WATERSHED ALLIANCE TEACHER HANDBOOK

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University of Vermont

Watershed Alliance

Engaging Vermont's youth in their community as informed watershed citizens through hands-on, inquiry-based, educational programs

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Table of Contents

INTRODUCTION..............................................................................................................................4Stream Monitoring and Stewardship Program Overview..................................................................................................4How to Use This Manual....................................................................................................................................................................6

Chapter 1: EDUCATIONAL MONITORING.........................................................................................8Why Monitor?......................................................................................................................................................................................... 8Interdisciplinary Study...................................................................................................................................................................... 8Learning Objectives............................................................................................................................................................................. 9Vermont Standards and Evidences............................................................................................................................................10

Chapter 2: DESIGNING YOUR PROGRAM.......................................................................................15Answering what, where, when, why, and how......................................................................................................................15Planning Your Outreach and Service Project.........................................................................................................................17

Chapter 3: PRE-MONITORING ACTIVITIES.....................................................................................18Watershed Model............................................................................................................................................................................... 18

Chapter 4: FIELD PREPARATION....................................................................................................22Sampling Safety................................................................................................................................................................................... 22Equipment............................................................................................................................................................................................. 23Quality Assurance/Quality Control (QA/QC)........................................................................................................................24

Chapter 5: PHYSICAL MONITORING..............................................................................................25

Chapter 6: BIOLOGICAL MONITORING..........................................................................................27Streamside Survey.............................................................................................................................................................................27Intensive Sampling Methodology............................................................................................................................................... 32E. coli Quanti-Tray Protocol.......................................................................................................................................................... 49

Chapter 7: CHEMICAL MONITORING.............................................................................................51Phosphorus Test.................................................................................................................................................................................51pH.............................................................................................................................................................................................................. 51Transparency/Turbidity.................................................................................................................................................................51Dissolved Oxygen Test..................................................................................................................................................................... 51Temperature........................................................................................................................................................................................ 51

Chapter 8: POST-MONITORING ACTIVITIES...................................................................................52Community Outreach and Service..............................................................................................................................................52

Chapter 9: WATER QUALITY IN VERMONT....................................................................................54

Chapter 10: LAKE CHAMPLAIN LIVE!.............................................................................................55

Chapter 11: KEEPING THE BALANCE..............................................................................................57Introduction......................................................................................................................................................................................... 571. Lake Ecology.................................................................................................................................................................................... 572. Humans and the Lake..................................................................................................................................................................593. Invasive Exotic Species............................................................................................................................................................... 634. Solution to the Pollution............................................................................................................................................................ 64

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5. Useful Internet Resources.........................................................................................................................................................64Lake Dynamics.................................................................................................................................................................................... 67Lake/ Watershed Issues..................................................................................................................................................................73Lake/ Watershed Stewardship.................................................................................................................................................... 80

APPENDICES.................................................................................................................................84Appendix A. Program Application..............................................................................................................................................84Appendix B. Healthy Ranges......................................................................................................................................................... 89Appendix C. Additional Resources (Online)...........................................................................................................................90Appendix D. Purchasing Supplies...............................................................................................................................................92Appendix E. Participating Schools by Sub-Basin..................................................................................................................93Appendix F. Vermont Sub-basins................................................................................................................................................99Appendix G. Glossary.....................................................................................................................................................................100Appendix H. Bibliography............................................................................................................................................................103

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INTRODUCTION

The University of Vermont Watershed Alliance (UVM WA) is a UVM Extension/Lake Champlain Sea Grant (LCSG) program in partnership with the Rubenstein School for the Environment and Natural Resources (RSENR). The Watershed Alliance provides and supports statewide watershed education and water quality monitoring for Vermont middle and high school students and teachers, alternative education programs, and youth groups. The primary objective of UVM WA is to increase awareness and knowledge of watershed issues among Vermont youth. UVM WA provides curriculum, equipment, and instructors to schools and youth groups participating in our programs, as well as support and guidance to teachers who wish to integrate watershed education into their current curriculum. UVM WA seeks to engage program participants through interactive classroom instruction and hands-on field science. Learning in a real-world context empowers students to take action to increase community education and improve watershed health.

Whether in your classroom or UVM’s Rubenstein Ecosystem Science Laboratory located on the waterfront in Burlington, UVM WA has the knowledge and tools to engage your students in the scientific process. Our three dimensional watershed model, just one of the many resources available to your class, helps students visualize a watershed and understand how humans impact water quality. Students become “citizen scientists” as they not only learn about the scientific method, but also put it into practice in their own stream or lake study. Students gain a better understanding of aquatic ecosystems as they test chemical, biological, and physical parameters of a local stream using kick nets, identification keys, chemical test kits, and digital meters. Lessons learned on watershed health extend to the larger community through student presentations to planning commissions, articles written for a local newspaper, or lessons taught to underclassmen.

Our instructors, Watershed Educators, are trained UVM undergraduate students studying and interested in water resources and environmental education. Each semester, UVM WA provides internship opportunities for between five and eight students. Interns receive training in stream ecology and watershed science, group management in the field and classroom, and teaching science as inquiry. Interns receive one to two credits (a 50 to 100 hour commitment) upon completion of the program, which includes submitting a project portfolio for review. Students often return to UVM WA for subsequent internships to refine their skills as educators, or assist with curriculum development. Past interns have frequently rated this internship highly because of the opportunity to teach a diversity of students, to directly apply the knowledge they learned in more traditional university coursework, and to connect with various communities across Vermont.

Stream Monitoring and Stewardship Program OverviewThe Stream Monitoring and Stewardship Program can be divided into three main components: (1) Classroom Introduction, (2) Field Science Inquiry, and (3) Community Outreach. Although the time commitment for each component varies depending upon your specific program objectives, all three are integral to the overall success of the program. Below is a brief description of each component.

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Classroom IntroductionThe Classroom Introduction is designed to familiarize students with general watershed concepts, the scientific method, and river monitoring. The length of this program component varies as there are several options for activities, but it is generally between 1 ½ - 2 hours in length. Investing this time in the classroom will better prepare students for their field experience and will provide a context for river monitoring. Below is a brief description of the Watershed Model, a popular introductory activity, as well other optional activities. A detailed lesson plan for the Watershed Model begins on page 15.

Watershed Model (Length – 1 hour): This interactive table-top model by Enviroscape® is designed to introduce key watershed concepts such as the definition of watershed, types and sources of pollution, effects of pollution on humans and ecosystems, the differences between non-point and point source pollution, and best management practices.

Exploration Stations (Length – 30 minutes to 1 hour): With assistance from Watershed Educators, students review key watershed concepts

and are introduced to monitoring methods and equipment through self-guided stations that direct students to carry out specific tasks including journaling, reviewing sampling methods, and using sampling tools such as identification keys, chemical test kits, or digital meters.

Watershed Delineation (Length – 45 minutes to 1 hour): Using topographical maps, students will outline the area of a watershed by marking the highest places surrounding the waterway and connecting those areas via ridgelines. The area of the watershed can be calculated using the map’s scale and overlaying a grid or determining the area of a similar shape (circle, rectangle, etc.).

Additional suggested activities:

“Water Quality Monitoring: From Design to Data” from Healthy Water, Healthy People (Length – 2 – 2 ½ hours or 2 to 3 50 minute periods): Students create a study design, then analyze and interpret water quality data to model the process of water quality monitoring.

Field Science InquiryWatershed Educators and classroom teacher(s) lead students in the aquatic field study. Physical, chemical and or biological data is collected from 1 to 3 sites in order to answer the monitoring question identified previously during the classroom introduction. Depending upon the parameters monitored, processing samples can occur in the field or back in the classroom. Details are provided on sampling methods in subsequent chapters. The time needed for the field study varies, but generally ranges from 3 – 6 hours for data collection and 3+ hours for data analysis and interpretation.

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Community OutreachUVM Watershed Alliance emphasizes action based on unbiased scientific information. The Community Outreach component allows students to utilize their creativity while they extend their findings to and become engaged in their local community. Program participants have presented their findings to local planning commissions, school boards, watershed groups, and parents. Other Community Outreach projects have included the production of a series of public service announcements broadcasted on the radio, brochures, websites, and participant led lessons for younger students. Projects can also be directed more towards on-the-ground stewardship with riparian tree plantings, invasive species removal and clean-up days.

How to Use This ManualThis manual was designed to support our Stream Monitoring and Stewardship Program. It provides background information on water quality monitoring in an educational context, directions on how to design your monitoring program, pre- and post-field activities, sampling methods and datasheets, equipment information, and an overview of water quality monitoring in Vermont. In addition, the Education and Outreach Coordinator will work with you to fine-tune your program in order to best integrate it into your classroom curricula. A description of each chapter is provided below.

Chapter 1: EDUCATIONAL MONITORING – Describes the importance of maintaining water quality, provides an overview of water quality monitoring, and lists the objectives and the Vermont Evidences and Standards addressed by the program.

Chapter 2: DESIGNING YOUR PROGRAM – Outlines the process of designing your monitoring program and answering the questions what, when, why, where, and how. Provides tips on how to facilitate this process with your students.

