DOCUMENT RESUME ED 376 028 AUTHOR TITLE INSTITUTION · DOCUMENT RESUME ED 376 028 SE 054 369 AUTHOR...

DOCUMENT RESUME

ED 376 028 SE 054 369

AUTHOR Rhinehart, WilLiam C.; Beazley, Lea J.TITLE Testing the Waters. Duke Power State Park: An

Environmental Education Learning Experience Designedfor Grades 4-6.

INSTITUTION North Carolina State Dept. of Environment, Health,and Natural Resources, Raleigh. Div. of Parks andRecreation.

PUB DATE Nov 93NOTE 56p.; For other Environmental Education Learning

Experiences, see SE 054 364-371.AVAILABLE FROM North Carolina Division of Parks and Recreation, P.O.

Box 27687, Raleigh, NC 27611-7687.PUB TYPE Guides Classroom Use Teaching Guides (For

Teacher) (052)

EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS Classification; Conservation (Environment); Ecology;

*Environlzental Education; Experiential Learning;Field Trips; Identification; Intermediace Grades;*Marine Biology; *Outdoor Activities; OutdoorEducation; Water Pollution; *Water Quality; WaterResources

IDENTIFIERS Dichotomous Keys; Environmental Issues;*Invertebrates; *North Carolina; State Parks;Watersheds

ABSTRACTThis learning packet, one in a group of eight, was

developed by the Duke Power State Park in North Carolina for Grades4-6 to learn to identify macroinvertebrates found in Lake Norman.Loose-leaf pages are presented in nine sections that contain: (1)

introductions to the North Carolina State Park System, the Duke PowerState Park, the park's activity packeL, and Lake Norman; (2) a

summary of the activities that includes major concepts and objectivescovered; (3) a pre-visit activity to demonstrate the dichotomous keyin identifying tree leaves; (4) an on-site activity to enablestudents to recognize indicators of water quality and aquatichabitats; (5) a post-visit activity to encourage students to examineconflicting land-use concerns in an effort to preserve a lake; (6) a

list of 47 related vocabulary words; (7) necessary park and parentalpermission forms for the visit; and (8) blank pages for taking notes.Contains 25 references. (MDH)

***********************************************************************

Reproductions supplied by EDRS are the best that can be madefrom the original document.

***********************************************************************

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BEST COPY AVAVITE

Duke Power State Park

U S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

X This document has been reproduced asre. eat/L.(1 f rem the person or organizationoriginating itMinor changes have been made to improvereproduction quality

Points of view or opinions slated in thisdocument do not necessarily represent officialCERI position or policy

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

James B. Hallsey

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

An Environmental Education Learning ExperienceDesigned for Grades 4-6

TING

THE WATERS

Duke Power State ParkAn Environmental Education Learning Experience

Designed ti)r Grades 4-6

BEST COPY AVAILABLE 3

"Earth is home to us all.Water is life to us all.Share it responsibly."

- North Carolina Wildlife Resources Commission

4

e

Funding for this publication was generously provided by

C P&L

O James B. Hunt Jr.Governor

AilMIN1111111111MINEMINI11L.

This Environmental Education Learning Experiencewas developed by

William C. Rhinehart, Jr. and Lea J. BeazleyLead Interpretation and Education Ranger and Ranger II

Duke Power State Park

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

Atriljr?r,A,

EDEHNRJonathan B. Howes

Secretary

iii

Other Contributors ...

Park volunteers;

Ken Manuel, Division of EnvironmentalManagement, Duke Power Company;

The N.C. Department of Public Instruction;

The N.C. Division of Water Resources;

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

0

and the many individuals and agencies who assistedin the review of this publication.

500 copies of this public documentwere printed at a cost of $1,750

$3.50 per copy

Printed on recycled paper.11-91

iv

:

Tableyof Contents 1.3.

1. IntroductionIntroduction to the North Carolina State Parks System 1.1

Introduction to Lake Norman 1.2

Introduction to Duke Power State Park 1.3

Introduction to the Activity Packet for Duke Power State Park 1.5

2. Activity Summary 2.1

3. Pre-Visit Activity - Key It Out 3.1

4. On-Site Activity Life at the Bottom 4.1

5. Post-Visit Activity - Park Lake 5.1

6. Vocabulary 6.1

7. References 7.1

8. Forms 8.1

9. Notes 9.1

V

Introduction to the North Carolina State Parks System

preserving and protectingI North Carolina's naturalresources is actually a rela-tively new idea. The seeds ofthe conservation movementwere planted early in the 20thcentury when citizens werealerted to the devastation ofMount Mitchell. Loggingwas destroying a well-knownlandmark - the highest peakeast of the Mississippi. Asthe magnificent forests ofthis mile-high peak fell to thelumbermen's axe, alarmedcitizens began to voicetheir opinions. Gover-nor Locke Craig joinedthem in their efforts tosave Mount Mitchell. To-gether they convinced thelegislature to pass a bill es-tablishing, Mount Mitchellas the first state park.

That was in 1915. TheNorth Carolina State ParksSystem has now been estab-lished for more than threequarters of a century. Whatstarted out as one small plotof public land has grown into59 properties across the siate,including parks, recreation

areas, trails, riven lakes andnatural areas. This vast net-work of land boasts some ofthe most beautiful scenery inthe world and offers endlessrecreation opportunities. Butour state parks system offersmuch more than sceneryand recreation. Our landsand waters contain uniqueand valuable archaeological,geological and biologicalresources that are importantparts of our natural heritage.

Duke Power State Park. NC t . 19

As one of North Carolina'sprincipal conservation agen-cies, the Division of Parks andRecreation is responsible forthe more than 125,000 acresthat make up our state parkssystem. The Division man-ages these resources for thesafe enjoyment of the publicand protects and preservesthem as a part of the heritagewe will pass on to generationsto come.

An important componentof our stewardship of theselands is education. Throughour interpretation and environ-mental education services,the Division of Parks andRecreation strives to offerenlightening programs whichlead to an understanding andappreciation of our naturalresources. The goal of ourenvironmental educationprogram is to generate anawareness in all individualswhich cultivates responsiblestewardship of the earth.

For more information contact.

NC Division of Parksand RecreationP.O. Box 27687

Raleigh, NC 27611-7687919/ 733-4181

November 1993

Introduction to Lake Norman

ake Norman is one of 10Le man-made lakes along theCatawba River; but it differssignificantly in one aspectsize. In fact, Lake Norman isnearly as large as the other ninelakes combined! The larger ofthe lakes includes Lake James,Lake Hickory, Lake Watereeand Lake Wylie. When thelake is completely full, it cov-ers 32,510 acres and has 520miles of shoreline. It's nowonder the lake is nicknamed"the inland sea."

In 1959, 43 years after DukePower Company announcedplans to build the lake, con-

struction of this enormousresource began. Four yearslater, Cowan's Ford Dam,located near Huntersville, NCwas closed and the CatawbaRiver began to back up andform Lake Norman. It tookapproximately three years tofill the huge basin created bythe dam and another year tocomplete the entire Lake Nor-man project.

Today, Lake Norman pro-vides electricity to the pied-mont of North Carolina in twoways. First, it powers thehydroelectric generators atCowan's Ford Dam and

second, it cools the steam thatdrives the turbines of MarshallSteam Station and McGuireNuclear Station. The lake alsoserves as a water supply forseveral cities and protectsdownstream areas from flood-ing. A variety and abundanceof wildlife also benefit from thelake, including osprey, ducksand many species of freshwaterfish, such as largemouth andstriped bass and catfish. Notonly do wild animals call LakeNorman home; over 26,000people permanently residealong its shores and enjoy boat-ing, fishing, and skiing.

I ...I.,.0 111

Duke Power State Park, NC November 1993

"Water, water, everywhere..."and there's plenty for everyoneat Duke Power State Park,which is located on the north-eastern shore of Lake Norman.As if there wasn't enough wa-ter in Lake Norman, the parkhas its own 33 acre lake, whichis separated from LakeNorman by an earthen dam.But water is of all you'll findat the park; there are also about1,500 acres of rich piedmontforest here, most of which wasdonated by Duke Power Com-pany. Together, the lake andforest provide homes for amultitude of wildlife. Water-fowl, including ducks, geese,great blue herons and kingfish-ers are common sights aroundthe water. Below the surface,you'll find a variety of fresh-water fish, including large-mouth and striped bass, crap-pie, catfish, and bluegill. Onthe park grounds there arewhite-tailed deer, red fox andgroundhogs. The water andwoods are also home to a vari-ety of insects, amphibians andreptiles. Plant life is abundant;

not only are there piedmontspecies, but several mountainplants as well, including moun-tain laurel and white pine, Anddon't forget to look up into thesky above the park, where youmight see owls, woodpeckers,hawks and more than 100species of migrating birds.

