increase or decrease after the alkaline sand was added? Why? THE NUMBERS OF MACROINVERTEBRATES INCREASED BOTH IN ABUNDANCE AND DIVERSITY BECAUSE THE WATER HAS BEEN TREATED AND THE WATER’S pH is RESTORED TO SUITABLE HABITAT FOR WILDLIFE. 8) How was the pH measurement at the end of the study? THE pH AT THE END OF THE STUDY WAS NEUTRAL OR NEAR NEUTRAL. 9) Was adding the alkaline sand a permanent solution to the problem? Why or why not? ADDING THE ALKALINE SAND WAS NOT A PERMANENT SOLUTION BECAUSE THE SAND IS CONTINUOUSLY WASHED AWAY AND MUST CONSTANTLY BE ADDED. AN ANOXIC LIMESTONE DRAIN TREATMENT FACILITY WAS BUILT TO PERMANENTLY TREAT THE WATER. Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Examining the Environment • New Life for Glade Run 405 406 Glade Run Problem/Solution Guide WHO? WHAT? PROBLEM WHY? ATTEMPTED RESULTS SOLUTION SOLUTIONS END RESULT Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Examining the Environment • New Life for Glade Run 407 AMD Around Me Developed by Beth Langham, Saint Vincent College Environmental Education Center, Latrobe, PA These people are most likely not well Summary: known – at least not on a media level. About This Students, acting as investigative Students will develop new skills to discover Activity... reporters gather information about who these people are and become investi- their local watershed and restoration gative reporters while seeking out the story. efforts of the community. Individual They will use fi rst hand interviews, and Prep Time Required: persons will be interviewed to pro- direct contact. 5-10 minutes vide their viewpoint and personal Grade Level: assistance. Procedure: Highschool Warm-up: Subjects: Introduce to the students what the new Social Studies, Language Materials: assignment will be. Arts, Environmental • Writing materials Brainstorm possible sources of informa- Science • Envelopes tion that could be used to fi nd out about Duration of Activity: people in the community who have • Postage Several sessions of 30 to contributed to an AMD project or preserving 60 minutes each • Telephone the local streams. Examples might be Pennsylvania OPTIONAL public libraries, school libraries, city hall, Standards Addressed: • Tape recorder government offi ces, telephone books, 3.3.10.A2, 3.4.10.B2, newspapers, magazines, reporters, editors • Video recorder 3.4.10.D3, 4.1.12.B, on the staff of the local paper, local televi- 4.2.10.A, 4.2.12.A • Camera/fi lm sion news directors, and the president of Setting: local groups or clubs. The group may Indoors and in the Objectives: even place an advertisement in the paper community conducting or enlist the aid of a reporter to write a story Students will be able to: interviews about the class project. • describe the importance of abandoned Prerequisites: mine drainage (AMD) treatment systems Activity: Knowledge of current in their local community and how they After the list has been made, students events and environmental have helped to improve the environment. issues in teams of three or four draw a name at random from the list. Each group will now Background: become a biographical research team to Students are often times writing reports prepare a biography or living history of the on books, people or any subject. Why not person. In some cases, the person may have students write about their community have been important in the community as and how active and committed people can a conservationist, but is now deceased. In accomplish many things. People in grass- those cases, the team will have to identify roots organizations work tirelessly, day in relatives, friends, former employers, and and day out to help their local watershed other potential sources of information to organizations, trout clubs, and communities interview and research. to make the environment a more beautiful Have each team develop a research place. Some of the people involved in plan. It could include the outline of these endeavors are employed by the any interviews they may want to conduct, state, local or federal government, but whether with the person directly or with many are volunteers who are dedicated to others who know or knew the individual. making their community a better place. Discuss each team’s plan with the group, People that make a signifi cant differ- and consider suggestion for improvement. ence in their local community feel or see After the plans have been discussed and something they care about, and they work refi ned, have the teams contact the people to accomplish a goal. Every community they want to meet and interview. This has these people who contribute to the contact could be accomplished by sending improvement of the habitat, conservation, a letter to the interviewee, stating the and many other issues. purposes of the research and that the Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Examining the Environment • AMD Around Me 409 students will follow the letter with a could be given letters of thanks and Resources: telephone call. copies of their biographies at this time. Local watershed organizations, Depart- Once the teams have confi rmed the The news media could be invited, ment of Conservation of Natural willingness of the people to be including local television, radio and Resources (DCNR), United States interviewed, the teams will need to meet newspaper reporters. Department of Agriculture Natural with them and conduct the interviews. Resources Conservation Service The basic format for the interview could Assessment: (USDA-NRCS), Local Conservation include any personal history details, but • Identify two people who have helped Districts the major questions to be addressed protect a local aquatic area, and might include these: describe what each did. Why are • How did you become interested in their actions important? the aquatic environment? • What can you do – working alone or • What prompted you to take with others – to conserve or protect action? an area of aquatic habitat in your • How did you decide on the course community? of action you took? • What diffi culties did you encounter, Extensions and how did you overcome them? • Form a group in the school to • What do you think your contribution address problems related to the has been? conservation and protection of • What are your personal dreams aquatic resources and habitats. and goals for aquatic habitats? What have you learned from the biographical research that can assist • What would your advice be to the group to formulate some action citizens wanting to take positive plans? action to improve the aquatic environment? • View fi lms or other media presen- tations to fi nd out about other aquatic NOTE: The list of questions could be conservationists. modifi ed to include personal interest of the students and to refl ect UPON • Present a copy of the biographical particular circumstances. reports to the school library or the public library to include in its Wrap-up/Conclusion: collection. These reports may be After the interviews and additional important contributions to local research are completed, have each history. team write a biography of its person. Once completed, ask each of the teams Adaptations: to give a brief oral report. Make Have younger children ask their parents copies of the biographies, and send or grandparents question(s) about the each biography with a letter of thanks local environment and take all the to the people who were interviewed answers back to the teacher to compile and others who assisted. It is recom- a bulletin board. mended that letters of thanks be sent to all who assisted in the process. OPTIONAL: Create a visual display of all the completed biographies, complete with photographs and news clippings. Invite the local aquatic heroes and heroines to the school for a public recognition of their contributions. They Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) 410 Examining the Environment • AMD Around Me Mine-opoly– Stewardship & Responsibility Toward the Environment Adapted from “Hydropoly,” in WOW! The Wonders of Wetlands, An Educator’s Guide (Bozeman, MT: Environmental Concern, Inc. and The Watercourse, ©1995) Developed by Missy Shull, Gwen Johnson, Kate Tantlinger, Kiski Conemaugh Stream Team, Johnstown, PA. Procedure: Summary: Warm-up: About This A game of stewardship and Ask students to list fi ve decisions they Activity... responsibility. Students play a board recently made and the reaction to these game in order to hone their decision decisions. Did they make the right choice making skills. or were they disappointed in the outcome? Prep Time Required: Discuss how they came to these decisions. 