Chapter 3: PRE-MONITORING ACTIVITIES – Gives detailed lesson plans for several pre-monitoring activities that are options for implementation in the classroom prior to field sampling.

Chapter 4: FIELD PREPARATION – Covers topics including minimizing impacts to aquatic resources when sampling, safety, appropriate behavior and learning expectations of students, and quality assurance/quality control considerations and practices.

Chapter 5: PHYSCIAL MONITORING – An overview of methods for monitoring physical characteristics of the river such as velocity, discharge, substrate, depth, and width.

Chapter 6: BIOLOGICAL MONITORING – An overview of methods and ecological context for monitoring Benthic Macro Invertebrates (BMIs), riparian vegetation, and Coliform bacteria.

Chapter 7: CHEMICAL MONITORING – Tips for testing chemical parameters such as temperature, pH, transparency, dissolved oxygen, and phosphorus.

Chapter 8: POST-MONITORING ACTIVITIES – Provides ideas and resources for extending findings through the Community Outreach project.

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Chapter 9: WATER QUALITY IN VERMONT – Gives an overview of how ambient waters are monitored in Vermont, relevant state and federal water quality regulations, and state agencies and watershed associations involved in watershed management.

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Chapter 1: EDUCATIONAL MONITORING

Why Monitor?River monitoring is a systematic way to assess a waterway’s ecological integrity and understand how humans may have impacted it. Through monitoring, we can compare the current state to that of a reference standard, condition, or site. The health of a river system can by analyzed by looking at its physical, biological, and chemical characteristics. Each piece is interconnected and plays an important role in telling the river’s story.

Monitoring physical characteristics of the river can provide a context for evaluating chemical and biological parameters, and can be the simplest and most effective way of evaluating a river’s health if time and resources are limited. Evaluating chemical indicators allows us to take a “snapshot” of the river at a specific moment in time. Results from one sample may be affected by present conditions such a high rain event or a sewage leak. As such, it is useful to monitor chemical parameters over time to establish base-line conditions for the river, which allows you to track long-term changes. Finally, living organisms are dependent upon the chemical and physical conditions in the river over their lifespan. For example, benthic macroinvertebrates (BMIs) have specific habitat requirements that must be met over their lifespan in order to reproduce and thrive. Monitoring biological communities can be another cost-effective way of evaluating a river’s health as they can give us the opportunity to look at the health of the river over a longer span of time.

Interdisciplinary StudyWatershed education and water quality monitoring provide numerous opportunities for meaningful learning across disciplines. Below are some of the variety of ways watershed education can incorporate different subject matters.

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Chemical

Dissolved oxygenPhosphorusNitrates*ConductivityAlkalinty*Chloride*pH*Not typically monitored during a UVM WA program.

Biological

Benthic macroinvertebratesBacteria

Physical

VelocityDischargeSubstrate compositionEmbeddednessDepth WidthRiparian vegetationTemperatureCanopy coverWater colorTransparency

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Adapted from: M.T. Denecour, Interactive Lake Ecology

Learning ObjectivesUpon completion of the program, students will be able to:

Accurately define the term “watershed.” Name the basin and sub-basins where they live. Describe how basins and sub-basins are nested. Understand the differences between point source (PS) and non-point source (NPS) pollution. List potential sources and environmental impacts of the following pollutants: manure/animal

feces, human feces, oil/automotive pollutants, salt, fertilizers, pesticides, and soil. List at least three BMPs students can follow to reduce their watershed impact. Know the largest threats to water quality and ecosystem health in the Lake Champlain Basin

or Connecticut River Basin.

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Watershed Education and Water Quality Monitoring

Science• Science as inquiry• Riparian/aquatic ecology• Biology, chemistry,ecology

Language Arts• Water news articles• Letters to decision-makers• Water literature

Social Studies• History andgeography of thewatershed• Water law (stateand federalregulations)

Visual Arts• Stream mapping• Watershed model-making and mapping• Stream picture collage

Math• Data graphing• Streamflow calculations• Unit conversions• Measurements• Watershed Delineation

Understand the reason why scientists monitor biological, chemical and physical characteristics of a river, and what each can tell us about river health.

Know the scientific inquiry process in the context of river monitoring. Demonstrate competency using UVM WA stream monitoring methods and equipment. Demonstrate competency using at least one data analysis method. List at least one local stakeholder who may be interested in their river study. Demonstrate methods of sharing information with the community.

Vermont Standards and Evidences

Vital ResultsCommunication Standards

Writing1.8 Reports: In written reports, students organize and convey information and ideas accurately

and effectively.Evidences

Grades 5 – 8 Grades 9 – 12a. Analyze a situation based on information gathered, and suggest a course of action based on the information; andb. Discuss a situation or problem, then predict its possible outcomes based on information gathered.c. Engage the reader and develop a controlling idea;d. Use appropriate organizing structures; ande. Use a range of appropriate elaboration strategies such as including appropriate facts and details, describing the subject or narrating a relevant anecdote.f. Organize information gathered through reading, interviews, questionnaires, and experiments so that a reader can easily understand what is being conveyed;g. Establish an authoritative stance on a subject, and appropriately identify and address the reader’s need to know;h. Include appropriate facts and details, excluding extraneous and inappropriate information; andi. Develop a controlling idea that conveys a perspectiveon the subject.

Plusj. Use a variety of strategies to develop the report; and k. Organize text in a framework appropriate to purpose, audience, and context.

1.11 Persuasive Writing: In persuasive writing, students judge, propose, and persuade.Evidences

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Grades 5 – 8 Grades 9 – 12a. Clearly define a significant problem, issue, topic, or concern;b. Make an assertion or judgment, or propose one or more solutions;c. Support proposals, as appropriate, through definitions, descriptions, illustrations, examples from experience, and anecdotes; andd. Engage the reader by anticipating shared concerns and stressing their importance, discussing the pros and cons of alternatives, and addressing the reader’s potential doubts and criticisms.

Pluse. Take an authoritative stand on a topic;f. Support the statement with sound reasoning; andg. Use a range of strategies to elaborate and persuade.

Information Technology/Information Literacy1.20 Communication of Data: Students use graphs, charts, and other visual presentations to communicate data accurately and appropriately.

Personal Development StandardsMaking Decisions

3.9 Sustainability: Students make decisions that demonstrate understanding of natural and human communities, the ecological, economic, political, or social systems within them, and awareness of how their personal and collective actions affect the sustainability of these interrelated systems.

EvidencesGrades 5 – 8 Grades 9 – 12

dd. Demonstrate understanding that natural and human communities are part of larger systems (e.g., farms as part of the regional watershed and food system for cities, a mine as part of the regional economy) and that the interrelationships between all systems affect their sustainability.

N/A

Fields of KnowledgeScience, Mathematics, and Technology Standards

Inquiry, Experimentation, and Theory7.1 Students use scientific methods to describe, investigate, and explain phenomena and raise questions in order to:

Generate alternative explanations - hypotheses - based on observations and prior knowledge

Design inquiry that allows these explanations to be tested; Deduce the expected results; Gather and analyze data to compare the actual results to the expected outcomes;

and Make and communicate conclusions, generating new questions raised by

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observations and readings. Evidences

Grades 5 – 8 Grades 9 – 12a. Ask questions about objects, organisms, and events in the world around them;b. Use reliable information obtained from scientificknowledge, observation, and exploration;c. Create hypotheses for problems, design a “fair test” of their hypothesis, collect data through observation and instrumentation, and analyze data to draw conclusions; use conclusions to clarify understanding and generate new questions to be explored;d. Use evidence to construct an explanation, including scientific principles they already know and observations they make;e. Explain a variety of observations and phenomena using concepts that have been learned;f. Use either deductive or inductive reasoning to explain observations and phenomena, or to predict answers to questions;g. Recognize other points of view, and check their own and others’ explanations against experiences, observations, and knowledge;h. Identify problems, propose and implement solutions, and evaluate products and designs; andi. Work individually and in teams to collect and share information and ideas.aa. Frame questions in a way that distinguishes causes and effects; identify variables that influence the situation and can be controlled;bb. Seek, record, and use information from reliablesources, including scientific knowledge, observation, and experimentation;cc. Create hypotheses to problems, design their own experiments to test their hypothesis, collect data through observation and instrumentation, and analyze data to draw conclusions; use conclusions to clarify understanding and generate new questions to

Plusaaa. Frame questions that can be investigated using scientific methods and knowledge, including manipulating variables, and predicting outcomes for untested hypotheses using scientific principles;bbb. Critically evaluate the validity and significance of sources and interpretations, including scientificknowledge, observation, and experimentation;ddd. Formulate and revise explanations and models based on evidence, logical argument, and scientific principles;ggg. Propose, recognize, analyze, synthesize, and evaluate alternative explanations; and hh. Identify problems and opportunities, propose designs and choose among the alternatives, implement a solution and evaluate its consequences.

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be explored;dd. Describe, explain, and model, using evidence that includes scientific principles and observations;gg. Propose, recognize, and analyze alternative explanations; andii. Work individually and in teams to collect, share, and present information and ideas.