Of course, wildlife is notall you'll find at Duke PowerState Park. There are also vari-ous recreational facilities avail-able. These include two picnicareas, a picnic shelter, over sixmiles of hiking trails, a swim-ming area, rowboat and canoerentals, and family and groupcampgrounds.

Guidelines for aRewarding Experience atDuke Power State Park

Groups are encouraged tovisit the park during all seasonsof the year for hikes, explora-tion, environmental educationprograms and activities. Lead-ers may choose to conducttheir own activities or requestthe help of park staff.

Scheduling a Trip

To make a reservation, con-tact the park at least two weeksin advance. Complete thescheduling worksheet on page9,1 and provide the followinginformation:

Name of group (school).

Name, address, work, andhome telephone numbers ofthe group contact person.

Date, time of arrival, andmeeting place at the park.

Departure time from thepark.

Number of participants andadult leaders. A maximumof 30 participants is rec-ommended. Please haveone adult leader per 10students. Adult leadersare responsible for main-taining control of thegroup.Age range and/or specialneeds of participants.

Desired activities; assis-tance needed by park staff.

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Duke Power State Park, NC 1.3 November 1993

While at the Park

Please obey the following rules:

1. To help you get the most outof the experience and increasethe chance of observing wild-life, be as quiet as possiblewhile in the park.

2. On hikes, walk behind theleader at all times. Stay onthe trails. Running is notpermitted.

3. All plants and animals withinthe park are protected. Break-ing plants and harming animalsis prohibited in all state parks.This allows future visitors thesame opportunity to enjoy ournatural resources.

4. Help keep the park cleanand natural; do not litter. If youfind litter left by others, pleasepick it up.

5. Swimming is permitted onlyin the designated swimmingarea under the supervision ofpark lifeguards.

6. In case of accidents oremergencies, contact park staffimmediately.

Following the Trip

1. Complete the post-visitactivity in the activity packet.

2. Build upon the'fieldexperience and encourageparticipants to seek answersto questions and problemsencountered at the park.

3. Relate the experienceto classroom activities andcurriculum through reports,projects, demonstrations,displays and presentations.

4. Give tests or evaluationsif appropriate, to determine ifstudents gained the desired in-formation from the experience,

5. File a written evaluation ofthe experience with the park.An evaluation form is availableon page 9.3.

/;414.-

Park InformationAddress:

Duke Power State ParkRoute 2, Box 224-MTroutman, NC 28166Telephone: (704) 528-6350

Hours of Operation:November - FebruaryMarch, OctoberApril, May, SeptemberJune - August

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Duke Power State Park, NC

iii

1.4 November 1993

1

The environmental educationlearning experience (EELE),"Testing the Waters," wasdeveloped to provide environ-mental education through aseries of hands-on activitiesgeared to Duke Power StatePark. This activity packet, de-signed to be implemented ingrades 4 6, meets curriculumobjectives of the standardcourse of study establishedby the North Carolina Depart-ment of Public Instruction. Itincludes three types of activi-ties: pre-visit, on-site and post-visit. The on-site activity willbe conducted at the park, whilepre- and post-visit activitiesare designed for the classroom.These activities should beperformed in a series to buildupon students' newly gainedknowledge and experiences.

I A

I II

The environmental educationlearning experience, "Testingthe Waters," will acquaintstudents with the followingmajor concepts:

Water qualityWatershedsAquatic samplingWater pollutionPreservation of naturalareasLand use

Vocabulary words usedthroughout this environmentaleducation learning experiencewill appear in bold type thefirst time they are used in eachactivity. These words and theirdefinitions may be found inthe vocabulary list at the backof the activity packet. A listof reference materials used indeveloping the activities fol-lows the vocabulary list.

This document was designedto be reproduced, in part orentirety, for use in North Caro-lina classrooms. If you wish tophotocopy or adapt it for otheruses, please credit the NCDivision of Parks and Recre-ation.

NOTE: The on-site activitymay require hiking which couldexpose the students to hot, humidconditions and poisonous insects,snakes and plants. Accessibilityto some of these areas will bedifficult for persons withphysical handicaps.

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Duke Power State Park, NCI_ 3

1.5 November 1993

Activity' SummaryAA%

The following outline provides a brief summary of each activity, the major concepts introducedand the objectives met by completion of the activity.

I. Pre-Visit ActivityKey it Out (page 3.1.1)

Introduce your students to the use of dichotomous keys through a series of fun activities. InPart 1, students will use a simple key to identify unknown tree leaves. In Part 2, the students willuse a more complex key to identify macroinvertebrates found in Lake Norman.

Major concepts:Part I

Dichotomous keyHow to use a keyImportance of keys for identification

Part IIBasic taxonomy

Objectives:Part I

Define dichotomous key and explain why it is used.Use a simple key to identify five unknown leaves.

Part IIDefine taxonomy.Key out at least one macroinvertebrate using a simple key.

Duke Power State Park. NC 2. 1 I 4 November 1993

II. On-Site ActivityLife at the Bottom (page 4.1.1)

Get wet, have fun, and learn while doing it. Students will use different methods to collect andidentify aquatic organisms.

Major Concepts:Water qualityAquatic samplingIndicator speciesAquatic habitatBasic anatomySpecies identificationHuman influence on water quality

Objectives:Describe three characteristics of an aquatic macroinvertebrate.Key out and identify three macroinvertebrates.Define indicator species.Name three indicator species and explain how they are used to determine water quality.Use keys and field guides to identify unknown aquatic specimens.List three or more ways humans affect aquatic life.

III. Post-Visit ActivityPark Lake (page 5.1.1)

Using a map of Park Lake and land use cutouts. students will makedecisions about the development of a portion of the Lake Norman area.

Major Concepts:Human impact on watershedsWater qualityLand use planning and its effect on a lakePreservation of natural areasResource management

Objectives: 0 141 ...n 6. ...NM...Ltrasen.

Evaluate the effects of different imaginary land uses on Park Lake.Discuss and list five ways to reduce damages to Park Lake.List three ways that people can change their lifestyles to reduce damages to water qualityand to Park Lake.List three ways local businesses, industries and communities could change the way theydo business to decrease their damaging effects on water quality and on Park Lake.

Duke Power State Park. NC

it)2 .1 November 1993

p A

Curriculum Objectives:Grade 4

Communication Skills: lis-tening, reading, vocabularyand viewing comprehension,study skills using environ-mental sourcesGuidance: group interactionLibrary/Media Skills: workindependently and creativelyin preparing assignmentsScience: living thingsanimals, adaptation to envi-ronment, interdependenceof animalsSocial Studies: gather,organize and analyze infor-mation, draw conclusions,participate effectively ingroups

Grade 5Communication Skills:listening and visual compre-henson, study skillsScience: earth science, envi-ronment

Grade 6Communication Skills:listening and visual compre-hension, study skillsScience: earth science,environmentMath: measurement

Special Considerations:None

Location: Classroom

Group Size:30 students, class size

Estimated Time:Part I: 20 30 minutesPart II: 30 - 50 minutes

Appropriate Season: Any

Materials:Provided by educator:Per student: "Key it Out" work-

sheet, "Key to 10 CommonLeaves," pencil

Per group "Key to Aquatic Mac-roinvertebrates of the CatawbaRiver Watershed," "AquaticLife illustrations," ruler

Major concepts:Part I

Dichotomous keyHow to use a keyImportance of keys foridentification

Part IIBasic taxonomy

Objectives:Part I

Define dichotomous keyand explain why it isused.Use a simple key to iden-tify five unknown leaves.

Part IIDefine taxonomy.Key out at least onemacroinvertebrate using asimple key.

Educator's Information:

he purpose of this two-part1 activity is to introduce the

use of a simple dichotomouskey. Students will learn whata dichotomous key is, whykeys are useful and how to usea simple identification key.

Part I will give studentsan introduction to the use of asimple key and why keys areuseful. In Part 2, the studentswill be placed into groups andwill key out several macroin-vertebrates using the samekey they will use in the on-siteactivity entitled "Life at theBottom."

6Duke Power State Park, NC 3.1.1

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November 1993

Instructions for Part I:. Have the students read theStudent's Information. Discusstaxonomy and how organismsare grouped into naturallyrelated groups. Define a keyand discuss why keys are use-ful. Explain how a key works.Hand out copies of the "Ke::to 10 Common Leaves" toeach student. Have each stu-dent work through this key toidentify each of the 10 leaves.As a class, go over the answersand discuss any difficultiesencountered.

Instructions for Part II:Divide the students into

groups of four or five. Handeach group a copy of "AquaticLife Illustrations" and a copyof "Key To Common Macroin-vertebrates of the CatawbaRiver Watershed." As a class,work through the key to iden-tify animal number 1 then havethe students work within theirgroups to identify the rest ofthe macroinvertebrates. Whenthe groups are done, have eachuoup share how they identi-fied ene of their macroinverte-brates. Discuss the difficultiesencountered and reinforce theimportance of keys.