30 minutes Then, show the students various Grade Level: Materials: photographs of AMD (abandoned mine Middle school For each group: drainage) impacted streams, bony piles, High school and other mine-scarred lands and ask the • Game board students how they think these places were Subjects: • Set of decision cards Science degraded. • Die Duration of Activity: 1 hour • Game pieces Activity: Students will play “Mine-opoly,” a game • Tape and scissors for game Pennsylvania based on “Hydropoly” taken from the assembly Standards Addressed: Wonders of Wetlands (WOW). 3.4.7.B1, 3.4.7.B2, • The class should be divided into small 3.4.6.B2, 3.3.10.A2, Objectives: groups from two to six players or teams 3.3.12.A2, 3.4.10.B2, Students will be able to: and review the rules with the students. 4.5.7.C, 4.5.8.C • explain how environmental problems • The decision cards should be piled Setting: erupted from mining and why mining is and placed face down next to the game Classroom regulated. board. Each player or team of players places his or her game piece on the Vocabulary: Bony Pile Background: start space. Each player must roll the Think of all the decisions you make die in order to see who goes fi rst then proceeds in a clockwise rotation. Related Vocabulary: in a day – what time to wake up, what Co-generation to wear, what to eat, where you should • The fi rst player rolls the die and moves Economics spend your money. Some decisions are that many spaces, following the Plant easy to make, while others can be quite direction of the arrows. If a player Remine lands on a blank space, his or her turn diffi cult. Often, personal interests, values, Subsidence is over; if the player lands on a space economic factors, and peer pressure can marked with “roll again” the player rolls infl uence your decisions. Sometimes these again; if the player lands on “lose a infl uences dictate how your actions impact turn” his or her turn is over and must the environment. skip his or her next turn; if a player Prior to 1977, mining was not regulated; lands on a space marked “decision so mining companies could pollute the card” he or she selects one of the land, disregarding the impact their pollu- cards off of the pile. An opponent should tion had on the land. Also, people took read the decision section of THE card aloud to the player, but not the their environment for granted. There was consequences section. The player has no thought of conservation because IT only two minutes to make the decision WAS thought THAT the environment was (teams should discuss the questions). there SOLEY FOR THE USE OF THE After the player reveals his or her PEOPLE. In addition, fuel supplies seemed decision, the person holding the card endless. Wood, then coal, was plentiful should read both of the consequences and profi ts were through the roof. Every- and tell the player how many spaces one lives downstream, though, and people to move. The player’s turn continues started realizing that they must preserve and conserve the resources nature provides. Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Examining the Environment • Mineopoly 411 until he or she lands on a space dictating otherwise. • Players can only land on the winning space by rolling the exact number, not higher, on the die. Wrap-Up/Conclusion: Discuss the results of the game focusing on how the decisions the students made are environmentally or economically driven. Assessment: • The decisions students make while playing the game demonstrate their attitudes and understanding of environmental issues. Extensions: • Have the students play the game before discussing any economic vs. environmental issues. Once the students become familiar with the game and its concepts, have students make up scenarios and write decision cards. Adaptations: High school students can do research on various laws pertaining to coal mining and write several decision cards based on that law. Resources: “Hydropoly,” In WOW! The Wonders of Wetlands, An Educator’s Guide, Boze- man, MT: Environmental Concern, Inc. and The Watercourse, 1995. Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) 412 Environmental Laws and Regulations • Mineopoly Mineopoly Decision Cards Decisions, Decisions! Decisions, Decisions! Your coal company is looking for new land You live in a city that once bustled because to mine. You can either choose to (1) strip of the coal and steel industries. It’s Election mine 15 acres of beautiful forests and reap Day for a new mayor. Candidate 1 promises the rewards of a bountiful coal seam or (2) to increase economic growth and create remine 30 acres of land that had been pre- 2,000 jobs by building a new power plant viously deep mined to recover the same that uses freshly mined coal. Candidate 2 amount of coal. Which will you choose? proposes to build a co-generation plant in the abandoned steel mills that will use waste Consequences: (1) Strip mining these coal, which older technology could not use, forests will ruin natural habitat for a number but will only create 1,100 jobs. Which will of plant and wildlife species, while denuding you vote for? the landscape! Move back 3 spaces. (2) If you mine previously deep mined land, you Consequences: (1) The new power plant will be reclaiming 30 acres of land and Candidate 1 proposes to build, will encourage preventing further subsidence from coal companies to mine pristine land. Move abandoned coal tunnels. Move ahead back 3 spaces. (2) The co-generation plant 3 spaces. Candidate 2 proposes, will reclaim waste coal piles that surround the city. The envi- ronmental benefi ts outweigh the economic disadvantage. Move ahead 3 spaces. Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD MINEOPOLY MINEOPOLY Decisions, Decisions! Decisions, Decisions! You are a kind-hearted person who donates You are a farmer who is tired of the long $200 each year to a charity or non-profi t day’s work and wants to move to the city. organization. Whom do you donate your You need money for your move and know money to: (1) A conservation organization that there is a valuable coal deposit under monitoring abandoned mine drainage and your farmland as well as a rare species of promoting environmental education or (2) a plant that grows along the boundaries of Girl Scout troop. If you choose (1) you know your farm. You are approached by (1) a that your donation will be used for environ- mining company who wants to mine the mental cleanup. If you choose (2) you could land, and (2) a conservation organization ask the scouts to volunteer at an environ- that will keep the land as a nature preserve. mental cleanup activity in their community. The coal company offers you twice the Which do you choose? money. Which do you choose? Consequences: Both choices have their Consequences: (1) We know the money merits. In choice (1) you’re sure your is hard to resist, but you are being selfi sh. donation will be used towards environmental Move back 2 spaces. (2) You know the cleanup. Move ahead 2 spaces. In choice importance of biodiversity and conservation. (2), there’s no guarantee that the scouts will Move ahead 3 spaces. do as you asked. Move ahead 1 space. Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD MINEOPOLY MINEOPOLY Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Examining the Environment • Mineopoly 413 Mineopoly Decision Cards Decisions, Decisions! Decisions, Decisions! You are on the city council board. Two sug- You are the president of a coal company, gestions have been made to better the which has hit tough times and is desperate community. You can (1) remove the bony to make a profi t. You can either (1) choose piles, which are an eye-sore to the not to treat your acidic discharges, which community, and build a coal heritage you know is against the law, or you can (2) museum or (2) build a city park in an area lay off 30 employees, who will receive half as currently occupied by abandoned buildings. much money while collecting unemployment Choice (1) costs twice as much. Which will checks during their time off. Which do you you choose? choose? Consequences: (1) Removing the bony Consequences: (1) By not treating your piles will remediate several environmental discharges, you are impacting a native trout hazards and improve the city’s appearance, stream and risk paying heavy fi nes issued by while promoting tourism through the new the Department of Environmental Protection. museum. Move ahead 3 spaces. (2) Build- Move back 2 spaces. (2) Although you hate ing the new park also improves the city’s to layoff employees, it’s the safe and law- appearance, but does not attract tourists. abiding choice. Move ahead 1 space. Move ahead 2 spaces. Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD MINEOPOLY MINEOPOLY Decisions, Decisions! Decisions, Decisions! Your friends are planning to go to a water Your watershed organization put out a bid to park this Saturday and then see the sum- construct a passive treatment system for the mer’s blockbuster movie; however, your little worst discharge in your watershed. Company brother informs you that the local watershed A wants to utilize an innovative treatment group is planting trees on a reclaimed strip system, which will theoretically require main- mine that same day. He is very enthusiastic tenance every 2 years. Company B wants to and you know they need as many hands as implement a treatment system that has been they can get. Which do you choose? used with success over several years, but requires maintenance every 6 months. Initial Consequences: (1) You act selfi shly by construction costs are the same, but due to choosing to spend the day with your friends. the frequency of maintenance, system B will Move back 2 spaces. (2) By choosing to cost more in the long run. Which do you help the watershed group plant trees, you choose? made a personal sacrifi ce. Move ahead 3 spaces. Consequences: Both are good decisions, but because you are taking a risk using Company A, move ahead only 1 space. Because Company B is using a tried-and- true method, move ahead 3 spaces. Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD MINEOPOLY MINEOPOLY Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Examining the Environment • Mineopoly 415 Mineopoly Decision Cards Decisions, Decisions! Decisions, Decisions! You have been fl y fi shing for years in the The local kids want a new skate park so they same stream. Over the years, you have can ride their bikes, skateboards, and roller noticed a decline in trout and the water blades in a safe place. You, the Mayor, seek appears more orange and smells like rotten out funds to build the new skate park. You eggs. You can (1) move to another river are given two options. (1) Build the site on a where there is an abundance of trout, or current bony pile that will cost a lot of money (2) contact your local watershed to get to remove but you can sell it to a power plant involved with the clean-up of the stream and for fuel and the site is very close to town so help re-introduce trout even though it will all the kids can enjoy it. (2) Build the site take years for them to come back. Which do right beside beautiful wetlands and a healthy you choose? riparian zone. Which do you choose? Consequences: (1) Moving to another Consequences: Both choices are good stream does nothing to help the current ones but (1) is the best choice because you stream get healthier. Move back 2 spaces. are improving the environment around the (2) Contacting your local watershed and site by removing the bony pile. Yes, it will volunteering your time to clean up the cost a lot to remove the pile but you should stream shows how much you care about the get most of it back by selling it. Move ahead environment and the trout. Move forward 3 2 spaces. (2) Building right beside a wetland spaces. and riparian zone may have a negative effect on the area because it is too close. Move ahead 1 space. Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD MINEOPOLY MINEOPOLY Decisions, Decisions! Decisions, Decisions! You are the lead vocalist and guitar player You’ve just been hired by a reputable mining in a rock band and have been asked to play company who will be giving you full benefi ts two shows on the same day. Event (1) will and great pay that will support your family. be held at a local bar and they will pay you You have discovered that they are illegally $200. Event (2) will benefi t the local conser- disposing of the mine water into the nearby vation district to plant trees along streams stream. Do you (1) tell the proper offi cials that have been cleaned of AMD, however and risk the chance of losing your job or (2) you will not be paid for this show. Which will ignore the problem. you choose? Consequences: (1) If you tell the proper Consequences: (1) You and your band are offi cials and report the company they will be being greedy. Move back 3 spaces. (2) fi ned and HELD responsible for the clean-up. A wise decision to help out your local con- Environmentally good choice. Move forward servation district raise money to plant trees. 3 spaces. (2) What the company is doing is What good citizens! Move forward 3 spaces. not only illegal but environmentally damag- ing and you may lose your job if the company is caught. Move back 2 spaces. Nature Interrupted – The Journey of AMD Nature Interrupted – The Journey of AMD MINEOPOLY MINEOPOLY Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Examining the Environment • Mineopoly 417 Mineopoly Game Board Roll Decision Again Card Decision Decision Start Card Card Lose A Turn Decision Roll Decision Decision Card Again Card Card Decision Decision Card Decision Card Card Decision Lose Card A Turn Winner Adapted from “Hydropoly,” in WOW! The Wonders of Wetlands, An Educator’s Guide (Bozeman, MT: Environmental Concern, Inc. and The Watercourse, ©1995) Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Examining the Environment • Mineopoly 419 Glossary Wow! Listen to this. Pyrite, an underground mineral...commonly referred to as “fools gold”! Oh Pyrite, you’re so self-absorbed! Glossary 305 (b) Report - a biennial water Active Channel Width - elevation on Agricultural Revolution - a signifi cant quality report is required of each the bank marking the normal change in agriculture that occurs state by the Clean Water Act. Also maximum water fl ow before when there are discoveries, referred to as the Water Resource fl ooding occurs. inventions, or new technologies that Inventory, that evaluates the water change production. quality of all navigable waters of Active Treatment - involves the use of the state, the report inventories chemicals and energy to remove Alkalinity (basic or alkaline) - point sources of pollution and contaminants from the water. a measure of the ability of a solution identifi es which waters are in to absorb positively charged attainment of state water quality Adjective - a word belonging to one of hydrogen ions without a signifi cant standards. the major form classes in any of change in pH. Also referred to numerous languages and typically as buffering capacity. Alkaline Acidic (Acid) - a condition in which serving as a modifi er of a noun to solutions have a pH greater than the concentration of positively denote a quality of the thing named, 7.0. charged hydrogen ions is high to indicate its quantity or extent, or and the pH is less than 7.0. to specify a thing as distinct from Aluminum - a common metal element something else. found in AMD that oxidizes as a Acid/Abandoned Mine Drainage whitish powder at high pH levels. (AMD) - water that is affected by Adverb - a word belonging to one of passage through, or alteration by, the major form classes in any Anaerobic Wetland - a large pond coal or abandoned coal mine of numerous languages, typically with a lower layer of organic environments. Acid mine drainage serving as a modifi er of a verb, substrate with horizontal surface can have acceptable water quality, an adjective, another adverb, a fl ow; typically the compost layer is but often it is contaminated. preposition, a phrase, a clause, or made from spent mushroom Contaminated mine drainage a sentence, expressing some compost that contains about 10% lowers water quality and kills relation of manner or quality, place, calcium carbonate. aquatic life (fi sh, insects, etc.). time, degree, number, cause, Contaminated acid mine drainage opposition, affi rmation, or denial, Anoxic - a condition existing or process most often has these characteristics: and in English also serving to conducted in the absence of 1) Low pH (high acidity) 2) High connect and to express comment oxygen, anaerobic. metals concentrations 3) Elevated on clause content. sulfate levels 4) Excessive sediment Anoxic Limestone Drain (ALD) - a and siltation. Acid concentrations Aeration - the process of mixing air buried bed of limestone constructed in streams can kill many life forms into a solution so as to allow to intercept subsurface mine water and stunt the growth of others. atmospheric gases to dissolve into fl ows and prevent contact with Acidic water also can break down the solution through direct contact, atmospheric oxygen. Keeping the metallic compounds of iron, stirring, forced injection, or other oxygen out of the water prevents sulfur, manganese and aluminum means. oxidation of metals and armoring of found in nearby rock or earthen the limestone. waste piles. Aerobic Wetland - a large surface area pond with horizontal surface Anthracite - hard coal, with the highest Acid Mine Precipitation - substances fl ow, which may be planted with carbon content, between 86% and leached out by acidic mine water cattails and other wetland species. 