7.2 Students design and conduct a variety of their own investigations and projects. These should include:

Questions that can be studied using the resources available; Procedures that are safe, humane, and ethical; Data that are collected and recorded in ways that others can verify; Data and results that are represented in ways that address the question at hand; Recommendations, decisions, and conclusions that are based on evidence, and that

acknowledge references and contributions of others; Results that are communicated appropriately to audiences; and Reflections and defense of conclusions and recommendations from other sources,

and peer review. Evidences

Grades 5 – 8 Grades 9 – 12bb. Design and conduct field work.ff. Illustrate mathematical models of a physical phenomenon.

h. Study decision options in business or public planning that involve issues of optimizations, trade off, cost-benefit projections, and risks.

The Living World7.13 Organisms, Evolution, and Interdependence: Students understand the characteristics of organisms, see patterns of similarity and differences among living organisms, understand the role of evolution, and recognize the interdependence of all systems that support life.

EvidencesGrades 5 – 8 Grades 9 – 12

cc. Describe, model, and explain the principles of the interdependence of all systems that support life (e.g., food chains, webs, life cycles, energy levels, populations, oxygen-carbon dioxide cycles), and apply them to local, regional, and global systems.

ccc. Describe, model, and explain the principles of the interdependence of all systems that support life (e.g., flow of energy, ecosystems, life cycles, cooperation and competition, human population impacts on the world ecological system), and apply them to local, regional, and global systems.

Learning OpportunitiesAccess

A.1 Content: Access to the knowledge and skills described in the standards of Vermont’s Framework.

Examplesa. Local curriculum based on the standards of Vermont’s framework.

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InstructionAcquiring Knowledge and Skills

B.1 Information Technology/Information Literacy: Learning experiences that engage students in active learning, build on prior knowledge and experiences, and develop conceptual and procedural understanding, along with student independence.

Examplesa. Beginning learning experiences by setting a context and/or previewing possible applications.b. Strategies that help students link new learning to previous knowledge and experiences (e.g., discussion of previous experiences, free writes, pretests, “think-pair-share,” three-minute pauses).c. “Scaffolding” of learning so that students can gradually gain expertise (e.g., removing cues over time as students learn to converse in a second language).d. Prompting of students to support their statements with evidence (e.g., while comparing, classifying, constructing support for positions).e. Strategies that help students organize and interpret new learning (e.g., having students create graphs and charts, graphic representations, flow charts, distributed practice sessions).f. Questions that extend and refine learning (e.g., open-ended questions, error-analysis questions).g. Opportunities for students to bring up and explore their own misconceptions, and to replace these with accurate conceptions of knowledge.B.3 Multiple Student Roles: Opportunities to learn through a variety of roles (e.g., planner, questioner, artist, scientist, historian), alone and with others.

Examplesa. Collaboration in both small and large groups.e. Opportunities for independent learning, work in pairs, and work in larger groups. B.4 Application and Reflection: Projects and assignments that require students to integrate and apply their learning in meaningful contexts, and to reflect on what they have learneda. Extended investigations through which students address essential questions.b. Opportunities to transfer learning from one format or context to another.

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Chapter 2: DESIGNING YOUR PROGRAM

Answering what, where, when, why, and how In order to have a meaningful and successful monitoring program, it is essential to outline the reasons for it. Your river study objective could be to increase overall awareness of the river, to develop basic monitoring skills, or to answer specific questions about the river.

The most successful programs are student-centered, where students are involved throughout the study design process. Student-led projects often result in increased participation and investment. Guide your students in formulating specific questions about your river/watershed and designing the study around one or more of those questions—the question is then the basis for the investigation of the river(s) or stream(s). Inquiry-based river studies are the most educational, useful, and fun type of study, and leads to better contextual understanding of watersheds, the scientific process, and the roles we play as citizens and scientists.

Answer these questions, and you are on your way to a successful program:

1. Why are you monitoring?2. What will you monitor?3. What are your data goals?4. Where will you monitor?5. When will you monitor?6. What methods will you use?

You can begin by considering the current uses of the river and how changes in water quality may affect them. For instance, students may be interested in examining the water quality at a popular swimming hole. The monitoring question could be, “Is this swimming hole safe for swimmers according to VT state law?” Students would monitor bacteria in the river, and compare the results to the state standard (less than 77 E. coli colonies/100 ml water). Keep in mind that the current technology used to determine E. coli bacteria levels in streams requires 24+ hours to process. Streams are constantly flowing, and the water that was sampled yesterday is long gone today. Therefore, the information about bacteria levels is already outdated when you receive it, and the numbers are used only as a very general guide to the recreational suitability of the river.

Other options include value-driven questions or river issues questions. What value does this river have? Is it valued as habitat, for aesthetics, or for ecosystem services? What specific threats does the watershed face? Are there potential issues with sedimentation, runoff, or loss of riparian vegetation? Uses, values, or issues can serve as potential drivers for the river study. Some common river monitoring questions are given below.

Does this stream meet VT water quality standards? Does this stream provide appropriate wildlife habitat (birds, fish)?

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ActivityMin Field Time Required

Min # Persons Required

Physical Habitat Assessment 60 minutes 3

Chemical

Dissolved Oxygen 20 minutes 2

Phosphorus 15 minutes 1

Conductivity 10 minutes 1

pH 10 minutes 1

Biological

Streamside Survey (BMIs) 60 minutes 2

Bacteria10 minutes(24 – 48 hrs to process sample)

1

Is this stream negatively impacted by human development (leaking septic systems, erosion from construction, discharge from industry, farm runoff, removal of streamside buffers)?

What sorts of benthic macroinvertebrates are found in this stream? Is the benthic macroinvertebrate community healthy in this stream?

Is this stream safe for swimming right now? After a significant rain event?

It is important to remember the scope and limitations of projects when planning your monitoring program, and analyzing the data. In particular:

Rivers are ephemeral. While one may find elevated levels of phosphorus one minute, levels may be normal the next. The same is true with coliform and E. coli data. It is difficult to make inferences about the water quality of a river without long-term, consistent data. Some ways to increase the usefulness of your data:

From year to year, always monitor at the same spot in the river. This will provide a baseline for analysis of long-term trends.

If you have time, try scheduling your monitoring over an entire week. If possible, monitor in varying weather conditions. This may help illustrate pollution from runoff sources.

It is important to remember that your time and resources will also play an integral role in how you answer the questions what, where, when, why, and how, which will guide your development of an educational monitoring program and ensure that it is well-suited to your class and curriculum.

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Planning Your Outreach and Service ProjectThe more directly you can link your outreach project to actual community needs and resources, the stronger the experience for your students and the greater impact the project will have. Before you begin your outreach or service project, be sure to answer these important questions that will help guide you in the planning process:

Please see Chapter 8 for additional information.

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Service/Stewardship Project

1. What are your goals and objectives?

2. What direct action needs have been identified by your monitoring results, town government or local conservation organizations?

3. How much time do you have to commit to carrying out the project?

4. What special equipment, tools, or other resources will you need?

5. What are the potential safety

Outreach Project

1. What are your goals and objectives?

2. How much time and resources do you have to invest?

3. Who is your target audience?4. What is the take-home message?5. What is the best way to

communicate this message to your chosen audience?

Chapter 3: PRE-MONITORING ACTIVITIES

There are numerous options for pre-monitoring lessons that will help to set-up a successful field experience. In order for students to understand pertinent concepts associated with why and what they are monitoring, it is imperative that the students are adequately prepped in the classroom beforehand.

Watershed ModelOur interactive tabletop watershed model, produced by Enviroscape (www.enviroscapes.com), is approximately 1 hour in length and has two parts, How Water Pollution Occurs and Preventing Water Pollution, which serve as an introduction to basic watershed concepts. Below is an activity outline for use in preparing your class.

How Water Pollution Occurs

1. Audience awareness: POLLUTION. What do you think of when you hear this word?2. Watershed Discussion: What is a watershed? What is a waterbody? Everyone lives in a

watershed.A. Discuss watershed scale and nested watersheds. Introduce model as a representative

watershed. B. Discuss water cycle.