17

Duke Power State Park. NC 3 .1.2

Suggested Extensions:1. Divide class into groupsof five or less'and hand eachgroup one picture of a macro-invertebrate. Instruct eachgroup to identify their organ-ism and show how they identi-fied it. Rotate pictures untileach group has identified allsix organisms.

2. Have students create mac-roinvertebrate "flash cards" tolearn identificAion.

November 1993

Student's Information:

Taxonomy is the branch ofbiology that classifies organ-isms by established groups.The word, taxonomy comesfrom the Greek words meaningarrangement and law. Throughtaxonomy, organisms areplaced into related groupsbased on similarities in mor-phology (structure and form),anatomy, physiology, genetics,ecology and distribution.

All organisms are groupedinto large groups known asKingdoms. There are fivemajor kingdoms:

1. Animalia (mammals,insects, birds, reptiles,etc.)

2. Plantae (plants)

3. Fungi (mushrooms,molds, yeasts, etc.)

4. Protista (some algae andprotozoans)

5. Monera (bacteria andblue-green algae)

These kingdoms are furtherdivided into more closelyrelated groups. For example,let's trace the taxonomicclassification of a dragonfly.Dragonflies belong to theKingdom Animalia. Fromhere, they are divided into thePhylum Arthropoda whichcontains all insects and theirrelatives. Next, they are placedin the Class entitled Insecta. In

North America alone there are88,600 Species of insects. Theclass insecta is further dividedinto groups called Orders. InNorth America there are 27Orders, each Order containingclosely related insects. Dragon-flies are in the Order Odanata.The next two divisions areFamily and Genus. The finaldivision is Species. Worldwidethere are about 4,500 Speciesof dragonflies, while in NorthCarolina there are only 186Species. If you have a dragon-fly and want to know whatSpecies you have, you woulduse a key.

Ke:---,:

A key is an essential toolused by peoplt, studying thescience of taxonomy. It isdefined as an ordered list ofsignificant characteristics ofa group of organisms whichare used to identify unknownorganisms. Simply put, a keyis a list of characteristics thatdescribe an organism. Keysare used by scientists andstudents to identify unknownorganisms. Keys often use acombination of pictures andwritten descriptions to aid inidentification. Once you knowan organisms name you canlook up information about it.

Duke Power State Park, NC 3.1.3

1 ;)J. 0

Dichotomous Keys:Most keys are dichotomous,

meaning they divide the charac-teristics that describe an organ-ism into two choices. At eachlevel of the key, you pickthe choice that best describesthe organism you are tryingto identify.

How a Key Works:Here's how a dichotomous

key works. A list of character-istics is arranged as a series ofeither/or statements. For eachpair of statements, choose theone that best describes the itemyou're identifying. For ex-ample, if you were handed aleaf (from a pine tree) to iden-tify, you would start at the topof the key with these twochoices:

1. Leaves long and needle-like.

2. Leaves not long andneedle-like.

Of course, a pine leaf (orneedle) is long and needle-likeso you would choose option #1and continue to the next choiceunder that side of the dichoto-mous key.

November 1993

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Duke Power State Park, NC 3.1.52 I

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November 1993

Key to Aquatic MacroinvertebratesMacroinverubrls

1----with shells

I

I IdoublI e shell single shell obvious legs

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I Ishell attached to shell unattached three pairs of legs

submerged objects

*Zebra mussel (T)

shell oblong4e\-"..

Native freshwatermussel (I)

1shell triangular

*Asian clam (T)

two pairsof wings

chewing mouth parts,front wings thick (beetles)

hind legs long

hind leg-s hind legs notpaddle-like paddle-like (crawls on

submerged objects)

hind legs short(swims on surface)

Whirligig beetleAdult (M)

(swims rapidly)

Predaceousdiving beetle

(M)

oblack,dark brown to mei( body,

prominent pinching jaws

Hellgratnitc,Dobsonfly (MI

Riffle beetleadult (M)

sucking mouth parts(true bugs)

, ,thin DOUV, longspiderlike legs

skates on walks on bottomwater surface near plants

Water strideradult (M)

r ,

Water scorpionadult (M)

no wings, someundeveloped wing pads

tnicK (body,up to 3" long

Giant water bugadult (M)

entire body soft excepthead and thorax

1

greenishwhite to greenish body,with or without

portable case

* Non-native nuisance species. The Zebra mussel is notvet kn-nvn from North Carolina. It is moving into thesouthern states. Report its occurrence to Park, Wildlifeor Duke Power authorities.


4.3

Caddisflv larva (I)

Caddisfly larvawith case (I)

)

3.1.6 November 1993

of the Catawba River Watershed

more than three pairof legs (crustacea

small claws onfront legs

. body flattenedtop to bottom

body flattenedside to side

Anphipod scud ( M) Isopod, Sowbug ( M )

without shells

no obvious legs

large claws onfront legs

.

Crayfish (M )

small appendages

LEGENDPollution Tolerance(I) Intolerant

(M) - Moderate(T) - Tolerant

Index ValueGroup 1Group 2Group 3

wort It-likeIsponge or jelly-ime,grows on

submerged objects

usually a flattened pad ball-like

Freshwater sponge (M) Brvozoa (M)

no obvious head(lives on submerged

leaves and moss)

Cranet ly larva (M)

rounded abdomen(attached to rocks andsticks, lives in groups)

no obvious tail

S

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onvious head1

slender abdomen

no appendages

flattened, gray to cylindrical,black color red color

I xech (1')

Black fly larva (Ni) bright red body (lives

entire body exoskeletonhardened, flattened

obyiolts tail

Aquatic worm ('r)

small hairs on bodyon submerged Objects) (lives in stagnant water)

Chronomid midge (1) Mosquito larva (T)

three tails

tails broad, leaf like tails slender,gills on abdomen

Damselfly nymph (I)


Nlavfly nymph ( I )

two tails, no gillson abdomen

Stonetly nymph ( I )

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November 1993

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Duke Power State Park, NC 3.1.8 November 1993

Answer Sheet to 10 Common Leaves

1. Willow oak 2. Sassafras

1111111r3. Sweet gum

4. Shordeaf pine

7. American holly

5. Tulip poplar6. River birch

)11111r9. Red maple

8. White oak


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10. Loblolly pine

November 1993

Answer Sheet to Aquatic Life Illustrations

2. Water scorpion

1. Hellgrammite, Dobsonfly larva

4. Whirligig beetle

5. Aquatic worm.Sk-Caff ercrC 1911 Cemre kw, WhImhersRecnruni M prt-rol..

Duke Power State Park, NC 3. 1 . 10

3. Mosquito larva

6. Dragonfly nymph

2November 1993


Communication Skills: lis-tening, reading, vocabularyLind viewing comprehensionGuidance: group interactionHealthful Living: recre-ational safetyMathematics: measurementScience: living thingsani-mals, adaptation to environ-ment, interdependence ofanimalsSocial Studies: gather,organize and analyze infor-mation; draw conclusions,participate effectively ingroups

Grade SCommunication Skills:listening and visual compre-hensionGuidance: group interactionHealthful Living: recre-ational safetyMath: measurementScience: earth science, envi-ronmentSocial Science: organize andanalyze information, drawconclusions, participateeffectively in groups

Grade 6Communication Skills:listening and visual compre-hensionGuidance: group interactionHealthful Living: environ-mental health, recreationalsafetyMath: measurementScience: ecologySocial Science: organize andanalyze information; drawconclusions; participate ef-fectively in groups

IST V MUDDDuke Power State Park, NC

Location:Rental boat dock at Park Lake

Group Size:30 or fewer in groups of 5 orless

Estimated Time:1- 1 1/2 hours

Appropriate Season:Spring, summer, fall

Credits:Adapted from "A Field Manualfor Water Quality Monitoring,an Environmental EducationProgram for Schools" by MarkK. Mitchell and William B.Stapp.

Materials:Provided by educator:Per student: pencil, clipboard,

"Aquatic Sampling" work-sheet, "Key to Aquatic Macro-invertebrates of the CatawbaRiver Watershed," "PollutionTolerance of Macroinverte-brates"

Provided by park:Per student: life jacketsPer group: bottom sampling

device, kick net, seine net, dipnet, plastic cups, aquarium orwhite tray, dissecting scope,magnifying glass, tweezers orplastic spoons, field guides,table, laminated "AquaticMacroinvertebrate Key,"rubber gloves, extra activitysheets, examples of adultmacroinvertebrates

Special Considerations:Carry rescue throw rope. Allstudents will wear life jacketsduring this activity. Studentsshould wear gloves when sort-ing samples. Handle organ-isms carefully so that they arenot harmed and return themto the water after the activity.Before the activity, advisestudents of appropriate dress(i.e. old shoes without holes inthem, old jeans, etc.) Makesure participants bring a com-plete change of clothes.