98%. It is used mainly for heating are called “precipitates.” Metals homes. Anthracite coal is found are commonly leached out and Aggradation - the process by which mostly in northeastern Pennsylvania. may be revealed by the color of a stream’s gradient steepens due to the deposits left behind. White - increased deposition of Appalachian Clean Streams Initiative indicates high levels of dissolved sediment. - a program sponsored by OSM aluminum; Black - as a dark stain to coordinate and focus AMD on creek rocks indicates manganese; clean-up projects in the United Orange - indicates oxidized iron, States. which gives contaminated creeks their orange/yellow color. Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Glossary 421 Aquatic Habitat - areas suited for fi sh Bias - a preference or inclination, Canopy Cover - an area covered by and other creatures that live in wet especially one that creates an unfair the crown of an individual plant conditions. judgment. species. Armor - defensive covering for the Biochemical Oxygen Demand (BOD) Cattail Reeds - an erect herb with body (especially covering [as of - a measure of the amount of sword-shaped leaves. metal] used in combat); a quality or oxygen necessary to decompose circumstance that affords organic materials in a volume of Channel Condition - the path water protection; a protective outer layer water. As the amount of organic fl ows and its condition. (as of a ship, a plant or animal, or waste in water increases, more a cable). oxygen is used, resulting in a high Channelization - an engineering BOD. technique to straighten, widen, Artesian Flow - a spontaneous fl ow deepen or otherwise modify a resulting from internal pressure Biological Indices - there are three natural stream channel. indices that the Pennsylvania EPA Average - the value obtained by uses to assess the health of the Clean Water Act (CWA) - adopted dividing the sum of a set of biological community and deter in 1972, it evolved from the 1948 quantities by the number of mine aquatic life use designations. Water Pollution Control Act (WPCA) quantities in the set. Also called the and established the national goal arithmetic mean. Bituminous - a middle ranking coal to “restore and maintain the formed by pressure and heat on chemical, physical and biological Bank Stability - a slope is subject to lignite. This coal usually has a high integrity of the nation’s surface the infl uence of gravity and possible BTU value and may be referred to waters.” pressure of ground water, which as soft coal. It is the most common tend to cause sliding or caving. coal in the United States and is Citizenship - belonging to the country It is also subject to surface erosion used to generate electricity and to in which a person is born from running water, wind, and make coke for the steel industry. alternate freezing and thawing, or Coal - a burnable carbonaceous rock wetting and drying. Weathering Boney piles - Abandoned piles of a that contains large amounts of causes changes in particle size mixture of coal, rock and clay that carbon. Coal is a fossil fuel-a and composition. Bank slope turns streams and creeks a shade substance that contains the remains stability can be attained by of yellowish-orange. of plants and animals and that can benching, by growth of vegetation, be burned to release energy. and by artifi cial protections, such BTU - British Thermal Unit. A measure as masonry walls, drainage of the energy required to raise the Coal Mining - extracting coal from its systems to intercept or remove temperature of one pound of water natural deposits in the earth by any ground water, and fences to one degree Fahrenheit. method, and the work of preparing catch rolling pieces. coal so extracted for use. Bubbler - an artesian fl ow of Benefi cial Use Designation - states groundwater. Co-generation - the production of both how humans use the water electricity and process heat (steam) resource and how well it supports Calcium Carbonate - a compound in an industrial plant. the biological community. found in nature as chalk or calcite, aragonite or limestone. Coke - a hard, dry carbon substance Benthic - of, relating to, or occurring at produced by heating coal to a very the bottom of a body of water or the Calcite - a common crystalline form of high temperature in the absence of depths of the ocean. natural calcium carbonate (CaCO3) air. that is the basic constituent of Best Management Practices (BMPs) limestone, marble, and chalk. Collectors - macroinvertebrates that - management or structural collect and eat small organic practices designed to reduce the Calibration - the act of checking or material (<1mm). quantities of pollutants--such as adjusting (by comparison with a sediment, fertilizers, animal wastes standard) the accuracy of a Colligative Properties - the property etc.--that enter nearby streams, measuring instrument. of a solution to have a greater lakes, wetlands and groundwater. boiling point and a lower freezing Canal - an artifi cial waterway for point than a pure substance. navigation or for draining or irrigating land. Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) 422 Glossary Company Towns - a town or city Disassociation - decomposition of a Ecosystem - the complex of a in which all or almost all real estate, crystal into hydrated ions, eg. community of organisms and its ¨ + - buildings (both residential and NaCl(s) Na (aq) + Cl (aq). environment functioning as an commercial), utilities, hospitals, ecological unit. small businesses such as grocery Discharge - the quantity of water stores and gas stations, and other fl owing past a particular point on a Effl uent - any material that fl ows necessities or luxuries of life within stream, usually measured in cubic outward from something; examples its borders are owned by a single feet per second (cfs). include wastewater from treatment company. plants and water discharged into Dissolved Metals - the total mass streams from abandoned Conserve - to use resources carefully, of dissolved mineral constituents or coalmines. wisely and sparingly, avoiding chemical compounds in water. waste. They form residue that remains Electricity - electric current used or after evaporation and drying. regarded as a sources of power, Contaminated Coal Mine Drainage - caused by the attraction of particles mine runoff or discharge water Dissolved Oxygen - the amount of with opposite charges and the containing abnormal acid or oxygen that is dissolved in a repulsion of particles with the same alkalinity levels, elevated sulfate and solution. Dissolved Oxygen (D.O.) charge. metal concentrations, and silt or can cause armoring on limestone other suspended solids. by oxidizing iron compounds in Electroshock - to administer a strong AMD to form iron hydroxide. D.O. electric current. Crude - a substance in its natural is usually measured in parts per unprocessed state. million (milligrams per liter). Embeddedness - the degree to which dirt is mixed in with spawning Debate - to engage in argument by Dissolves - to cause to disperse or gravel. discussing opposing points of a disappear; to separate into topic. component parts; to bring to an Environmental Protection Agency end; to cause to pass into solution; (EPA) - created in 1970 by President Deep Mine - a type of mine created to to become dissipated or Richard Nixon, this agency of the access coal buried deep decomposed; a become fl uid. U.S. government sets and enforces underground, characterized by a national pollution-control standards. set of shafts dug straight down in Diversion Wells - a simple passive the ground. treatment technology, which diverts Excavation - the act or process of water by a pipe to a downstream removing soil and/or rock materials Deforestation - the action or process of well, which contains limestone. The from one location and transporting clearing of forests; the state of force of the water into the well them to another. It includes having been cleared of forests. results in turbulence, allowing the digging, blasting, breaking, loading, water and limestone to mix and and hauling, either at the surface or Delineation - a graphic or vivid verbal react. underground. description. Drainage Basin - area that contributes Exceptional Warmwater Habitat Density - the quantity per unit volume, surface water to a particular stream (EWH) - the most biologically unit area, or unit length: as the system. productive environment. These mass of a substance per unit waters support “unusual and volume; as the distribution of a DRASTIC - a standardized system exceptional” assemblages of highly quantity (as mass, electricity, or for evaluating ground water diverse species of aquatic energy) per unit usually of space pollution potential using hydrologic organisms, particularly those that (as length, area, or volume); as the settings. It was developed by the are highly intolerant and/or rare, average number of individuals or EPA and involves the mapping of threatened, endangered or special units per space unit. relative ratings of pollution potential. status. Diamonte Poem - A poem that has Economics - the branch of social Facultative - somewhat sensitive to seven lines and sixteen words science that deals with the pollution and require good water beginning with one word of a pair of production and distribution and quality. opposites. consumption of goods and services and their management. Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Glossary 423 Ferric Hydroxide - an iron compound Hydrogeology - The branch of geology Labor Relations - a discussion of that forms when dissolved iron in that deals with the occurrence, work stoppages, strikes, and AMD is oxidized, and appears as distribution, and effect of ground negotiations for salaries and benefi t a rusty, reddish-orange residue. It water. packages. is often called yellow-boy. Hydrology - the study of surface and Leach - migration of atoms or Flocculate - metal precipitates that subsurface water. compounds from mine rocks or build up in streams as sediment. other substances through the action Hydrophytic - growing wholly or of water, acid or other solvent. Floodplain - fl at area adjacent to a partially in water. Cattails are stream in a river valley. hydrophytic plants. Leaching - process of dissolving, washing or draining earth materials Flow - quantity of water passing Index of Biological Integrity - by percolation of groundwater or through a specifi c cross section a measure of fi sh species diversity other liquids. of a body of water during a and species populations. specifi ed time. Lignite - A type of coal with the lowest Industrial Revolution - a rapid major carbon content, it is called “brown Fossil Fuels - any naturally occurring change in an economy (as in coal” and is used mainly for electric fuel of an organic nature, such as England in the late 18th century) power generation. coal, crude oil and natural gas. marked by the general introduction of power-driven machinery or by Limestone - a sedimentary rock Gauging Station - location at a stream an important change in the consisting mostly of calcium channel where discharge of water is prevailing types and methods of carbonate. It can be formed measured. use of such machines. through either organic or inorganic processes. Limestone effervesces Geologist - a scientist that studies Insoluble - not soluble; incapable or freely with any common acid. geology or the science that studies diffi cult of being dissolved, as by a the origin, history, and structure of liquid. Limited Resource Water (LRW) - the earth. applies to streams when a scientifi c Invention - a device, contrivance, or assessment concludes they cannot GIS - Geographic Information System process originated after study and support any degree of aquatic life experiment. diversity because of irretrievable GPM - Gallons per minute factors such as acidic conditions Invertebrate Community Index - from abandoned mine land or large- GPS - Geographic Positioning System based on measurements of the scale habitat alteration. These macroinvertebrate communities designations must be reviewed Graphing - to represent by a graph; to living in a stream or river. every three years. plot on a graph. Iron - a common metal element Limited Warmwater Habitat (LWH) - Grazer - animal that feeds on algae, contained in mine rocks in the form adopted in 1978 as a temporary fungi, or bacteria that is attached to of iron sulfi de that oxidizes as a red variance mechanism for individual rocks and other surfaces; see also dish, rusty colored hydroxide solid. stream segments with point-source Scraper. problems that could not meet the Iron Hydroxide - an insoluble goals of the Clean Water Act. It is GW - Ground water: water found compound. now being phased out. beneath the surface of the earth within the zone of saturation. Iron Oxide - a common compound of Macroinvertebrate - refers to iron and oxygen, also known as crustaceans, insects and worms Habitat - the area or environment rust. lacking a spinal column that where an organism or ecological assemble in semi-permanent community normally lives or occurs. John L. Lewis - a lobbyist for the populations. Study of the presence United Mine Workers (UMW), of various macroinvertebrates Hunters & Gatherers - a society in organizer for the American provides a good environmental which the predominant method of Federation of Labor (AFL), and vice indicator of stream health because subsistence involves the direct president of the UMW many species are known to be procurement of edible plants and either pollution tolerant or intolerant. animals from the wild. Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) 424 Glossary Manganese - a metal element found in Neutralize - to cause a solution to Operculum - a body process or part AMD that oxidizes as a blackish move toward a pH reading of 7.0 that suggests a lid: as a horny or stain. standard units through chemical or shelly plate on the posterior dorsal biological processes. surface of the foot in many Metal - elements that are solids (except gastropod mollusks that closes the mercury), have few electrons in the Nonpoint Source Pollution - water shell when the animal is retracted; outermost shell, and lose electrons pollution that results from a variety as the covering of the gills of a fi sh; easily to form cations. Metals of of human land uses, such as a lid or covering fl ap (as of a moss concern in AMD include iron, agriculture, surface mines, forestry capsule or a pyxidium in a seed aluminum, manganese, and activities, home wastewater plant). sometimes lead, mercury, copper, systems and construction sites, and zinc. among others. These pollution Overburden - layers of soil and rock sources cannot be controlled at covering a coal bed. It is removed Miscible - when any amount of solute a single location and can only prior to surface mining and can be dissolved in solvent. be curbed by implementing land replaced following coal removal. management practices at multiple Mitigation - the process of fi nding levels. Oxic - a condition where atmospheric, solutions to reduce the severity of gaseous oxygen is present. fl ood damage. Noun - the part of speech that is used to name a person, place, thing, Oxidation - a reaction in which a Modifi ed Index of Well-Being - based quality, or action and can function substance loses electrons. In the upon the index of well-being, which as the subject or object of a verb, case of AMD metals oxidation, the is a calculation of fi sh mass and the object of a preposition, or an oxidizing agent is gaseous oxygen. density. appositive. Metal oxides are formed in the process. Modifi ed Warmwater Habitat (MWH) - NPS - Non point Sources applies to streams with extensive Oxygen - an element constituting 21 and irretrievable physical habitat NTU - National Turbidity Units percent of the atmosphere by modifi cations that fail to attain volume that occurs as a diatomic criteria for WWH, EWH or other Nutrient Enrichment - a condition that gas, O2, combines with most benefi cial uses. results when a water body receives elements, is essential for plant and more nutrients than the organisms animal respiration, and is required Molality (m) - # of moles of Solute per within it need for normal life, growth for nearly all combustion. kg of solvent. and reproduction. Parasites - animals that get their food Molybdenum- a metallic element that Offi ce of Surface Mining - the federal by taking advantage of other resembles chromium and tungsten agency charged with enforcing animals. in many properties, is used SMCRA and dealing with health, especially in strengthening and safety and resource protection Passive Treatment - designed to hardening steel, and is a trace issues related to active mining remove contaminants without element in plant and animal and abandoned mine problems. actively pumping chemicals into metabolism. the system. Examples: wetlands, Open Limestone Channel - a simple open limestone channels, anoxic National Pollutant Discharge passive treatment method in which limestone drain. Elimination System (NPDES) - created a drainage ditch is constructed in 1972 under a WPCA Amendment, of limestone and AMD Participles - a word having the it prohibits the discharge of any contaminated water is collected by characteristics of both verb and pollutant without a permit. the ditch, or limestone is placed adjective; an English verbal form directly into a contaminated stream. that has the function of an adjective Neutral - a condition where the and at the same time shows such concentration of hydrogen ions verbal features as tense and voice equals the concentration of and capacity to take an object. hydroxide ions, resulting in a solution that is neither acidic nor basic (alkaline) and has a pH value of 7.0 standard units. Distilled water is a neutral liquid. Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Glossary 425 Particle - a minute quantity or PPM - Parts per million Recreational Use Categories - fragment; a relatively small or the Bathing Waters - swimming areas smallest discrete portion or amount Precipitate - an insoluble, solid product with lifeguards, bathhouses and of something; any of the basic units that is formed when ions combine regular water testing. of matter and energy (as a with atoms or molecules in the air molecule, atom, proton, electron, or with other atoms or compounds Recycle - to pass again through a or photon). in a solution. Also, the process of series of changes or treatments: to dissolved compounds becoming process (as liquid body waste, Peat - Partially carbonized organic solidifi ed. glass, or cans) in order to regain material, usually found in bogs. material for human use; to adapt to Precipitation - the process of a new use. Percentage - a fraction or ratio with separating mineral constituents 100 understood as the from a solution. Reduction - a reaction in which a denominator. substance gains electrons. In AMD Predators - mobile animals that kill and treatment, reduction usually Permeability - a measure of the rate of eat their prey. involves the stripping away of water movement through soil or oxygen atoms from sulfate or metal other substance. Predicate - one of the two main parts compounds. of a sentence or clause, modifying Pesticides - an agent used to destroy the subject and including the verb, Remediation - cleanup or other pests. objects, or phrases governed by the methods used to remove or contain verb. a toxic spill or hazardous materials pH - potential of Hydrogen: a value from a superfund site or any other expressed in standard units on a Preserve - to keep in perfect or site. scale of 0-14 that expresses the unaltered condition, maintain concentrations of hydrogen ions. unchanged. Residence time - the length of time pH readings below 7 are that AMD remains in a treatment considered acidic, while pH Primary Contact - suitable for full body pond, wetland, ditch or other readings above 7 are said to be contact recreation (e.g. swimming structure. Designed residence basic, or alkaline. Many species are or canoeing). To qualify as a times depend on the incoming tolerant of lower pH values (more primary contact recreation use, a fl ow rate, the rate of treatment acidic waters), but many are not. stream must have at least one pool process in the structure, the Being closer to the neutral point of of 100 square feet greater than a contaminants in the AMD to be pH 7 indicates healthier streams. depth of three feet. treated, the size of the structure, and the settling rate of solids in the Plume - point in a stream where mine Pyrite - the iron-sulfi de mineral, often discharge. drainage enters and orange mine called “fools gold,” that is found drainage is visible separate from the in earthen and rock layers near coal Riparian area - the area in and directly rest of the stream. seams. Pyrite is the usual source of adjacent to a stream. the sulfur that binds with hydrogen Pollution Sensitive - responsive to and oxygen in rainwater to form the Scraper - animal that feeds on algae, an undesirable state of the natural sulfuric acid component of AMD. fungi, or bacteria that is attached to environment being contaminated rocks and other surfaces; see also with harmful substances as a Reach - a section of river or stream. Grazer. consequence of human activities. Reaction - in chemistry, a change or SDWA - Safe Drinking Water Act Pollution Tolerant - unresponsive to transformation in which a substance an undesirable state of the natural decomposes, combines with other Sea Coal - coal that is gathered on the environment being contaminated substances, or interchanges seashore. with harmful substances as a constituents with other substances. consequence of human activities. Secondary Contact - suitable for Reclamation - the process of partial body contact recreation (e.g. Porosity - the ratio of the volume of protecting, restoring, and possibly wading). There are two criteria voids (openings) to the total volume even improving the land before, used to evaluate recreational use of material. Used to describe the during, and after surface mining. As attainment: fecal coliform bacteria ability of a fl uid to move through coal is removed from one section of and E. coli. A stream segment crushed rocks or other material. a surface mine, the land at another must meet at least one of these part is returned, regraded, and criteria to be in attainment of its replanted. use designation. Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) 426 Glossary Sedimentation - the process whereby Solution - any substance (solid, liquid, Subject - the noun, noun phrase, or particles (suspended solids) settle or gas) that is evenly dispersed or pronoun in a sentence or clause out of solution. Sedimentation distributed throughout another that denotes the doer of the action produces a sludge or other layers of substance (solid, liquid, or gas); or what is described by the solids at the bottom of a homogenous mixture. predicate. sedimentation, or settling pond. Solvent - medium in which another Successive alkalinity producing sys- Sensitive - very sensitive to pollution substance is dissolved. tems (SAPS) - specialized AMD and require very good quality water. treatment ponds that make use of Source Water Assessment and Pro- chemical and biological process to Settling pond or basin - a large tank tection Program (SWAP) - the 1996 treat the acid, metals and sulfates of or pond designed to hold water or amendments of the Safe Water AMD. AMD for a long enough time to Drinking Act require all states to allow most of the suspended solids complete a source water Sulfates - compounds containing sulfur to settle out. assessment for every public water and oxygen as SO4. Elevated system by 2003. The SWAP sulfate levels are common in SF - Superfund program identifi es drinking water contaminated mine drainage. protection areas and provides Sulfates can bond with hydrogen Shredders - macroinvertebrate that information on how to reduce the ions to form sulfuric acid, or bind to eats large organic material (>1mm) potential for contaminating the calcium atoms to form gypsum like leaves, pine needles, or other waters within those areas. solid. plant parts. Spoils Pile - excavated dirt or soil Sulfur - a nonmetallic element that Sinkhole - a circular depression occurs either free or combined occurring in an area of land formed State Resource Waters - waters within especially in sulfi des and sulfates, on limestone, gypsum or other park systems, scenic rivers, is a constituent of proteins, exists rocks by dissolution. It drains wetlands and other ecologically in several allotrophic forms beneath the surface of the earth, signifi cant areas. The amount of including yellow orthorhombic its size is measured in meters or pollutant loadings allowed in these crystals, resembles oxygen tens of meters and it is commonly waters is very limited. chemically but is less active and funnel shaped. more acidic, and is used especially Storm Sewer - an area where in the chemical and paper Sludge - the layer of solids that stormwater runs off into. industries, in rubber vulcanization, settle from a solution, including and in medicine for treating skin suspended silt and soil particles Stream - a natural body of continuously diseases. and precipitates formed by running water fl owing on or under chemical processes. the Earth. Surface Mining - a mine in which coal lies near the surface and can Slurry - A mixture of water and any Strip Mining - practice of mining a be extracted by removing the fi nely crushed solid, especially seam of mineral ore by fi rst covering layers of rock and soil. cement, clay or coal. removing all of the soil and rock that lies on top of it (the overburden) Surface Mining Control Act of 1977 Solubility - the amount of material that (SMCRA) - the federal law that requires can dissolve in a given amount Sub-bituminous - a glossy-black, mining operations to prevent water of water or other solvent at a given non-agglomerating coal lower than pollution, reclaim mine lands and temperature to produce a stable bituminous coal in fi xed carbon protect other resources. solution. Highly soluble substances and with more volatile matter and dissolve quickly. Soluble products oxygen. SW - Surface Water: waters on the will not settle out of a solution surface of the earth. unless they are precipitated. Subsidence - the settling of waste piles or other areas at mine sites that Survey - a detailed inspection involving Solute - substance that is becomes causes the surface of the land to the gathering of sample data homogeneously mixed in another sink. considered being representative of substance. the whole. Substrate - the rich, organic layer of compost or other material found at Suspended Load - sediment in a the bottom of wetlands. stream or river channel carried off by the bottom fl uid. Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Glossary 427 Suspension - the state of a substance Unions - an act or instance of uniting Watershed Assessment - a tool when its particles are mixed with but or joining two or more things into utilized by watershed groups and undissolved in a fl uid or solid. one; something formed by a communities. By taking a detailed combining or coalition of parts or look at watersheds, we can defi ne SWM - Storm Water Management members. conditions degrading watersheds and formulate a restoration plan Tallow - the white nearly tasteless solid Verb - the part of speech that based on priorities. Interests, water rendered fat of cattle and sheep expresses existence, action, or quality information, and remediation used chiefl y in soap, candles, and occurrence in most languages. options determine those priorities. lubricants. Viscosity - the property of resistance to Wetlands - land permanently or Tolerant - not very sensitive and do fl ow in a fl uid or semifl uid. periodically inundated with water not usually require a lot of dissolved suffi cient to establish hydrophytic oxygen. Warmwater Habitat (WWH) - vegetation and anaerobic soil designates the “typical” warm water conditions. Topographical map - a map that assemblage of aquatic organisms shows land elevations by use of for Pennsylvania rivers and streams. Yellow Boy - an orange/red residue lines that connect points of equal It is the principal restoration target and staining that is iron in its solid elevation (contour lines), water for the majority of water resource form. bodies, streams, buildings mine management efforts in Pennsylvania. sites, roads and other land features. Water Basin - (see watershed) the Total Maximum Daily Loads (TMDL) - region of land whose water fl ows a TMDL specifi es the maximum into a specifi ed body of water, such amount of a pollutant that a water as a river, land, sea, or ocean. body can receive and still meet water quality standards and Water Cycle - the transition and allocates pollutant loadings among movement of water involving point and nonpoint pollutant evaporation, transpiration, sources. Under section 303(d) condensation, precipitation, of the 1972 Clean Water Act, states, percolation, runoff, and storage. territories and authorized tribes are required to develop lists of impaired Water Quality Indicator - a microbial, waters. These impaired waters do chemical, or physical parameter not meet water quality standards that indicates the potential risk that states, territories and for infectious diseases associated authorized tribes have set for them, with using the water for drinking, even after point sources of pollution bathing, or recreational purposes. have installed the minimum required levels of pollution control Water Supply Use Categories - technology. The law requires that (see below) these jurisdictions establish priority Public - Meets drinking water rankings for waters on the lists standards with conventional and develop TMDLs for these treatment. waters. Agricultural - Suitable for irrigation and livestock watering without Tributary - a stream that fl ows into a treatment. larger stream or other body of Industrial - Suitable for industrial water. and commercial use with or without treatment. Turbid - having sediment or foreign particles stirred up or suspended; Watershed - an area of land from which muddy. water drains toward a single channel (stream). Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) 428 Glossary Resources Oh, there’s a light at the end of the tunnel... Resources Books 5. Field Manual for Global Low-Cost: Booklet/Pamphlet & Water Quality Monitoring Brochures 1. (America at work) Mining Stapp, William B. & Mitchell, Drake, Jane and Ann Love. Mark K. Kendall/ Hunt Publishing 1. You Can’t Judge a Stream by its Kids Can Press 1999 Company Color ISBN # 1-55074-508-5 ISBN # 0-7872-3601-2 Skousen, Mains, Hamilton Grade Level 2-5 Grade level 7-12, adult West Virginia University Extension Summary: Describes the mining of Ecological Effects of AMD Service molybdenum ore, how it is crushed, Summary: Benthic Booklet purifi ed and added to the steel Macroinvertebrates, Understanding 2. Stream Team Hands-On Education making process. Story, River Ecosystems and Habitats AMD Formation/ID Ecological conversational, labeled pictures. Book/Lesson plan Activity Effects of AMD 2. Accepting The Challenge 6. Rivers and Streams Summary: Water pollution Taylor, Dunn, Busler. Martin, Patricia A. Fink information including major Slippery Rock Watershed Coalition Grolier 1999 pollutants and sources. Subject areas: History of Coal ISBN # 0-531-15969-8 Pamphlet/brochure Mining, AMD Formation/ Economic and Social effects of 3. Old Time Mining Identifi cation Ecological effects of AMD Eileen Mountjoy Cooper AMD, Economic and social effects Summary: good general watershed IUP, July 26, 2000 of AMD info. Also, good investigations/ History of Coal Mining Summary: Well written, easily experiments for students. Summary: Tells of the history found understood by layman, some errors in the R & P Coal Company’s books in facts. 7. Tales of the Mine Country McKeever, Eric. in Indiana, PA. Describes Room 3. Watershed- A Successful Voyage Eric McKeever 1995 and Pillar, the different jobs in the into Integrative Learning ISBN # 0-9643905-0-7 mine and eventually machines. Springer, Mark. History of Coal Mining, Economic National Middle School Association, and Social Effects of AMD 1994. Summary: A collection of memories Manuals ISBN # 1-56090-088-1 of a small coal mining town in 1. Save Our Streams Grade Level 6-8 the anthracite region. Includes Firehock, Karen AMD Formation/Identifi cation, stories of: Molly Maguires, purpose Save Our Streams Program, 1995 Ecological effects of AMD, of rats, fi reboss, canals, lights, misc. Grades 1-12 Economic and Social effects of stories. Very informative of jobs AMD Formation/ID Ecological AMD and life in a mining town, although a effects of AMD Summary: Story of one school’s lot of the “facts” have not been Summary: Mining and watershed watershed curriculum- study verifi ed and is stated as so. connections watershed structure and function- interdisciplinary approach. 8. Clairton Works-Where Good Things 2. S.W.I.M.M Integrated Curriculum for Middle Schools 4. Watersheds: A Practical Handbook Come from Coal Chesapeake Bay Foundation & PA for Healthy Water Book/pamphlet brochure State Department of Education Dobson, Clive & Beck, Grego Gilpin History of Coal Mining 1997 Firefl y Books, 1999 Summary: Follows the path of coal Grade 6-10 ISBN # 1-55209-330-1 from arrival through the coking AMD Formation/ID Ecological AMD Formation/ID, Ecological process. Chemical recovery. effects of AMD effects of AMD, Economic and 9. The Practice of Watershed Protection Summary: Good experiments with social effect of AMD Thomas R. Schueler and teacher’s notes concerning Summary: Biological indicators of Heather K. Holland watersheds, mines, and water water quality. Good general Center for Watershed Protection, testing/ reporting actions to take watershed info- including pollution, www.cwp.org to repairing environmental damage sources and environmental effects. Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Resources 429 3. SVC EEC Teacher Manual 2. Environmental Chemistry 6. Coal Related Activities for SVC EEC Newton, David E. Secondary Students Grade level: teachers J Weston Walch, 1991. American Coal Foundation AMD Formation/ID Ecological ISBN# 0-8251-1914-6 Secondary effects of AMD, Passive Treatment Grade level 10-12 History of coal mining, geology Summary: Wetland Activities/ History of Coal Mining Summary: Formation of coal, when Lessons, SVC Elementary Activity 2.3 Mining Fossil Fuels- coal was formed, coal identifi cation, AMD-Wetland Preactivity Lessons, Environmental Risk of Removing ranks of coal, coal fl owers, living AMD Formation, treatment Fossil Fuels history, publishing local coal mining background Activity 2.4 Coal Production and history, mining in a nutshell, the Consumption-Composition, geologist’s dilemma. 