3. Sources of Water Pollution: two types—point and non-point. A. Discuss and demonstrate examples of point source

i. industrial plantii. sewage treatment plant and combined sewer overflows

iii. storm drain B. Discuss non-point source pollution

i. farm (erosion, fertilizers and pesticides, manure)ii. residential area (pet waste, septic systems, household chemicals, lawn/garden

fertilizers and pesticides)iii. golf course (fertilizers and pesticides)iv. forest (erosion)v. roads (salt, automotive pollutants)

vi. streambanks/lakeshore (erosion)vii. construction site (erosion)

C. Demonstrate non-point sources using props (soil, fertilizers, pesticides, oil, salt, manure)

4. Make it RAIN! Discuss runoff. A. Why does runoff happen?

i. Construction site: no vegetation or silt fencing to hold soilii. Lawns and Golf Course: too much pesticides and/or fertilizers used, not absorbed

by plants

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iii. Highways, Roads and Parking Lots: collect automotive pollutants and salt; impervious surfaces send pollutants to storm drain

iv. Stream banks and Lakeshore: lack of vegetation contributes to erosionv. Forest Clearing: lack of vegetation, heavy equipment, and steep slope accelerate

erosionvi. Plowed fields: disturbed soils are vulnerable to erosionvii. Crops: see lawn and golf course

viii. Manure: improper allocation of spread manure and lack of fences near streams

5. Why is pollution harmful?A. Discuss the invisible components of runoff

i. Nutrients: Manure (animal and human) and fertilizers may contribute excess nutrients (phosphorus and nitrogen) to the ecosystem resulting in eutrophication.

ii. Toxic Substances: Toxins are poisonous substances (oil, pesticides, metals) and are harmful to animals and humans. Some toxins bioaccumulate (PCBs, mercury) and this has led to fish consumption advisories in many areas (including Lake Champlain).

iii. Bacteria: Some species may cause diseases such as dysentery and typhoid fever. Bacteria can infect shellfish, which in turn can make consumers sick. Bacteria can also harm other aquatic organisms. E.coli is used as an indicator of fecal contaminator and indicates potential contamination of harmful bacteria. The VT state standard for recreational waters is less then 77 colonies E.coli/100 ml water.

iv. Soil: erosion contributes excess sediment to water bodies which may affect recreational use of water, cause flooding, kill fish, destroy habitat, and disrupt reproduction habits. May also increase eutrophication due to phosphorus sorbed to soil particles.

6. Discuss home activities: how do we contribute to pollution in our daily lives?A. Examples of how we pollute at home:

i. Improper use and disposal of household chemicalsii. Excessive use of water

iii. Failure to maintain septic systemsiv. Pet wastes

7. Review, summary and questions.A. Review and summarize point source (PS) and non-point source pollution (NPS).

i. NPS contributes more than 50% of the total water pollution, and is the major source of pollution in Lake Champlain. Although it is such a large problem, NPS is unregulated, and pollution prevention (best management practices) is voluntary.

ii. PS pollution has been regulated by the federal government since 1970 with the passage of the Clean Water Act (although there are non-compliance issues)

Preventing Water Pollution

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1. Prepare model: drain lake, wipe off grime from first demonstration and refill lake.

2. Check audience awareness: ask for suggestions on how to prevent nonpoint source pollution and write them down.

3. Introduce the phrase Best Management Practices (BMPs): systems, activities and structures that can prevent nonpoint source pollution.

A. BMPs are not 100% capable of eliminating pollution, but each one helps to reduce and prevent pollution.

B. BMPs can be site and pollutant specific; therefore a sinlge BMP may not be effective with all pollutants found at a single location.

4. Prepare and place the BMPsA. Make fence, place along stream next to cows to illustrate the practice of preventing them

from entering stream.B. Make a small berm out of clay and place along plowed field nest to lake.C. Place felt “grass” strips along edge of roadway next to lake, beside construction site,

around lower half of clearcut forest.D. Place felt “wetland” on area to right of plowed farm field. E. Place manure containment bin on grass next to road on the farm.F. Make any other BMPs audience suggests

5. Add “pollutants” to model as in previous demonstration

6. Demonstrate BMPs1. Construction site: spray with rain, point out BMP (grass strip) and discuss. List other

construction BMPs (silt fencing, straw bales).2. Lakeshore and streambanks: spray with rain. Point out BMP (grass strip) and discuss.3. Forest—see above. Other BMPs include selective cutting, erosion controls on logging

roads4. Farm area: spray with rain. Notice how berm prevents soil from entering waterbody.

Notice how wetland filters sediments, nutrients, pesticides. Other BMPs include contour plowing, conservation tilling, and vegetative filter strips. For crops, BMPs include appropriate use of fertilizers and pesticides, plant cover crops, rotate crops.

5. Driveways and highways: spray with rain. Discuss grass strips. Other BMPS include permeable surfaces, good motorist habits including preventing oil leaks, recycling used oil.

6. Cows: fencing cows out of the stream is a BMP, however it requires farmers to provide an alternative water source and shaded area, which can be costly.

7. Manure containment: place manure in manure containment, spray with rain and observe how runoff is contained. Farmers still need to manage manure—manure can be applied to the ground as a fertilizer (do not overapply or apply when ground is frozen).

8. Lawns and Golf Course: spray with rain. BMPs include:

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i. Use pesticides and fertilizers sparingly and follow label instructions. ii. Use alternative fertilizers like compost or leave grass clippings on lawns. Have soil

tested to find out exactly what grass needs. iii. Choose plants that are suited to the climate of your area to save on water,

fertilizers and pesticides. iv. Do not dispose of grass clippings or leaves down storm drains or in streams.

9. Household Activities:i. Be a smart shopper; read labels and buy the least toxic product that will do the job.

Buy biodegradable, recyclable products whenever possible.ii. Use household chemicals properly. Never burn or bury leftover chemicals. Never

flush chemicals down drain or pour into storm drains. Check with local solid waste managers for proper disposal of household chemicals.

iii. Clean up after petsiv. Use less waterv. Maintain septic tank properly

vi. Plant groundcover in your yard to prevent erosionvii. Don’t litter. Recycle

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Chapter 4: FIELD PREPARATION

There are a number of additional considerations to make when teaching students in an outdoor setting. Below are some guidelines to follow to ensure impacts to natural resources are kept to a minimum and that students enjoy a safe, positive learning experience.

Sampling SafetyClosely manage your group in the field.

Set distinct boundaries for the group, and keep all group members within sight and hearing distance (be aware that the noise of the river may greatly limit your hearing distance).

Make sure you are aware of any severe student allergies such as bee stings and know how to respond in case of an allergic reaction.

Keep a first aid kit with you and accessible at all times. Maintain an adult to student ratio of at least 8:1.

Be aware of potential field hazards. Wear appropriate clothing and footwear at all times. Visit the site prior to bringing your students and identify potential hazards such as high

water, slippery rocks, poison ivy, steep banks, and downed trees. Discuss these hazards with your students before the field trip and what precautions they need to take to avoid them.

Scout the area for any dangerous debris such as broken glass, wire, or other sharp objects; flag and avoid as needed.

Never sample during a thunderstorm. Check the forecast and be aware of quickly changing conditions.

Follow safety guidelines for handling chemicals. Wear proper personal protection such as goggles and gloves when using chemical test

kits. Dispose of used chemicals in an environmentally sound manner. Avoid opening reagent packets under windy conditions as the chemicals can get blown

onto skin or into eyes. Be sure to wash hands thoroughly after handling chemicals.

Limit your site impact. Handle living organisms carefully and gently. Once they are collected in the net, quickly

place them in the sorting tub or ice-cube tray, which should be filled with water in advance. Keep these in the shade to prevent them from heating up rapidly from the sun’s energy.

Replace rocks you have overturned. Encourage students to explore freely, but only collect organisms with a purpose. Despite

careful efforts, collecting can cause stress. Stay off of unstable and easily eroded stream banks.

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Sweep the area for any items the group may have left behind before leaving the sampling site.

Equipment We offer the following equipment for use in conjunction with our trained Watershed Educators. All equipment, including sample bottles, incubation trays, and chemical test kits is provided at no cost.

Colisure vs. Colilert for E. coli Quantification using Quanti-Tray MethodsThe Quanti-Tray method is an EPA approved method for the quantification of E. coli. This method offers increased accuracy over the Coliscan Easy-gel method because there is no subjective identification of bacteria colonies required. We have two reagent options for Quanti-Tray methods. The first and most commonly used is Colisure. Although it is not EPA approved for ambient waters (it is only approved for testing drinking water), it is easier to interpret the results (positive wells turn fushia as opposed to yellow) and it is considerably less expensive. We will typically use Colisure if the coliform results will not be reported publicly. Colilert is EPA approved for testing ambient waters, but costs over three times as much as Colisure, and is slightly more difficult to read (positive wells turn yellow and must be measured against the comparator). Quanti-Tray results are reported as Most Probably Number (MPN) per 100 milliliters, which is equivalent to colony forming units (CFU) per 100 milliliters.

Hach OX-2P DO Kit vs YSI Digital MeterSome teachers find it useful to perform both the Hach kit and the YSI meter test for dissolved oxygen (provided there is sufficient time). The Hach test kit is significantly more involved, and requires that students where gloves and goggles, but is useful in demonstrating lab techniques and procedures. The YSI meter is quick, easy, and accurate, but provides a more limited opportunity for

Updated 5/16/2023

Water Quality Parameter Equipment Available

Bacteria: Total Coliform and E.coli

Quanti-Tray method; Colilert (EPA approved for ambient waters) or Colisure (easier to interpret)

Phosphorus Hach Pocket Colorimeter

Dissolved Oxygen YSI digital meter orHach Kit OX-2P titration method

Conductivity YSI 85 digital meter

pH LaMotte 5W-C digital meter orsimple test strips

Temperature YSI 85/LaMotte 5W-C digital meters orNIST certified alcohol thermometer

Benthic Macroinvertebrates d-frame nets, sieves, identification keys, gloves, buckets, waders, forceps, jars, trays

23

participation. Because the test kit contains toxic chemicals, we generally do not allow students younger than 6th grade to perform this test. It can, however, be demonstrated for younger students.