Major Concepts:Water qualityAquatic samplingIndicator speciesAquatic habitatsBasic anatomySpecies identificationHuman influence on waterquality

Objectives:Describe three characteris-tics of an aquatic macroin-vertebrate.Key out three macroinver-tebrates.Define indicator species.Name three indicatorspecies and explain howthey are used to determinewater quality.Use keys and field guidesto identify unknownaquatic specimens.

' List three or more wayshumans affect aquatic life.

4.1.1 November 1993

Educator's Information:In ponds and other aquaticenvironments the presence

or absence of certain organ-isms, called indicator species,reveals much about the qualityof the water. These creaturescomprise an aquatic index.That is, their absence or pres-ence tells us something aboutwater quality.

Water with a rich and variedrange of aquatic creatures isusually a healthy environment,whereas water with just a fewspecies usually indicates lesshealthy conditions. "Healthy"is used here to mean an envi-

ronment supportive of life.Pollution generally reducesthe quality of the environmentand in turn the diversity oflife forms. In some cases theactual biomass or amount ofliving material will increasedue to pollution, but the diver-sity inevitably goes down.

The major purpose of thisactivity is for students to beable to recognize indicators ofwater quality in Park Lake andother aquatic habitats.

The students will be in-volved in collecting macroin-vertebrates in the lake andmust be dressed appropriately.

Duke Power State Park. NC 4.1./

Life jackets must be worn atall times. A first aid kit will beavailable.

Park staff will discuss safetyconsiderations and the educa-tor will assist in seeing that allsafety precautions are fol-lowed. The students will workin groups of four or five, withone person recording the data.After completing the work-sheet, students will gather anddiscuss their results with thepark staff.

Have the students read theStudent's Information andcomplete Pre-Visit Activity"Key It Out." Discuss thesetopics as a class prior to yourvisit.

November 1993

"Water; Water everywherenor any drop to drink." Sosays the sailor in SamuelTaylor Coleridge's "Rime ofthe Ancient Mariner" as theirboat is becalmed at sea. Fortu-nately, in our area water iseverywhere and there seemsto be plenty to drink. But thatmay be changing as Lake Nor-man becomes more developedand is used by more people.Lets take a closer look at waterand discover what a fragile andsensitive resource it is.

What is water? The dictio-nary defines water as a color-less, odorless transparent liquidoccurring on earth as rivers,lakes, oceans, etc., and fallingfrom the clouds as rain, snow,ice, etc. Water occupies morethan 70 percent of the earth'ssurface, and it makes upapproximately 60 percent ofthe human body. You mayhave heard the saying "Wateris life." Think about it for aminute. Can you think of anyliving organism that does notdepend on water?

David Quammen, in hisbook, Natural Acts, A SidelongView of Science and Naturesays, "Without life, there wouldstill be water. Without waterno life."

Recipe for a LakeWater comes in many

forms. To really appreciate ityou need to pick out one of itsmany forms and get to know itpersonally. For your visit to


Duke Power State Park youneed to know more aboutwater in the form of a lake.

What is a lake? A lake isdefined as a large, inland bodyof fresh or salt water. LakeNorman is the largest of aseries of man-made reservoirslocated along the CatawbaRiver. The river is the result ofsprings, streams and creeksjoining together to produce alarger volume of flow. Thesesmaller bodies of water arecalled tributaries. The landthat a river and its tributariesflow through is called a water-shed. A healthy river musthave a well protected water-shed because any kind of dis-turbance to the watershed hasan effect on the river and thelake into which it flows.

Life in a LakeThe various forms of life

found in a lake can be com-pared to a fine stew or soup.Just like a lake, a fine stew orsoup needs lots of differentingredients. Usually the moreyou add, the better the stew. Astew also needs small amountsof spices to make it taste justright. If you try to make astew with just one ingredient,or if you leave out an impor-tant spice, your stew is notgoing to be good.

Here then is a recipe for afine, healthy lake.

Some sunlight justenough for algae, moss, dia-toms and aquatic plants to

4. 1 .34

photosynthesize. (Too muchsun heats up the water androbs it of dissolved oxygen.)

Dissolved oxygen andcarbon dioxide all theanimals in the lake need dis-solved oxygen to breathe.These same animals breatheout carbon dioxide which isessential for algae and otheraquatic plants. These plants inturn take in the carbon dioxideand give off oxygen.

Fallen leaves they pro-vide the main source of energyfor a river system and thusfor a lake as well. In the fall,leaves drift down from thetrees into the water where theysoon sink to the bottom or getcaught in logjams or wedgedbetween rocks. At this point,bacteria and fungi climbaboard the leaves and beginto "munch out," causing theleaves to decompose and breakdown into smaller pieces. Thehalf-eaten leaves, bacteria andfungi are eventually sweptdownstream where they pro-vide food for munchers, graz-ers and filter feeders thewonderfully adapted macroin-vertebrates (macros), such asstonefly nymphs, mayflynymphs, and caddisfly larvae.These organisms further breakdown the leaves into a veryfine mulch called detritus.

In addition to the munchers,grazers and filter feeders, thereare other types of macroinver-tebrates that prey on othermacroinvertebrates. Lots of

November 1993

..(.87firryo 4.4 Won. Poirlablen

different kinds of macros are asign of a healthy lake or river.

Aquatic plants and ani-mals aquatic plants providecover for macros and smallminnows. All the aquatic ani-mals in the lake provide foodfor each other and non-aquaticanimals in a complex foodweb. When all these variousplants and animals die or ex-crete waste, they return essen-tial nutrients that were bor-rowed so that they could live.

Various minerals thefine spices of a lake includecalcium bicarbonate, potas-sium, nitrates and phosphates.These ingredients help balancea lake's pH, provide buildingmaterial for the shells of snails,

A


mussels, clams and crayfish,help fish breathe more effi-ciently and act as natural fertil-izers essential for aquaticplants.

These are just the minimumingredients needed for ahealthy lake or river. Nowmind you, a lake or river needsonly natural ingredients; un-natural ingredients can have abad effect. David Quammensums up what makes a healthylake or river when he talksabout a trout stream. "A goodtrout stream must fist be anexcellent insect stream, a supe-rior haven for algae and fungiand bacteria, a prime dumpingground for dead leaves, a sur-passing reservoir of oxygen

and calcium. It will then also,and thereby, be a good ospreystream, a favorite amongotters, a salvation to dippersand kingfishers and bank swal-lows and heron, mergansersand Canada geese and watershrews, mink and muskrat andbeaver. Not to mention theoccasional grizzly bear. Andwho knows but that, sometime,a human might want to drink."

If there are plentiful num-bers of many different speciesof plants and animals in alake, then we have a healthylake. Taking samples of theseaquatic plants and animals isa means to monitor the qualityof a lake's waters.

4.1.4 November 1993

Instructions:1. Park staff will lead a briefdiscussion focusing on: macro-invertebrates (macros), whatthey are and why they are im-portant; metamorphosis, whatit is and how it is accom-plished; and indicator species,what they are and how they areused to determine the health ofa lake. Park staff will alsocover how to use samplingequipment and safety precau-tions that must be followedwhen using the equipment.

2. Have the students fill in PartA of their worksheet and com-plete their predictions for ParkLake's aquatic index.

3. Briefly review the macroin-vertebrate key. Be sure topoint out that the key is not

40 complete and that the studentsshould therefore key organismsas close as possible. For ex-ample, there are 186 dragonflyspecies in North Carolina. Thekey shows just one dragonflylarva species but the illustra-tion should be close enoughthat the students should besuccessful at identifying anydragonfly larva they find.

4. Demonstrate the techniqueof collecting bottom samples.

a. Neatly coil the rope andtie t, end to the dock.

_'brow the attached bucketas far as possible out over thelake.

c. Allow the bucket to sinkto the lake's bottom.

d.Slowly pull the bucketalong the bottom for a fewyards then quickly pull it to thesurface.

5. Demonstrate the techniquesof sample analysis.

a. Fill an aquarium or whitetray half way with water.

b. Allow the excess waterto drain from the bucket.

c. Put on rubber glovesand pick up some of the mudsample.

d. Spread the sample outevenly on the seine. Keep theseine net at least one inch offthe ground whenever there isa sample in it.

e. Carefully pour water overthe sample using a plastic cupto wash away silt/debris.

f. Search for organisms.(You may have to ye magni-fying glasses.)

g. Using tweezers or plasticspoons, carefully remove theorganisms and place in theaquarium or white tray that isfilled halfway with water.

h. Place the aquarium orwhite tray on the table for ob-servation/identification, usingthe field guides, laminated in- -

vertebrate key and the ex-amples of adult macroinverte-brates.

i. Complete the worksheet.j. Return all organisms to

the water after completing theresearch.