4. Wetland Tourguide Manual combustion, fl y ash. Good resource to cover coal and SVC EEC mining as well as history of mining College Level/Adult 3. The Dead River Game families. AMD Formation/Identifi cation E. Nelson Swinerton Ecological effects of AMD, Educational Games Union 7. Toxic Mine Drainage Chemistry and Treatment of AMD Printing Co. Treatment Summary: Passive wetland High school level Horan, Jim. treatment, AMD background, Economic and social effects of Internet Wetland and Mine Drainage AMD, Laws and Regulations High school/college lessons/activities case studies AMD Summary: The Dead River Summary: Excellent activity to 5. Understanding Watershed Behavior simulation examines the social and examine AMD and treatments on a Schueler, Tom and Chris Swann economic effects of man. The small scale. The acid producing www.cwp.org, October 3, 2000 participants participate in decision- potential is good and is very similar Geology, Ecological effects of AMD making situations to improve water to that used by DEP to approve Summary: Provides a general quality, but also keep taxes low and current mining permits. description of a watershed, basic keep the environment natural. Can Teacher note and stock room notes geology of PA, the studies of be adapted to individual situations. included. Excellent. watersheds and improvements, and the future of watersheds. 4. Environmental Management: Clean 8. Hands on Experiments to Test for Water Research as Related to Acid Mine Drainage 6. Macroinvertebrate Manual Acid AMD USGS Stroud Water Research Center Todd Mills, Lois Morris, Version 1 Ecological Effects of AMD Terry Rostcheck, Susan Tegi, Elementary Summary: Diminished aquatic life George Watzlaf AMD, Formation/Identifi cation, Internet Ecological Effects of AMD AMD, Laws and Regulations Summary: Field experiments- Lesson Plan/Activities Summary: This gives a nice biological and chemical. Covers: 1. Environmental Science Activities Kit background of AMD treatments, Fe, Mn, Al, ways to treat AMD, Roa, Michael. active and passive. Cooperative groundwater, macroinvertebrates, The Center for Applied Research in activity for students to research plants. Education, 1993. AMD and solutions and share their 9. Coal Mining Times ISBN # 0-87628-304-0 fi ndings. Basic activites would need Primas, Pam. Elementary expanded to involved AMD in the 1997 History of Coal Mining, Geology experiment. General public, children oriented Summary: Activity 1 Surface 5. Coal Related Activities for History of Coal mining Mining: Shows impact of surface Elementary Students Summary: This lesson plan mining, uses models in hands on American Coal Foundation involves hands-on activities that activities, very controlled/ everyone Elementary involve mining artifacts and replicas has a job and each round is timed. Summary: Coal formation, types of such. It was created to Activity 22 Fossil Fuel Extraction of coal, fi eld trip ideas, cookie familiarize family groups (campers) Cookie Mining mining, electricity, geology/supply with coal mining of the past. and demand, rewriting lyrics for using on forms of energy, coal products, coal bingo, coal time line. Variety of activities to incorporate into lessons although some are not stand alone and teachers may need more background information. Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Resources 10. Wonders of Wetlands 15. Watershed Activities: Size and 2. Watersheds: Where We Live Kesselheim, Alan S. Occurrence of Floods GL 3-5, 6-8 Environmental Concern Company What is a Watershed? Ecological effects of AMD, ISBN# 1-888631-00-7 GL 3-5, 6-8 Watersheds K-12 Summary: What is a watershed: Summary: A watershed poster with Ecological effects of AMD, demonstrates a watershed and the general information on back, as well Wetland Treatment connection between small and as two activities. Available in color Summary: Wetland ecosystem large watersheds; size and for grades 3-5 and 6-8 and black background, functions, values occurrence of fl oods: and white to color for grade K-2. Demonstration, the occurrence of 11. Project WET fl oods and shows they do not Videos The Watercourse and the Council necessarily occur every 10, 50 or 1. 2000 Excellence in Surface Mining for Environmental Education 100 years. Reclamation Awards 2000 GL All Kindergarden AMD Geology, AMD, Formation/ Tradebooks Summary: Awards from 2000, Identifi cation, Ecological effects shows sites and reclamation efforts of AMD 1. A Dragon in the Sky- The story of Summary: Models- activities the Green Garner Dragonfl y 2. A Shared Commitment: relating to movement, properties Pringle, Lawrence The Appalacian Clean Streams and value of water. Pg 144, 136, Orchard Books, 2001 Initiative 116 water cycle, pg. 107 make ISBN# 0-531-30315-2 GL All similar AMD symptom cards for GL 2-4 AMD, Formation/Identifi cation, identifi cation, pg. 262 AMD ruins, Ecological effects of AMD Ecological Effects of AMD pg 333 The price to pay? Glossary- Summary: Macroinvertebrates life Summary: Displays various AMD useful terms for module cycles, dragonfl y website lists, food Treatment systems and local chains, predator-prey relationships, streams. Explains each system 12. Ecological Games- The Web of Life ecosystems and how it effectively treats AMD. Joanne Conway-www.geocities.com Ecological effects of AMD 2. A Drop Around the World 3. A Page in Time Summary: Teaches information Barbara Shaw McKinney Offi ce of Surface Mining about food chains and the Dawn Publications, 1998 US Films & Video Production, 1997 components, as well as food webs ISBN# 1-883220-71-8 GL All and ecological pyramid. GL K-4 Laws and Regulations Case Studies AMD Formation/Identifi cation Summary: Explains the time line of 13. Aquatic Bug Kit Summary: Water cycle story; laws for mining and reclamation. Ecological effects of AMD follows the life cycle of a drop of Follows the process of acquiring Summary: Leaf pack activity, done water. a permit to reclamation and bond outdoors. release. Also explains the monies Collect macroinvertebrates for 3. A River Ran Wild used to treat abandoned mine identifi cation. Cherry, Lynne drainage. A Gulliver Green Book-Harcourt 14. Introductory Lesson- Determination Brace & Company, 1992 of Overall Water Quality using a Webpages GL K-4 Quantitative Macroinvertebrate 1. Acids, Bases, pH, watershed basics Summary: Water quality pollution, Survey www.amrclearinghouse.org impacts-negative to rivers. www.ncsu.edu Ecological effects of AMD GL 6-8 Summary: AMD chemistry: pH, Posters Summary: The activities enables dissociation of water, acids, students to identify various types of 1. Surface Coal Mining and watershed basics macroinvertebrates found in water Reclamation 2. Interesting Facts about Food ecosystems and perform a U.S. Department of Interior-OSM Chains qualitative macroinvertebrate survey GL 3-12 www.arcytech.org to determine the overall water History of Coal Mining Ecological effects of AMD- quality of a water ecosystem. Summary: Mining and reclamation watersheds techniques Summary: Watershed behavior Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) Resources 3. What is AMD? 6. http://www.epa.gov/owow/wetlands/ Hedin Environmental 7. http://www.epa.gov/OWOW/wetlands/facts.html www.hedinenv.com 8. http://www.saveourstreams.org/ 4. Invertebrates as Indicators/Fish as Indicators 9. http://water.usgs.gov/education.html www.epa.gov 10. http://www.american-aquatics.com/ Ecological effects of AMD Summary: Briefl y describes why 11. http://www.groundwater.org/KidsCorner/kidscorner.htm invertebrates and fi sh are good 12. http://ctcnet.net/scrip/ biological indicators of pollution. Describes biological indicators 13. http://members.tripod.com/rareearth_2/acid_mine_drainage.htm 5. AMD Chemistry 14. http://dep.state.pa.us/dep/deputate/enved/go_with_inspector/coalmine/ Colorado School of Mines, What_is_Acid_Mine_Drainage.htm www.mines.edu 15. http://www.osmre.gov/ Ecological effects of AMD Summary: The article gives some 16. Environmental Dictionary http://environment.miningco.com/newsissues/ chemistry information and explains environment/library/weekly/blgloss.htm briefl y why water turns yellow- 17. Cartoons orange and covers the stream bed http://envrionment.miningco.com/newsissues/environment/library/weekly/ with a slimy coating. blcar.htm 18. American Coal Foundation www.teachcoal.org 19. The Windber Coal Heritage Center. 1994-2000. http://www.progressfund.org 20. “Build a Watershed: Just add water” from http://www_4hfi shing.org Nature Interrupted – The Journey of Abandoned Mine Drainage (AMD) 432 Resources