Quality Assurance/Quality Control (QA/QC)Quality Control/Quality Assurance measures are imperative—they help assure the validity of the data we collect. Quality Assurance refers to the overall plan of maintaining quality across the monitoring project. Quality Control is the specific methods one will follow to prevent and correct for error. Quality Control measures ensure that the data collected is precise, accurate, representative, complete, and comparable, and meets data goals.

Accuracy: the degree of agreement between the sampling result and the true value of the parameter or condition being measured; most affected by equipment and methods being utilized.

Precision: your ability to reproduce the same results for a sample; most affected by human error.

Representativeness: the degree to which collected data represents actual stream condition; most affected by sampling site location.

Completeness: the amount of valid data obtained versus the amount planned; usually expressed as a percentage.

Comparability: the degree to which data from one stream can be compared to data from another.

Examples of specific QA/QC procedures include:

Internal checks: split samples, duplicate samples, proper training, consistent methodology, proper documentation, blank samples, equipment calibration

External checks: lab verification of split sample

In order for the data to be useful, it needs to be collected in accordance with UVM Watershed Alliance QA/QC guidelines. Watershed Educators will be trained in UVM WA QA/QC.

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X

X

XX

XXXX

X

X

X

X

XX XX

Imprecise Inaccurate

PreciseInaccurate

AccurateImprecise

PreciseAccurate

24

Students from Edmunds Middle School look through a transparency tube to measure water clarity.

Chapter 5: PHYSICAL MONITORING

Monitoring physical characteristics of the river can provide a context for evaluating chemical and biological parameters, and can be the simplest and most effective way of evaluating a river’s health if time and resources are limited.

Below are several common physical parameters that can be measured for a stream or river with a few basic supplies such as a measuring tape, stopwatch, thermometer, and transparency tube.

Velocity: Typically measured in feet per second or meters per second. Measure off a 10 foot section of river and record the amount time it takes an orange or tennis ball to travel from the starting point to the ending point. Divide 10 by your time to get the velocity.

Discharge: Typically measured in cubic feet per second or c.f.s. Can be calculated by multiplying velocity times the area of a cross section of the river.

Substrate composition: Observe the rocks within a 3 – 4 foot wide transect across the river and calculate the percentage of rocks within various diameter size classes.

Embeddedness: The percentage of a rock that is embedded in the river sediment. Many benthic macroinvertebrates use the interstitial spaces between stones. When sediment settles between rocks, these spaces are reduced or eliminated, increasing embeddedness.

Depth: Measure depth at 1 meter intervals across the river or an average depth can be taken from three or more depth measurements. A meter stick will be adequate for shallow streams. Make sure to hold the flat edge parallel to the water so that water doesn’t pile on the upstream side. For deeper rivers, use a wooden dowel marked with meter/centimeters or feet/inches.

Width: Choose a spot representative of the width of the section of river where you will be sampling. Measure the distance from the water’s edge on one side to the water’s edge on the other side. If you are unable to safely cross the river, measure as far as it is safe to do so and then estimate the remaining distance.

Riparian vegetation: Include the width of this zone of trees and shrubs along the river and include in a site sketch.

Temperature: Temperature should be measured in moving water at your sampling spot. Take a temperature reading twice and then average the results.

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Transparency Conversion ChartCentimeters Inches ~NTUs

<6.4 <2.5 >2406.4 – 7.0 2.5 – 2.75 2407.1 – 8.2 2.76 – 3.75 1858.3 – 9.5 3.26 – 3.75 150

9.6 – 10.8 3.76 – 4.25 12010.9 – 12.0 4.26 – 4.75 10012.1 – 14.0 4.76 – 5.5 9014.1 – 16.5 5.6 – 6.5 6516.6 – 19.1 6.6 – 7.5 5019.2 – 21.6 7.6 – 8.5 4021.7 – 24.1 8.6 – 9.5 3524.2 – 26.7 9.6 – 10.5 3026.8 – 29.2 10.6 – 11.5 2729.3 – 31.8 11.6 – 12.5 2431.9 – 34.3 12.6 – 13.5 2134.4 – 36.8 13.6 – 14.5 1936.9 – 39.4 14.6 – 15.5 1739.5 – 41.9 15.6 – 16.5 1542.0 – 44.5 16.6 – 17.5 1444.6 – 47.0 17.6 – 18.5 1347.0 – 49.5 18.6 – 19.5 1249.6 – 52.1 19.6 – 20.5 1152.2 – 54.6 20.6 – 21.5 10

> 54.7 >21.6 <10

Canopy cover: This is a measure of the shading of the stream as a percentage. Stand in the middle of the stream and raise your arms until your hands point to the top of the vegetation along each stream bank. If both of your arms are straight up, there is 100% canopy cover. If not, estimate the angle of coverage based on the angle of your arms as a percentage of 180 degrees.

Water color: Observe the water color by filling a white bucket or sorting tray, which will prevent the substrate color from changing your color perception.

Transparency: Fill a bucket with river water at your sampling spot avoiding any sediment you may have stirred up by your movement. Transfer this to a transparency tube making sure it is well mixed. Look down the tube at the secchi disk and slowly empty water out of the bottom until it can be seen. Record this number.

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The Method at a Glance

Habitat Sampled:

Riffle Bottom

Sampling Device:

Net (Metal Frame or Seine)

Level of Effort: Not standardizedQuantitative: No# Samples 1 sample from 1 fast and

1 slow area in the riffle

Chapter 6: BIOLOGICAL MONITORING

Streamside SurveySuggested Field and Lab methods for UVM Watershed AllianceGeoff Dates, 1/10/03

Method 4.1: A Streamside SurveyIn this method, all work is done in the field. This involves collecting the sample using a net, sorting and identification of major groups (mostly orders, a few families, some classes) of benthic macroinvertebrates, and assessment of primary habitat characteristics. Approximately 0.28 square meters of the stream bottom are sampled. The relative abundance and richness of the each major group is determined, a field sheet is filled out, and the organisms are returned to the stream.

Step 1: Assemble collection and field processing equipment and supplies.

Essential Items Purpose Directions to Collection Site To locate collection sites

Site Numbers for Each Site To identify site on field sheetStreamside Survey Field Sheets (1 per site)

To record field data

Collection Net (Metal Frame or Sieve Net 500-600 micron mesh)

To catch organisms during collection

Arm-length gloves To protect hands during collection 5-gallon bucket To “swirl” the sampleForceps To handle crittersSquirt bottle To back flush critters from sieveWhite Tray To hold critters for sortingIce cube trays (2) To hold critters during identificationHand lens or magnifying glass To help with identificationSimple picture key To help with identificationFloat (orange or grapefruit) To estimate current velocityStop watch To time floatCloth tape measure (50 or 100 feet) To measure segment length, width,

and or marked stringOptional Items PurposeWaders or high boots To keep your feet dryClipboard To hold field sheet

Step 2: Follow directions to the first site and find the riffle you will be sampling.

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Note:When using a seine net, remove the cobbles used to anchor the net and rub them off so that any clinging critters are washed into the net once you are finished disturbing the bottom.

Remove the net carefully from the water so as not to lose any critters.

Holder: grab the top of the net handles.

Sampler: grab the bottom of the net handles and the bottom edge of the net.

Together, lift the net out of the water with a forward scooping motion. Bring the two handles together and roll the net around them.

Step 3: Measure a 200’ segment that contains the riffle. Draw a map of the river that includes this segment on the “site sketch” sheet.

Step 4: Fill in the top half of the Collection Field Sheet.

Step 5: Identify your collection spots.

Step 6: Get into position. Wade to the downstream side of the first spot and choose the specific place you will put the net. Net Holder: Position the net on the cobbles on the bottom, opening facing upstream, and stand to one side, downstream of the net. Sampler: position yourself upstream of the net opening and off to one side.

Step 8: Dislodge the critters.

Sampler: Within a roughly square area upstream of the net, dislodge the critters by picking up individual cobbles from the bottom and rubbing them off with your hands to dislodge the critters so that they are carried into the net. Continue until all cobbles in the rectangular area in front of the net have been cleaned of critters, then dig into the bottom to dislodge burrowing critters.

Step 9: Lift the net out of the water.

Holder: Lift the net out of the water and bring the sample to shore for processing.

Step 10: Bring the sample to shore and transfer the contents of the net to a bucket to separate the organisms from the debris by “swirling” the sample.

Step 11: Swirl the sample. This procedure uses gravity to separate the organisms from the heavy debris. Place the sample into a 5-gallon bucket about 1/3 full of water. Use a swirling motion to create a whirlpool in the bucket. Organic debris and critters will get caught in the whirlpool. Pour the water and organic debris into a #30 sieve, leaving the rocks, gravel and sand behind on the bottom of the bucket. Fill about 1/3 of the bucket with water and repeat the swirling 15-20 times or until all that’s left in the bucket is rocks, gravel and sand and the water you pour of has no debris in it. Go back to step 10.

Step 12: Transfer the organisms to a white tray for sorting and identification. Turn the sieve upside down over the tray and tap it several times to empty the contents onto the tray.