6. Demonstrate the use of dip,seine and kick nets.

.7. Divide the class into groupsof five or less, have them pickup their equipment and instructthem to collect samples. Assoon as the samples are col-lected, have the groups moveto the shore to complete theirworksheets. Remind tin stu-dents to return the organisms

3Duke Power State Park, NC 4.1.5

to the water after the animalshave been identified.

8. After collecting samples,each group should identify theaquatic macroinvertebratesusing the "Key to AquaticMacroinvertebrates of theCatawba River Watershed."They should also use fieldguides and dissecting scopesto aid in identification. Havethem record their answers onthe "Aquatic Sampling DataSheet" and use their results todetermine the Aquatic IndexValue (relative health) of thelake.

The Aquatic Index Valuegroups macros into three cat-egories based on how tolerantor sensitive they are to changesin water quality.

Group I includes macrosthat are very intolerant to waterpollution. The dominant pres-ence of Group I species is anindication of good water qual-ity. Group I is given an indexvalue of 3.

Group II includes macrosthat are moderately tolerant toa reduction in water quality.They are given an index valueof 2.

entrett Lott.. 1 atttel et,Mt. .N II 1'(*% et

November 1993

Group III represents macrosthat are tolerant to pollution.Their dominance indicatespoor water quality. They aregiven an index value of 1. Thestudents will learn how to cal-culate the Aquatic Index Valueby using a simple formula:

(3 x number of Group I )(2 x number of Group II )

+ (1 x number of Group III )

= Aquatic Index Value

9. After the students haveidentified their specimens anddetermined the Aquatic IndexValue, park staff will lead agroup discussion summarizingwhat they've learned, whatthey've identified from thelake, and the importance ofindicator species and theAquatic Index Value.

10. Instruct the groups togather their equipment, cleanit and return it to where theyfound it.

11. Gather the whole classand have each group presenttheir findings. According tdtheir study, what is the rating ofthe park lake's water quality?How does it compare to thestudents' initial prediction? Ifdifferent, encourage students toexplore reasons. Do differentgroups have different results?If so, explore reasons why.(Answers: improper collection/identification techniques bysome; weather; drastic changesin watershed within recenttime; etc.)

Suggested extensions:

1. Sample Lake Norman's bot-tom sediments and comparethe results to those from thePark Lake.

2. Sample different locationson Park Lake (i.e. below thepark lake bridge, near themouth of the creek, etc.) andcompare and contrast results.

3. Sample stream beds of dif-ferent streams feeding the parklake and compare and contrastresults.

.......

Grp

Duke Power State Park. NC 4.1.6

..Callen l'agraarte,0 MI as. Lama 11.4 .iuuat Palaohers

November 1993

A1

S I

Name: Date:

Location:

Methods used to sample: Aquatic Index Value:

A. Prediction of Park Lake's Aquatic Index: Excellent Good Fair Poor

Circle your choice. Why do you think Park Lake will have this Aquatic Index?

B. Instructions:1. Use the "Key to Aquatic Macroinvertebrates" or "Pollution Tolerance of Macroinver-

tebrates" chart to identify organisms.2. Record the species of organisms found in the space below, using the chart to classify

them by their tolerance levels. (See example below.)

Group I.

2.

3.

4.

5.

6.

7.

Total =

Group II1.

3.

4.

5.

6.

7.

Total

Group III1.

3.

4.

5.

6.

7.

Total =

3. Calculate the Aquatic Index Value by multiplying the number of species of organismsin each group by the index value for that group. Then, add the resulting three numbers

to obtain the Aquatic Index Value (see example below).

( 3 x no. of species Group I)( 2 x no. of species Group II)

+ ( 1 x no. of species Group III)= Aquatic Index Value

Group II. hellgramite 4. caddisfly

2. 'wally 5.

3. snail

Group III. drawnfly2. crayfish

3.

CumulativeIndex Values23 and above17 to 2211 to 1610 to less

AquaticIndex Rating

ExcellentGood

FairPoor

Group IIII. blackfly2. freshwater worm

3.

41111(3 x 4) (2 x 2) (1 x 2) =18

[18 is the aquatic index value, which is a good rating according to the chart above]Adapted from A Field Manual for Water Quality Monitoring, An Environmental Education Program for Schools by Mark K.Mitchell and William B. Stapp. 33Duke Power State Park, NC 4.1.7 November 1993

4. How would you describe Park Lake's water quality based on its Aquatic Index?

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


II I I

Group I - Index Value = 3These macroinvertebrates can not tolerate pollution or changes in water quality. Their presence ordominance generally indicates good water quality.

Mayfly nymph

Stonefly nymph

Hellgrammite(dobsonfly larva)

Riffle beetle adult

Freshwater mussel

Caddistly larva

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

Dragonfly nymph

'44.1110

Predaecous diving beetle

Whirligig beetle

4110

Damselfly nymph

Water scorpion

Water strider

Crayfish

Isopod (Sowbug)

Group HI - Index Value =1These macroinvertebrates can exist in polluted water. Their dominance indicates poor waterquality.

black fly larva

1237,014.4

M.Caffer, Acryspa kninnvicgsC 1941 Huum /en. srd HLMIlliNIWther.lievrtraed H, prn.r...1


leech freshwater worm

4.1.9 November 1993

Key to Aquatic MacroinvertebratesMacroinvertebratl

I

shell attacneu tosubmerged objects

I

with shells1

I I I

double shell single shell obvious legsI

I I

three pairs of legsI

shell unattached

shell triangularshell oblong

*Zebra mussel (I)

Native freshwatermussel (I)

mouthchewing moutnfront wings thick (beetles)

1

hind legs long

hind legs hind legs notpaddle -like paddle-like (crawls on

(swims rapidly) submerged objects)

hind legs short(swims on surface)

Whirligig beetleAdult (M)

*Asian clam (I)

Predaceousdiving beetle

(71)

dark brown to black body,prominent pinching jaws

Iellgramite,1)obsontly l NI)

Rae beetleadult ( M.)

tw(»airsof wings

thin nom, longspider-like legs

walks on nottomnear plants

sucking mouth parts(true bugs)

thick body,up to 3" long

skates onwater surface

Vater strideradult (M)

Water scorpionadult (NI )

no wings, someundeveloped wing pads

Giant water bugadult (M)

entire body soft excepthead and thorax

* Non-native nuisance species. The Zebra mussel i., notvet known from North Carolina. It is moving Into thesouthern states. Report its occurrence to Pork, Wildlifeor Duke Power authorities.


I ,white to greenish Doa,

with or withoutportable case

as

Caddistly larva (1)

6111.1111111111kCaddisliv larva c

with case (I)

) 6

4. I . I 0 November 1993

of the Catawba River Watershed

N,vithouit shells

more than three pairof legs (crustacea )

small claws onfront legs

body flattened body flattenedside to side top to bottom

Anphipod scud (M) Isopod, Sowbug ( /v1)

large claws onfront legs

\\\, j1

LEGENDPollution Tolerance(I) Intolerant

(M) - Moderate(T) - Tolerant

Index ValueGroup 1Group 2Group 3

no obvious legs

worn.-like sponge or jelli-like,grows onsubmerged objects

usually a flattened pad ball-like

Crayfish (M)

small appendages

no omous head(lives on submerged

leaves and moss)

Cranefly larva (M)

rounded abdomen(attached to rocks andsticks, lives in groups)

(soft.4.41.3.,Pack fly larva (M)

entire body exoskeletonhardened, flattened

obvious tau

two tails, no gillson abdomen

Freshwater sponge ( ) Brvozoa (M)

obvious head

slender abdomen

Leech (T)

no appendages

I

I

I

flattened, gray to cylindrical,black color red color

.-e------

Aquatic worm (T)

bright red body (lives small hairs on bodyon submerged objects) (lives in stagnant water)

Chronomid midge (T) Mosquito larva (T)

no obvious tail

Dragonfly nymph (M)

three tails

tails slender,gills on abdomen

tails broad, leaf-like

Damselfly nymph (1)


i'vlayfly nymph ( I)t.)

4. 1 . 1 1

.

Stonefly nymph (I)

%la Olen,Itarsletl NbItNen

IttprInneJ D. perm," et

November 1993

I


Communication Skills: lis-tening, reading, vocabularyand viewing comprehension;study skills using environ-mental sourcesGuidance: evaluate theimportance of familiar jobs,competency for interactingwith othersLibrary/Media Skills: workindependently and creativelyin preparing assignmentsScience: living thingsanimals, adaptation to envi-ronment, interdependenceof animalsSocial Studies: gather, orga-nize and analyze informa-tion; draw conclusions, usemaps, participate effectivelyin groups

Grade 5Communication Skills:listening and visual compre-hension, study skillsGuidance: competency andskill for interacting withothersScience: earth science, envi-ronmentSocial Science: organize andanalyze information, drawconclusions, use maps, par-ticipate effectively in groups

Grade 6Communication Skills:listening and visual compre-hension, study skillsGuidance: competency andskill for interacting withothersHealthful Living: environ-mental healthScience: ecologySocial Science: organize andanalyze information, drawconclusions, use maps, par-ticipate effectively in groups


Location: Classroom

Estimated Time:One to three 45 minute periods

Appropriate Season: Any

Credits:This activity was adapted fromthe Aquatic Project WILDactivity, Dragonfly Pond.

Materials:Provided by educator:Per student: one copy of Student's

InformationPer three students: scissors,

masking tape, paste or glue,paper, one copy of each of"Land Use Cutouts," "ParkLake Maps"

Major Concepts:.Human impact on water-shedsWater qualityLand use planning and itseffect on a lakePreservation of naturalareasResource management

Objectives:Evaluate the effects of dif-ferent imaginary land useson Park Lake.

Discuss and list five waysto reduce damages to ParkLake.List three ways that peoplecan change their life-stylesto reduce damages to waterquality and to Park Lake.List three ways local busi-nesses, industries and com-munities could change theway they do business todecrease their damagingeffects on water quality andon Park Lake.

Educator's Information:

The major purpose of thisactivity is to encourage

the students to wrestle withpotentially conflicting land-use concerns in an effort topreserve Park Lake and itswatershed. After the studentsreach agreement about whereto place local land-uses, theywill consider how their deci-sions affect the aquatic re-sources downstream. End theactivity with consideration ofthe idea that the earth's aquaticresources are all intercon-nected, so all land use activi-ties affect other things.

, 01,, ^ 4...4

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5.1.1,73

,41Caffevy Aquax F.monv,o,C 1911I Di.., lows and Bea. Publahers

1.141-.4 b, romramen

November 1993

Student's Information:

Every human use of landand water affects plant, animaland human habitats. Whathumans do with the world'sresources shows what is im-portant to us and our lifestyles.The search for the "good life"and all of its conveniences pro-duces mixed results for plants,wildlife and the environment.Some people see natural areasas little more than raw materialfor human use. Others believethe natural environment shouldbe preserved regardless ofhuman needs. Still others lookfor a balance between theseoutlooks. Very real differencesof opinion exist between well-meaning people!

Given the extensive impacthumans have on the earth, amajor challenge we now faceis how to be more responsibleabout this impact. We mustdevelop the awareness, knowl-edge, skills and commitmentnecessary to encourage othersto act responsibly when itconies to taking care ofwatersheds and the remain-ing natural areas. We mustdevelop the necessary under-standing to restore areas longdisturbed by humans.

At the center of land useissues is the concept of growth.Growth in natural systems hasinherent limits, imposed by adynamic balance of energy be-tween all parts of the system.Energy in natural systems istranslated into food, water,shelter, space and survival.

This means that natural sys-tems are self-regulating. Thiscapacity for self-regulationmakes it possible for all natu-ral members of an ecosystemto live in harmony. All lifeforms of any ecosystem mustbe considered. The macroin-vertebrates in the water arejust as necessary to a habitatas the plants and fish. It isthis natural balance, with allits inherent and essential parts,that much of human land usehas disturbed. Human activi-ties often go beyond the natu-ral limits of a setting.

The Lake Norman area isgrowing rapidly. Homeownersand industry are spreading outfrom our cities into the lakearea. They seek undevelopedland to use and help our localeconomy by creating new jobs.This is good, but sometimesdevelopment conflicts withprotecting the lake and theplants and animals living inand around the lake. This iswhere different people havedifferent ideas about how tobest use the land and waterfrom Lake Norman and stillensure the lake is clean.

Think back to your visit toDuke Power State Park. Weknow Lake Norman provideswater to many towns andcities for drinking, industryand sewage treatment. LakeNorman is also used for recre-ation and is home to a widevariety of plants and animals.

Humans have the ability toimport energy sources thatallow a system to exceed itsnatural limitsor to remove en-ergy sources that are necessaryfor a system to stay in balance.For example, people can damrivers to make lakes, like LakeNorman, to provide power,drinking water and irrigation.Water from Lake Normancan be used in factories, mills,sewage treatment and otherindustries that need largeamounts of water to producecertain products. All of theseactivities could affect life inLake Norman.

So how do we make landuse decisions that will benefitthe local economy and stillprotect our natural resources?The following activity showshow difficult the decision-making process can be.

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Instructions:

1. Prepare copies of the "LandUse Cutouts" and "Park LakeMap" for students. Explainthat they will be responsiblefor arranging the pattern ofland use within the Park Lakewatershed to best protect thisresource.

2. Divide the class into groupsof three to five, with eachgroup representing an interestgroup. Students will stay inthese groups until the end ofthe activity. Interest groupsare:

A. Farmers - want to clearand use land to produce food,livestock and lumber.

B. Highway department -wants to build access in thearea to provide highways andfire, police and emergencymedical services.

C. Permanent residents -want development, but not somuch that their homes are af-fected by noise, traffic, pollu-tion, etc.

D. Business interests - wantto use the land for commerceand development (home build-ers, small business, etc.)

E. Public services want tobuild and operate a waste wa-ter treatment plant in thearea.

F. Adopt-a-State Park groupwants to help preserve addi-

tional land for the area park.

3. Pass out the "Land. Use"and "Park Lake" worksheets.Have the students tape ParkLake Map together, cut out theland-use pieces and place them


around the lake watershedupstream from the park bound-ary. Tell them that all of theland use pieces must be used,and none may be placed withinthe state park. The pieces canbe cut smaller, but must notoverlap. The students may alsodevelop their own land uses.

4. Once the students have cutout the necessary materials andare ready to begin the processof making land use decisions,have them create a list of prosand cons for each land use.Guide the class discussion sothey consider the consequencesof each land use. Record theseon the chalkboard.

The following are a few ex-amples:

Natural AreasPRO

Provide outdoor recreationopportunities such as hikingand nature study

Provide protection of natu-ral communities and habitats,the watershed, and nativespecies

Bring tourist dollars intolocal economy as park visitorsspend money at local busi-nesses

CON

Remove lands for possibledevelopment (i.e. agriculture,forestry, industry, etc.)

FarmsPRO

Produce food

Provide jobs

Produce lumber and otherwood products

5.1.3

CON

Increase soil erosion

Use chemicals (pesticides,herbicides, etc.) that may harmpeople and the environment

Use fertilizers and produceanimal wastes which increasesnutrient load in the aquaticsystems

Sometimes destroy streambuffers, wetlands or other natu-ral areas for fields or to harvestlumber

Homes

PRO

Provide human shelter

Provide jobs in construc-tion and maintenance

CONGenerate waste, sewage,

and other pollution (i.e. usedoil, lawn chemicals, etc.)

Contribute to loss ofnatural areas (i.e. developmentand energy needs)

Waste Water TreatmentPlantPRO

Provide for more develop-ment

Provide treatment forwaste water

Provide jobs in construc-tion, maintenance and opera-tion of the plant

CONDischarge effluent con-

taining chlorine and nutrientsinto the watershed

Contribute to loss ofnatural areas (i.e. construction,maintenance and energy needs)

November 1993

Increase runoff fromimpervious surfaces (parkinglot, roof, etc.) resulting fromincreased development

RestaurantPRO

Provide jobs

CON

Contribute to loss of natu-ral areas (i.e. energy needs)

Increased runoff fromimpervious surfaces (parkinglot, roof, etc.)

Generate waste products

Highways

PRO

Provide access to areaand for emergency medicalservices

Provide jobs in construc-tion and maintenance of roads

CON

Contribute to loss ofnatural areas (i.e. construction,maintenance and energy needs)

Increase runoff due toimpervious surfaces

During construction,increase soil erosion

Disrupt natural water flowand animal migration patterns

Use herbicides that mayharm people and the environ-ment

LaundromatPRO

Provide jobs in construc-tion and operation

CON


May introduce significantamounts of polluted water intowatershed

Increase runoff due toimpervious surfaces (parkinglot, roof, etc.)

Gas Station

PRO

Provide jobs in construc-tion, maintenance and opera-tion

CON


Runoff may containpollutants such as gasoline andoil

Increase runoff due toimpervious surfaces (parkinglot, roof, etc.)

May contaminategroundwater from leakingunderground storage tanks

5. Have the students work intheir teams long enough tobegin serious debate over theland use decisions. Remindthem that no land use can beexcluded, the river corridormust be preserved, and every-one must reach consensus foreach land use. Offer an oppos-ing viewpoint should theyneed it. Have them lightlyfasten the cut-outs to the mapby placing small loops of tapeon the back of them. Thiswill allow the students tochange their minds beforethey stick the cut-outs downpermanently.


6. Invite each group to displayand describe their work inprogress. Encourage discus-sion of their choices.

7. Continue the discussion byasking more students to sharetheir proposed plans. Again,be firm in discussing the con-sequences. Point out that shut-ting down the businesses orfarms could negatively impactthe economic base of the area.