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Squirt a small amount of water over the bottom of the sieve to flush the organisms onto the tray using a squirt bottle. Cover the bottom of the tray with about 1” of water.

Step 13: Pick and sort the organisms into the ice cube trays. Using the magnifier, tweezers, and the picture key, pick a representative of each type of organism present in the sorting tub and place each in a separate compartment in the ice cube tray with water. Try to pick the largest specimen for each type. Look carefully! Many of these critters are quite small. Don’t worry about identifying them at this point. Use obvious physical differences such as those listed below (other than size) to sort them.

Presence or absence of legs Presence or absence and location of gills Presence or absence of “tails” Presence or absence and location of prolegs (e.g. at the end of the abdomen, on each

abdominal segment) Unusual appendages Overall body shape (e.g. worm-like, segmented, round) A clearly visible head capsule Type of movement (swimming versus crawling) Color and pattern (to some extent)

Step 14: Identify the major group of each type of organism in the ice cube tray. Follow the instructions in the picture key ("A Simple Picture Key: Major Groups of Benthic Macroinvertebrates ") to identify the major group to which each organism belongs.

The major groups are:Order Ephemeroptera MayfliesOrder Plecoptera StonefliesOrder Trichoptera caddisfliesOrder Diptera True fliesFamily Chironomidae MidgesFamily Tipulidae CranefliesOther Families blackflies, horseflies, etc.Order Odonata dragonflies & damselfliesOrder Megaloptera fishflies, dobsonfliesOrder Coleoptera BeetlesOrder Amphipoda ScudsOrder Isopoda SowbugsOrder Decapoda CrayfishClass Gastropoda SnailsClass Pelecypoda ClamsClass Oligochaeta bristle wormsClass Hirudinea Leeches

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Label each compartment as you identify the critter. Place any critters you cannot identify into a separate compartment labeled “unknown.” Sort the critters so that there is only one compartment for each major group. You may discover that critters that you placed in separate compartments are actually in the same major group as some critters within the same major group look quite different. If so, put them in the same compartment for that major group. You should end up with at least one representative of each major group that you found in your sample in the ice cube tray. Some compartments may have several different types within a major group.

Step 15: Estimate the relative abundance of each major group and place the appropriate letter code next to that major group on the “Identification” part of the Streamside Survey Field Sheet.

To estimate relative abundance, look at the organisms you left in the white tray. For each organism identified, estimate its relative abundance in the white tray. Place one of the following letter codes in the “Relative Abundance” column next to the appropriate major group which best characterizes the relative abundance:

N = (none in sample)R = (rare, very few in sample)C = (common, many in sample)D = (dominant, most abundant group)

For the unknown organisms, place the appropriate letter code next to the “unknown” space.

Step 16: Estimate the richness of each major group and record it next to that major group on the “Identification” part of the Streamside Survey Field Sheet.

Look in each compartment of the ice cube tray. For those compartments with only one critter, record a “1” in the “richness” next to the appropriate major group. For those compartments with more than one critter (each should be a different type), record the number of critters in the “richness” column next to the appropriate major group. Add the richness values for the first column (mayflies, stoneflies and caddis flies). Write this total in the box for “EPT Richness.” Add the totals in the other two columns and write the totals in the spaces next to “Total Richness 1” and “Total Richness 2.” Add these three totals and fill in the “Total Richness” Box.

Step 16: Estimate the richness of each major group and record it next to that major group on the “Identification” part of the Streamside Survey Field Sheet. Look at the white tray. Estimate the total number of critters in the tray and check the box in the “Estimated Total Abundance” section that comes closest to your estimate. Don’t worry about this too much – it’s only an estimate.

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Step 17: Fill in “Habitat Characteristics” section of the Streamside Survey Field Sheet.

1. River Bottom Composition: What is the stream bottom made of? Look at the stream bottom of the entire 50’ segment and estimate and record the percentage of the bottom, which is composed of the different materials listed.

2. Embeddedness: Embeddedness is the percent surface area of larger particles (boulder, rubble or gravel) surrounded or covered by sand or silt. Pick up a few rocks from the streambed. The bottom of the rock will usually be lighter in color than the rest. This lighter area was embedded. Estimate the percentage of each of several rocks that was embedded and average the results.

3. Current Velocity: The velocity (how fast the water is moving) will be measured at two 10 foot sections: one in fast current and one in slow current. At each section, two people measure off ten feet, standing in the stream and holding the tape or string above the water between them. The upstream person should stand facing one of the banks and hold the float, 3/4 submerged in the water to his or her front. Avoid placing the float in the “eddy” caused by your legs. Release the float when the timer tells you to. The timer will measure the number of seconds the float takes to travel the 10 feet. Do this twice in each section and record the result. Try to pick an open path where the float will not encounter rocks or other stream obstructions.

Step 18: Place all organisms back into the stream.

Step 19: Assess the results. This is a simple assessment of impairment based on the relative abundance and richness of the sample you collected. Look at your field sheet in the “Relative Abundance” and “Richness” columns. Compare the results with the following table to determine if your results show that the site is “seriously impaired” or “not or slightly impaired.” If it doesn’t fall into either of these categories, you can classify it as moderately impaired.

Level of Impairment Relative Abundance RichnessSeriously Impaired Mayflies and stonfliies not

presentandsample is dominated by worms, leeches, midges, sowbugs, scuds, clams, or snails

Total Richness <8EPT Richness <4

Not impaired or slightly impaired

Sample is dominated by mayflies stoneflies or caddis fliesIf caddisflies dominate then mayflies or stoneflies are common

Total Richness >12EPT Richness >8

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Intensive Sampling MethodologyCollection Method A2: Collecting a simple semi-quantitative sample using a netCollecting benthic macroinvertebrates with a net requires teams of at least two people – three per team is best. Two people can do the collection. The other can fill out the collection field sheet, and assist with sample processing and preservation.

The Method at a Glance

Habitat Sampled Riffle BottomSampling Device Net (Metal Frame or Sieve)Level of Effort Standardized by areaQuantitative Semi: Area specified but not delineated

by the sampling device# and Type of Samples 1 – 3 simple replicates from fast and

slow areas of the riffle

The following steps should be carried out by two people: one to hold the net (the net “holder”) and the other to dislodge critters (the “sampler”). Note that the procedure described below can be done with any collection net: D-frame, rectangular frame, or seine. Special instructions that apply to the seine net are noted when needed.

Step 1: Assemble Collection and Field Processing Equipment and Supplies

Essential Items PurposeDirections to Collection Sites To locate collection sitesSite Numbers for Each Site For labeling samplesCollection Field Sheets For permanent record of collectionCollection Net (500-600 mm mesh): 18” X 8” rectangular metal frame net or 1 meter square seine

To catch dislodged organisms during collection

Arm-length Gloves To protect hands during collectionSieve Bucket (#30 mesh) To help collect and transfer samplesSoft, Nylon Bristle Brush To scrub critters off rocksForceps To pick critters off net and sieve bucket1 qt. Mason Jars w/ Rubber Seal Lids, nalgene bottles, or zip-lock bags (1 for each replicate)

To hold preserved samples

90% de-natured Ethyl Alcohol To preserve samplesLabeling Tape and Pencils To label sample containersFloat (orange or grapefruit) To measure current velocityStop Watch To measure current velocityTape Measure (50’ minimum) or 50’ string marked in 10’ sections

To measure segment length, width, and velocity

Waders or high boots To keep your feet dryUSGS Topographic Map To help locate collection sitesClipboard To hold field sheet5-gallon Bucket All purpose containerLife Jackets For safety in deeper water

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Step 2: Follow directions to the first site and find the riffle you will be sampling.

Step 3: Measure a 200’ segment that contains the riffles you will sample. Draw a map of the river that includes this segment on the “site sketch” sheet.

Step 4: Complete the top half of the Collection Field Sheet.

Step 5: Identify your collection spots. Following are general guidelines:

Aim for fast and slow places with cobble bottoms – these are rocks 2-10” in diameter. Riffle should be long enough to accommodate three replicate samples. Sample in the main channel, unless the water is too deep. In any case, avoid areas

along the margins that may be dry at low flows. Sample spots that are 4 – 18” deep If you are collecting replicates, try to sample from a single riffle at similar depth and

bottom type. Ideal sampling locations consist of rocks 5 to 10 cm in diameter sitting on top of

pebbles. Avoid the transition zone from riffle to pool. Avoid bottom materials dominated by rocks larger than 50 cm in diameter.. Avoid bridges and other large human-made structural features If unavoidable, sample

at least 50 meters upstream of a bridge and 200 meters (more would be better) downstream of a bridge.

Step 6: Get into position. Wade to the downstream side of the first spot and choose the specific place you will put the net.

Step 7: Position the net on the bottom. Holder: Position the net on the cobbles on the bottom, opening facing upstream, and stand to one side, downstream of the net. Sampler: position yourself upstream of the net opening and off to one side.

Note: For Seine NetSince this net is 1-meter long and does not have a rigid bottom, it may be hard to properly seat and anchor the net on the bottom. You may wish to use a few cobbles to secure and anchor the sieve to the bottom. Be sure to use cobbles that fall within the collection area.