8. Give the students additionaltime to work in their groupsto come up with what theybelieve is the best possibleland use plan. Be sensitive totheir frustrations and displayall the final landuse plans inthe classroom for all to see anddiscuss. Analyze and discussthe merits of each of theapproaches. Point out thatalthough their solutions maynot be perfect, they can reducedamage to the Park Lakewatershed.

9. Display one of the groups'maps on the chalkboard. Next,draw "The Rest of Park Lake"connected to it. Label all thefeatures as indicated.

KC An. Mmelf I A I.*,0 .1 Ir. 11.u., Nwhin

November 1993

10. Ask the students to brain-storm possible problems thatcould be faced within eachof these aquatic systems(Norwood Creek, Hicks Creek,and Lake Norman) as a resultof the human activities aroundthe Park Lake watershed. Notethat all the pollutants dumpedinto the Park Lake watershedeventually flow downstream.Make inferences and predic-tions about the potential conse-quences of these activities.For instance, you could em-phasize the wastewater fromthe laundromat. How will it betreated? Where? By whom?Where will i. go? With whateffects?

11. Ask the students to lookagain at all of the land uses inthis activity. If they had beenconsidering any of them asinherently bad, have themconsider a different question.What could the people whoare in charge of these variousbusinesses do to reduce thedamage to Park Lake? Havethe activity end with a positiveemnhasis on solutions ratherthan problems and have themwrite these solutions on theboard.

12. Have the students createa list of things which theypersonally can do to reducethe potentially damagingeffects of their lifestyles on the"downstream" areas they maynever have thought about. Ifpossible, invite them to reportperiodically, throughout theschool year, on their progress

in carrying out these new prac-tices. Consider with them theidea that all of the waters ofthe earth are interconnectedand are in fact part of a single"Park Lake" watershed.

Suggested extensions:

1. Organize a "Stream Watch"group in your community.Stream Watch groups "adopt"a waterway, or portion of one,and act on its behalf. Theytake care of the waterway bymonitoring water quality, pro-viding educational programs,removing litter, etc. For moreinformation on Stream Watch,contact:

Stream Watch Coordinator,Division of Water Re-sources, NC Department ofEnvironment, Health andNatural Resources,PO Box 27687, Raleigh,NC 27611, (919) 733-4064

2. Collect newspaper articlesfor local water-related andlanduse issues as a currentevents activity.

3. Learn more about environ-mental impact statements. Tryto obtain actual statementsabout natural areas in your re-gion. See what concerns areaddressed in these documents,

4. Learn more about privateorganizations that work to pro-tect natural resources. Ex-amples include:

The North Carolina Envi-ronmental Defense Fund,128 E. Hargett St., Suite#202, Raleigh, NC 27601

4 2Duke Power State Park, NC 5.1 .5

The North Carolina NatureConservancy, Carr MillMall, Suite 223, Carrboro,NC 27510

The Catawba Lands Conser-vancy, 1614 Fountain ViewCharlotte, NC 28203

Find out what they do andhow they do it.

5. Find out about zoning lawsand landuse regulations inyour area by contacting thefollowing:

City/County:Director of City/CountyPlanning/Zoning

State:Division of EnvironmentalManagementPO Box 27687Raleigh, NC 27611

Would the plan your groupproposed for the Park Lakewatershed be allowed in yourcommunity?

6. Send a representativesample of the students land useplans to the park. (We wouldappreciate the feedback.)

7. Write to the Iredell CountyPlanning Board about any con-cerns you have with the waterquality of Park Lake (theswimming lake) at DukePower State Park or IredellCounty at:

Planning Board, c/o IredellCounty Planning Depart-ment, Attention: WilliamAllison, PO Box 788,Statesville, NC 28677

November 1993

Park Lake M pI

Duke Power State Park. NC 5.1.64 3

November 1993

Park Map con't

AILMate Park.Boundary

Legend

State ParkBoundary

Slate ParkBoundary

Mate Park;Boundary

Slate ParkBoundary

Duke Powerdo State Park

7 0° 0'u

P.oc,y1) ca 6 ca c\K.:20cZ2Z> 6 ca

Park Lake

BoundaryState Park boundary(no development beyond this line)

Direction of water flow

Natural area & river corridors

Duke Power State Park. NC 5 I 7Norwood Creek

Land Use Cutouts

House House

Natural Area

Gas Station

ChickenFarm

House House

Natural Area

Farm Feed Lot

Tree Farm

Restaurant

Laundromat

Waste WaterTreatment Plant

Livestock Pasture

Tree Farm

Highway

Duke Power State Park. NC 5.1.8 45 November 1993

Norwood Creek

Park LakeDam

Hicks Creek

Norwood Creek


Lake Norman

November 1993

Algae - Simple, one-celled or many-celledplants, capable of photosynthesis. They areusually aquatic and have no true root, stem orleaf.

Anatomy - The branch of biology that dealswith the structure of plants and animals.

Aquatic - Living or growing in water.

Aquatic index -The relative health of a waterbody. It is based on the tolerance or sensitiv-ity of a macroinvertebrate to changes in waterquality. It is calculated using a simple for-mula.

Biology - The science that deals with the ori-gin, history, physical characteristics, life pro-cesses and habits of plants ,xrid animals.

Classification - The grouping of organismsinto categories based on shared characteristicsor traits. For example, any animal that hasfeathers is considered a bird and placed in theClass Ayes. Furthermore, if the bird has itseyes in front rather than on the side of itshead, it is a member of the Order Strigiformes(the owls).

Detritus Dead organic matter, such as fallenleaves, twigs and other plant and animal mate-rial, which exists in any ecosystem.

Dichotomous Divided into two parts,groups or classes, such as a dichotomous key.Using a dichotomous key, one can identifyan unknown organism by following the onebranch of each pair that best describes theorganism.

Mc( Wen, FnennloloiyC. 1911 &nu., kr., and 11.111.11`01.thrnlie need by prirmionn

Duke Power State Park, NC 6.1

Distribution - The act of scattering or spread-ing out; the geographic range of an organism.

Dissolved oxygen (DO) - The amount of oxy-gen gas molecules dissolved in water. Fishand other aquatic animals depend on DO tobreathe.

Ecology The science of the relationships be-tween organisms and their environments.

Ecosystem Plants, animals and their physi-cal surroundings which interact with environ-mental conditions, such as temperature andrainfall, forming an interdependent system.

Effluent A liquid flowing out. The outflowof a sewer, septic tank, etc.

Erosion - The removal or wearing away ofsoil or rock by water, wind, or other forces orprocesses.

Food chain The transfer of energy and ma-terial through a series of organisms as eachone is fed upon by the next.

F. -r-

4-

Food web The interlocking patter*, of foodchains which exist in an ecosystem.

Genus - The taxonomic category located be-tween species and family.

4 7

November 1993

Groundwater Water that fills the spaces be-tween rocks and soil particles underground.Groundwater is replenished when rainwatertrickles through the soil. Surface water, suchas lakes and rivers, is often replenished bygroundwater.

Habitat - The environmental conditions of anarea where a plant or animal naturally growsor lives; its environment.

Impervious surface A surface that doesn'tabsorb water, such as a paved parking lot.

Indicator species An organism whose pres-ence or absence in a particular environmentcan be used to determine the health of thatparticular environment.

Insect Any animal in the Class Insecta. Ithas a head, thorax, abdomen and three pairs oflegs on the thorax. As adults they usuallyhave one or two pairs of wings attached to thethorax as well.

Irrigation The pumping of water fromponds, lakes or rivers through pipes or canalsto supply crops or livestock with water duringperiods of dry weather.

Key An ordered list of significant character-istics of a group of organisms used to identifyunknown species.

Larva - (larvae, plural) The immature formof an animal that changes structurally when itbecomes an adult, usually by complex meta-morphosis.

Lifestyle A way of life, including attitudes,values and priorities.

Macroinvertebrate Macro means "large",invertebrate means "without a backbone".An invertebrate usually large enough to beseen without the aid of magnification.

Metamorphosis Meta means "change",morphe means "form". A change in form,structure or function as a result of develop-ment. A physical transformation undergoneby various animals during developmentfrom the larval stage to the adult form. Forexample, through metamorphosis, a hellgram-mite (larval form) becomes a Dobsonfly(adult form). The change from a tadpole (lar-val form) to a frog (adult form) is another ex-ample of metamorphosis.

Mussel Any of thevarious freshwater orsaltwater bivalves(meaning the two shells),held together by a strong muscle.

Duke Power State Park, NC 6.2

Nymph The young of an insect that under-goes incomplete metamorphosis, differingfrom the adult primarily in size and structuralproportions (i.e. wings).

Organism A living thing. Examples includeplants and animals.

pH - potential of hydrogen. A measure thatindicates the relative acidity or alkalinity ofa substance. The pH scale is a logarithmicscale ranging from 0 (most acidic) to 14 (mostbasic), with a pH of 7 being neutral.