Step 8: Dislodge the Critters. Sampler: Wear heavy-duty gloves! Work within an area upstream of the net opening as wide as the net and 2/3 the width.1 Pick up all the individual cobbles from the bottom and rub them off with your hands, or with a brush, to dislodge the critters so that they are carried into the net. Inspect each cobble to be sure there are no hangers on. When the cobbles are done, set them outside the collection area and gently dig into the soft bottom (if any) to dislodge burrowing critters.

1 For example, if your net is 1-meter wide, collect from an area about 2/3-meter upstream of the net opening.

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Swirling your Sample

This procedure uses gravity to separate the organisms from the heavy debris. Place the sample into a 5-gallon bucket about 1/3 full of water. Use a swirling motion to create a whirlpool in the bucket. Organic debris and critters will get caught in the whirlpool. Pour the water and organic debris into a #30 sieve, leaving the rocks, gravel and sand behind on the bottom of the bucket. Fill about 1/3 of the bucket with water and repeat the swirling 15-20 times until all that is left in the bucket is rocks, of has no debris in it.

Step 9: Lift the net out of the Water. Holder: When you’ve finished at this spot, carefully lift the net out of the river and prepare to process the sample.

Note: For A Seine Net:When you are finished disturbing the bottom, remove the cobbles used to anchor the net and rub them off so that any clinging critters are washed into the net. Remove the net carefully from the water so as not to lose any critters: Holder: grab the top of the net handles. Sampler: grab the bottom of the net handles and the bottom edge of the net.Together, lift the net out of the water with a forward scooping motion. Bring the two handles together and roll the net around them.

Step 10: Bring the sample to shore for processing.

Step 11: Inspect the sample. If your sample has a lot of sand and gravel, you may want to use the “swirling” technique to separate it out. See sidebar. If the sample is “clean” – there is not a lot of stuff other than bug - go to the next step.

Step 12: Bring the net and the sieve bucket to a shallow area of quiet water.

Step 13: Transfer the contents of the net to the sample container. Use either a bucket or a sieve bucket to do this.

Using a Sieve BucketGather the sample material into one corner of the net. Grab that corner of the net from the bottom, holding the sample material in a clump, and turn the net inside out into the sieve bucket. Try to knock any sample remaining on the net into the bucket, or back flush the net into the sieve bucket using a jar of water.

Transfer the contents of the sieve bucket to a sample jar.

Place the sieve bucket in shallow water so that water comes up through the bottom screen and moves the sample around.

Move or shake the bucket to get the sample into the bottom of the bucket below the spout.

Move the sample to the spout and position the jar under it. Place the net under the jar to catch any organisms that miss the jar. Scrape the sample into the jar.

Using 5-gallon bucketsRinse the net thoroughly into the bucket. If necessary, pick any clinging organisms from the net by hand and put them in the bucket. At this point, all of the sample should be off the net and in the bucket.

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Look through the material in the bucket and immediately return any fish, amphibians, or reptiles to the stream.

Carefully remove large pieces of debris (leaves, twigs, and rocks) from the sample.

While holding the material over the bucket, use the forceps, spray bottle, and your hands to pick, rub, and rinse the leaves, twigs, and rocks to remove any attached organisms.

Use a magnifying lens and forceps to find and remove small organisms clinging to the debris. When you are satisfied that the material is clean, discard it back into the stream.

Carefully pour the contents of the bucket through the net (or a sieve) into a second bucket (which has not yet been used, should be completely empty). The sample will wind up in the net or sieve. The water will wind up in the second bucket.

Use your spray bottle, forceps, sugar scoop, and gloved hands to remove all the material from bucket #1 onto the net or sieve. Carefully remove large pieces of debris (leaves, twigs, and rocks) from the sample.

As a final check, repeat the process above, but this time, pour bucket #2 over the net or sieve, into bucket #1. Transfer any organisms on the net or sieve into the jar.

Fill the jar with 90% ethyl alcohol so that all material is submerged in alcohol. Put the lid tightly back onto the jar and gently turn the jar upside down two or three times to distribute the alcohol and remove air bubbles.

Step 14: Label the sample container. Complete the sampling station ID tag. Be sure to use a pencil, not a pen, because the ink will run in the alcohol. The tag should include your station number, the stream, location (e.g., upstream from a road crossing), date, time, and the names of the members of the collecting crew. Place the ID tag into the sample container, writing side facing out, so that identification can be seen clearly.

Step 15: Repeat the collection process until you have the required number of replicates.

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Lab Processing Method 2.1: Picking and Sorting A 100 Critter-1/4 Sub-sample

This section describes the laboratory procedures for picking and sorting 1/4 of the field sample and 100 critter Sub-sample. It is designed so that you can stop after picking the tray and rough sorting into major groups. At some other time, you can do the identification and data analyses.

The Method at a Glance

Sample Type Whole Field Sample (detritus included)Sample Preservation: 90% Ethyl Alcohol (before adding to

Sample) or ComparableSub-sample Type Random: Minimum of 1/4 of the sample

and 100 organisms.Sub-sampling method Remove an unbiased, random

representative sub-sample by picking critters from a gridded sub-sampling tray with 12 4x4 inch squares.

Minimum % of sample picked

25%

Preparation

Assemble the following equipment and supplies:

Essential Items: Purpose:#30 Sieve (1) To strain the alcohol from the sampleLabeling Tape & Pencils To label sample in petri plates and storage

vialsSmall Vials (3-4 per sample) To store sorted and/or identified samplesLighted Magnifiers (1 per work station)

To get a close-up view of the sample in the tray

One Shallow (1” deep) White Tray To hold sample while picking sub-sampleFour 4-Compartment Petri Plates To hold sorted organisms during pickingTwo Forceps - fine tipped To pick and manipulate critters Wash bottle w/90% Ethyl Alcohol (1 per work station)

To preserve organisms

Sample Processing Record (1 per replicate)

To record picking

Random # generator or 12 pieces of paper numbered 1 – 12

To randomly select a square in the tray for picking.

Tally counter (optional) To keep track of the critter count

Tip: Organize a team of people at each work station—one person to pick the tray and another person to sort the organisms into tentative major groups and record the information on the Sample Processing Record.

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Making a sub-sampling tray.

Mark a grid with 12 squares on the bottom of the white trays as shown below, and number each square. Use a permanent magic marker or grease pencil.

1 432

5 6 7 8

9 10 11 12

Swirling the Sample

If your sample jar has a lot of gravel and sand in it (more than half the jar), you might want to "swirl" it to remove this bulky material in order to make picking easier.

1. Pour the preserved field sample (alcohol and debris) into #30 sieve.

2. Dump the sample from the sieve into a 5-gallon bucket (not the sieve bucket).

3. Fill the bucket about half full of water.4. Swirl the contents of the bucket. Notice

that the lighter material (including the critters) tends to come to the top.

5. Pour off the water, and the material floating in it, into the sieve, leaving the sand and gravel in the bucket.

6. Repeat steps 3 - 5 until, when you pour off the water, no lighter material comes out of the bucket. You may need to repeat this 15 to 20 times to get all the lighter material out of the sand and gravel.

Continue with step 3 below, and discard the sand and gravel in the bucket.

Step 1: Rinse and prepare the sample. Pour the preserved field sample (alcohol and debris) into #30 sieve and rinse off the preservative in a sink. Rinse and visually examine large material – rocks, twigs and leaves. Pick any small clinging organisms, such as midges, off these materials and place the organisms in the sieve. Discard the material.

Step 2: Transfer the sample to a gridded tray. Turn the sieve upside down over the tray and tap it several times to empty the contents onto the tray. Squirt a small amount of water over the bottom of the sieve to flush the organisms onto the tray using a sink sprayer or squirt bottle. Cover the bottom of the tray with about 1/4” of water. Evenly distribute the sample (including the detritus) over all the squares in the tray.

Step 3: Mark several petri plates with the site and replicate number. Mark the bottom of each petri plate with the site and

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replicate number of the sample you're processing. Use labeling tape and pencil (the alcohol will dissolve most inks).

Step 4: Select a random starting square on the gridded tray. Use a random number generator (computer or printed) or pick one of 12 pieces of paper (each with a number from 1 to 12) out of a container to identify a starting square.

Step 5: Pick all the organisms from the starting square and place in the petri plates in alcohol. Use the lighted magnifier and the forceps to pick out systematically all the organisms of the first square. Be sure to look for very small organisms as well as the larger ones. Turn over rocks, leaves and twigs and look for organisms that may be stuck to these materials. Pull apart clumps of algae to find organisms that may be tangled there. Any organism which is lying over a line separating two squares is considered to be in the square containing its head or (if it‘s headless) the majority of its body.

Hint: Using two forceps makes this step easier.

Step 6: Rough sort as you pick. As each organism is removed from the square, rough sort it into one of the compartments of a marked petri dish with other similar organisms. Keep the macroinvertebrates covered with alcohol. Don't worry about identifying the organisms at this point. Just use the obvious physical differences among the organisms (e.g. overall body shape, # of tails, etc.). Use the dissecting scope to help you see these differences, but don't worry about precision -- you'll identify them later.