Photosynthesis - The chemical process car-ried on by green plants in which the cells con-taining chlorophyll use light energy to produceglucose (a plant food) from carbon dioxideand water; oxygen is released as aby-product.

Pollution - A human-caused change in thephysical, chemical or biological conditionsof the environment that creates an undesirableeffect on living things.

Runoff Rain, melted snow and other materi-als that drain or flow off surfaces such as citystreets, roofs, suburban lawns and agriculturalland.

4November 1993

Sediment - Deposits of soil or organic matterwhich were suspended in water and then settledto the bottom. It is often deposited in the waterby runoff.

Sewage Liquid and solid waste mixed withwater.

Silt A sedimentary material consisting of finemineral particles intermediate in size betweensand and clay.

Soil A collection of organic and inorganicparticles, mainly composed of clay, slit, sandand gravel.

clay less than 1/256 of a millimeter (mm)in diameter

silt between 1/256 and 1/16 of a mm indiameter

sand between 1/16 and 2 mm in diametergravel - over 2 mm in diameter

Species - The taxonomic category followinggenus which consists of similar organisms thatcan mate and produce fertile offspring.

Taxonomy - The branch of biology dealingwith classifying organisms based on somecommon factor into naturally related groups.

Duke Power State Park. NC 6.3

Tributary - A stream or river flowing intoa larger stream, river or lake. The CatawbaRiver is the major tributary of Lake Norman.

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

Waste water treatment plant - A facilitywhere household, business and industrialsewage are treated to remove harmful bacteriaand chemicals.

Water - A transparent, odorless, tasteless liq-uid compound of hydrogen and oxygen (H10)which occurs on the earth's surface as oceans,lakes, rivers, etc.

Water quality - A way of determining ormeasuring certain characteristics of water.

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

November 1993

References

Balcom, Nancy C. (ed.). 1991. "Main-stream," "Habitat Hunt," "Where the WaterFalls" and "Little Limnologists" activities.Virginia's State Parks: Your Backyard Class-room, Chesapeake edition. For informationcontact the Virginia Department of Conserva-tion and Recreation, Division of State Parks,203 Governor SL, Suite 306, Richmond,VA 23219.

Brown, Walker R., and Norman D. Anderson.1971. Earth Science A Search for Under-standing. Philadelphia, PA: Lippencott Co.

Caci,'to, Michael J. 1985. Pond and Brook,A , :tide to Nature Study in Freshwater Envi-ronments. Englewood Cliff, NJ: Prentice Hall,Inc.

Dean, Jim 1978. "The Year the FloodsCame" Wildlife in North Carolina, February.NC Wildlife Resources Commission, 512 N.Salisbury St., Raleigh, NC 27604-1188.

Earley, Lawrence. 1990. 'Taking a River'sPulse". Wildlife in North Carolina. August.NC Wildlife Resources Commission, 512 N.Salisbury St., Raleigh, NC 27604-1188.

Everhart, Jerry (project director). 1986.Project MOST. Pitt County Schools, 1717West 5th St., Greenville, NC 27834.

Izaak Walton League of America. "Save OurStreams." 1401 Wilson Blvd., Level B,Arlington ,VA 22209

Montgomery County Public Schools. 1972."Activities for Studying Streams," Environ-mental Education Series, Bulletin No. 247 A.Montgomery County Public Schools, 850Hungerford Drive, Rockville, MD 28050.

Duke Power State Park, NC 7. 15

Montgomery County Public Schools. 1972."Activities for Studying Ponds," Environmen-tal Education Series, Bulletin No. 247 D.Montgomery County Public Schools, 850Hungerford Drive, Rockville, MD 28050.

National Aquarium in Baltimore. 1987."In Hot Water?", Living in Water: AquaticScience Curriculum for Grades 4-6.Baltimore, MD

National Wildlife Federation. 1983. Acid RainA Teacher's Guide. 1400 16th St., N.W.,

Washington, DC 20036-2266.

National Wildlife Federation. 1987. "WeCare About Clean Air," National WildlifeWeek E -fiicators Guide, March 15-21. 140016th St., N.W. Washington, DC 20036-2266

National Wildlife Federation. 1990. Pollu-tion: Problems and Solutions, Ranger Rick'sNature Scope. 1400 16th St., N.W.,Washington, DC 20036-2266.

National Wildlife Federation. 1990. "EarthDay Every Day You Can Make a Differ-ence", Educator's Guide. 1400 16th St., NW,Washington, DC 20036.

North Carolina Division of Water Resources.1991. "pH What Does It Mean?"Streamwatch News, Issue #13, Feb. NorthCarolina Department of Environment Healthand Natural Resources, PO Box 27687,Raleigh, NC 27611.

North Carolina Division of Water Resources.1991. "Sediment: It's Only Dirt, Right?"Strearnwatch News, Issue #15, Nov. NorthCarolina Department of Environment, Healthand Natural Resources. PO Box 27687,Raleigh, NC 27611.

November 1993

North Carolina Wildlife Resources Commis-sion, Division of Conservation and Education.Dec. 1989. "Josh and the Fish Kills", NorthCarolina WILD Notebook 512 N..SalisburySt., Raleigh, NC 27604-1188.

Slattery, Britt E. 1991. "Wet'n'Wild" activity.WOW!: The Wonders of Wetlands: anEducator's Guide. Environmental Concern,Inc., P.O. Box P, St. Michaels, MD 21663

Swan, Malcolm D. 1983. Tips and Tricks inOutdoor EducationApproaches to ProvidingChildren with Educational Experiences in theOutdoors. Danville, IL: The Interstate Printers& Publishers, Inc.

Taylor, Mark. 1989. Streamwatching WithKids, An Outing Leader's Guide. Reprinted byNorth Carolina Wildlife Resources Commis-sion, Department of Environment, Health, andNatural Resources, 512 North Salisbury Street,Raleigh, NC 27604-1148.

United States Dept. of Agriculture. July 1986.Teaching Soil and Water Conservation, AClassroom and Field Guide. Soil ConservationService, United States Department of Agricul-ture, 4405 Bland Road, Raleigh, NC 27609.


United States Department of Agriculture.1989. Key to The Major Invertebrate Speciesof Stream Zones. Soil Conservation ServicePublication SCS-TP-161 Water Quality Indi-cators Guide, United States Department ofAgriculture, 4405 Bland Road, Raleigh, NC27609.

Western Regional Environmental EducationCouncil. 1987. Aquatic Project Wild. Forinformation contact the Wildlife ResourcesCommission, 512 North Salisbury St.,Raleigh, NC 27604-1148.

Willoughby, L. G. 1976. Freshwater Biology.New York, NY: Pica Press

Winborne, Ferne B. 1989. A Guide toStreatnwalking. Division of Water Resources,Department of Environment, Health &Natural Resources, 512 North SalisburyStreet, Raleigh, NC 27604-1148.

7.2 November 1993

to

SCHEDULING WORKSHEET

For office use only:Date request received Request received by

1) Name of group (school)

2) Contact personname phone (work) (home)

3) Day/date/time of requested program

4) Program desired and program length

5) Meeting place

address

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

7) Number of students Age range (grade)

8) Number of chaperones

9) Areas of special emphasis

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

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

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

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

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

Return to: Duke Power State ParkRoute 2, Box 224 MTroutman, NC 28166

Duke Power State Park. NC 8.1 November 1993

PARENTAL PERMISSION FORM

Dear Parent:

Your child will soon be involved in an exciting learning adventure - an environmental educationexperience at . Studies have shown that such "hands-on"learning programs improve children's attitudes and performance in a broad range of schoolsubjects.

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

Child's name

Does your child:

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

able to administer it.

Have other allergies?

Have any other health problems we should be aware of?

In case of an emergency, I give permission for my child to be treated by the attendingphysician. I understand that I would be notified as soon as possible.

Parent's name

Parent's signature date

(please print)Home phoneWork phone

Family Physician's name phone

Alternate Emergency Contact

Name phone


NORTH CAROLINA PARKS & RECREATIONPROGRAM EVALUATION

Please take a few moments to evaluate the program(s) you received. This will help us improve

our service to you in the future.

1. Program title(s) Date

Programleader(s)

2. What part of the program(s) did you find the most interesting and useful?

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

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

5. General comments

LEADERS OF SCHOOL GROUPS AND OTHER ORGANIZED YOUTH GROUPS

PLEASE ANSWER THESE ADDITIONAL QUESTIONS:

6. Group (school) name

7. Did the program(s) meet the stated objectives or curriculum needs?

If not, why?

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

Duke Power State ParkRoute 2, Box 224 -MTroutman, NC 28166


Noies

R.

Duke Power State Park. NC 9. I

45;77:377%.;,

November 1993

Notes

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