Hint: It's easier to see the organisms if you place the petri plates on top of a plain white sheet of paper.

Step 7: Have someone check that there are no critters left in the square when you arefinished.

Step 8: When you’ve finished picking the starting square, mark the corresponding square on the “Sample Processing Record” lab sheet with an “x.”

Step 9: Select another random square and continue picking and sorting until you’ve done at least 1/4 of the squares (3 in a 12-square grid) and over 100 organisms. As you finish picking each square, mark the corresponding square on the “Sample Processing Record” lab sheet with an “x.” When you have picked 3 squares and have over 100 organisms, you may stop. If not, you must continue picking one square at a time until you’ve picked over 100 organisms or the entire tray, whichever comes first. Be sure to pick all the organisms from the last square, even if you pick well over 100 organisms.

Note: It is possible that you will pick the entire tray and still not have 100 organisms.

Step 10: Pick rare organisms. When you have finished picking the squares. Quickly scan the un-picked part of the sample for any types of critters you did not pick from the selected

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Site #Replicate ##1 of 6 vials

squares. Pick one of each type. The purpose of this step is to find rare critters that may not have been in your sub-sample. Missing these would underestimate the diversity of your sample. Yet picking only one of each will not substantially affect the total number of critters picked and your estimate of abundance. For now, keep these in a separate compartment of the petri plate.

Step 11: Fill in the “Picking and Initial Sorting” section of the Macroinvertebrate Sample Processing Record. Be sure to fill in the number of squares you picked on this sheet! Fill in the number of rare critters that you picked from outside of your selected squares.

Note: If you wish to identify the organisms at this point, proceed to SectionB: Lab Identification. Otherwise, continue with step 12 below.

Step 12: Transfer the contents of the petri plate to labeled capped vials filled with alcohol. Unless you are going to identify the critters in this session, transfer the contents of each compartment of the petri plate to its own vial. The contents of several compartments can be combined if there are only a few organisms or if you think they will be easy to re-sort later. Until you have positively identified them, place all rare critters that you picked from outside the selected sub-sampled squares in a separate vial labeled “rare.” Fill each vial completely with 90% ethyl alcohol and cap tightly. Using labeling tape and a pencil, label each vial like this as shown at left. An inside label is recommended as well as an exterior label.

Step 13: Repeat steps 1-10 for each replicate and fill out the Macroinvertebrate Sample Processing Record.

Step 14: Clean up and save some organisms for a reference collection. If you wish, pick out specimens that representing each major group or family from

the sample left in the tray (if any) and save in a properly labeled vial to be identified for a reference collection.

Note: Be sure to note on the Macroinvertebrate Sample Processing Record any critters you remove for your reference collection!

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Lab Methods for Identifying Samples

This section lists two methods for identifying the critters in your picked and sorted samples. The key to the whole benthic macroinvertebrate monitoring effort is to correctly identify the organisms in the sample. However, this is a very forgiving step in the process. Because you are saving your samples, you can always go back and correct identification errors, pick more of the sample (if you’ve saved it), and answer questions that may come up about your sample processing. In fact, this is one of the main advantages of preserving your samples.In this section, we describe two methods for identifying the critters in your sample:

Identification Method 3.1: Identification of major groups (level 1)

Identification Method 3.2: Identification of families (level 2)

As the names imply, the main difference between them is that in the first you are identifying major groups (mostly orders) of macroinvertebrates. In the second, you are identifying families. Which

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About Reference (Voucher) Collections

A reference collection is a set of preserved organisms that are properly identified and labeled. It can be used for a number of things:

Aid to identification. Drawings in keys are intended to clarify the body parts you use to identify the critters, but they are 2-dimensional and don’t always exactly look like the organism in front of you. Real specimens, especially if they are in good shape, can be placed beside the unknown organism.

Record of the types of organisms you collected. This is sometimes called a “voucher” collection. As a quality control measure, your voucher collection can be used to verify that you identified the critters in your sample correctly.

Teaching/training tool. Reference collections can be used to train people how to properly identify the critters.

A few suggestions for preparing your own reference collection:

Try to have examples of the critters at different life stages, since your samples certainly will. so you can see how the body parts develop.

Keep the specimens covered in alcohol. Dried, shriveled critters are no help!

Try not to handle delicate specimens, like some of the mayflies, to much. Appendages break off easily.

Make sure that each specimen, when it is removed from the vial, is transferred to a labeled container and doesn’t get mixed in with samples.

Keep adding fresh specimens as they become available.You can buy reference collections from: [Check NABS] You also may be able to get them donated by an entomology lab.

40

one you pick depends entirely upon your data quality goals, expectations about the level of sensitivity you need, and your resources.Here is another advantage to working with preserved samples: some people start out identifying major groups and then do the families if needed. If you are uncertain, start with method 3.1 and see how it goes.

Identification Method 3.1: Identification of Major GroupsThis section describes the laboratory procedures for identifying major groups of benthic macroinvertebrates. To do this, “keys” are used. Keys are guides to the identification of plants or animals. They arrange macroinvertebrates’ characteristics in a way that leads you in a logical manner to place each organism in its correct grouping or “taxon,” (order or family, for example). We include two keys with this manual:

1) "A Simple Picture Key: Major Groups of Benthic Macroinvertebrates Commonly Found in Freshwater New England Streams" is used as you would a field guide, by finding the picture of the organism that looks most like the one you’re trying to identify and checking to see that it has certain characteristics.

2) The other (“Key to the Freshwater Macroinvertebrate Fauna of New England”) is a “dichotomous key” which uses “couplets” – two mutually exclusive statements regarding a physical characteristic of the organism – and illustrations that highlight the characteristic being examined.

Instructions for using both keys are contained in the keys themselves.

Step 1: Set up one or more work-stations, each with the following:

Essential Items: Purpose:Labeling tape & pencils To label sample in petri plates and storage

vialsSmall Vials (3-4 per sample) To store sorted and/or identified samplesDissecting scope: at least 40 power (1 per work-station)

To magnify critters for identification

4-Compartment Petri Plates (4 per work-station)

To hold sorted organisms during picking and identification

Forceps - fine tipped (2 per work-station)

To pick and manipulate critters during picking and identification

Wash bottles w/90% Ethyl Alcohol (1 per work-station)

To preserve organisms

Taxonomy Keys & References To identify organismsPlain white paper To place under petri plates in scope or on

table for contrastCompleted Sample Processing Record (1 per replicate)

To record # of squares picked

Identification Lab Sheets (1 per sample)

To record identification

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Locate the sample processing record that goes with the sample you are going to identify. There should be one record for each replicate sample. Check to see that the number of squares picked is noted.

Step 2: Mark several petri plates with the site and replicate number. Mark the bottom of each petri plate with the site and replicate number of the sample you're processing. Use labeling tape and pencil.

Step 3: Fill in the top of the Benthic Macroinvertebrate Identification Sheet - Level 1 (Form 6). Fill in the site #, river/stream, date sampled, your name, and the date of the identification at the top of the form. Also fill in the # of squares picked from the tray boxes at the bottom for each replicate. Note that one identification sheet is used per site for all 3 replicates.

Step 4: Sort the sample into the compartments of the Petri plates. If the sample has been sorted, place the contents of each vial into its own compartment. If it hasn't been sorted, rough sort, following steps in the previous section.

Step 5: Use the picture key to identify the major group of the organisms in each of the compartments. Place the Petri plate on the platform of the dissecting scope. Focus the dissecting scope so you can see the whole organism. Hint: It's easier to see body characteristics if the organisms are lit from above against a white background.

Follow the instructions in the picture key ("A Simple Picture Key: Major Groups of Benthic Macroinvertebrates Commonly Found In Freshwater New England Streams") to identify the major groups.

The major groups are:

Order Ephemeroptera MayfliesOrder Plecoptera StonefliesOrder Trichoptera caddisfliesOrder Diptera True fliesFamily Chironomidae MidgesFamily Tipulidae CranefliesOther Families blackflies, horseflies, etc.Order Odonata dragonflies & damselfliesOrder Megaloptera fishflies, dobsonfliesOrder Coleoptera BeetlesOrder Amphipoda ScudsOrder Isopoda SowbugsOrder Decapoda CrayfishClass Gastropoda SnailsClass Pelecypoda ClamsClass Oligochaeta bristle wormsClass Hirudinea Leeches

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Move any organisms that don't belong in that compartment to another compartment.

Step 6: Place any organisms you cannot identify into an "unknown" compartment. Place any organisms that you cannot identify using the picture key into a separate petri plate compartment. Don't worry about these for now. In the next step, you'll identify these using another key.

Step 7: Use the dichotomous keys to identify "unknown" organisms. Use one or both of the two dichotomous keys to identify the unknown organisms:

“Key To The Freshwater Macroinvertebrate Fauna of New England.” “Aquatic Diptera Immatures" (Figure 16.1 excerpted from "Aquatic Entomology by W.

Patrick McCafferty).

If you are still not sure about a particular organism, have a more experienced person assist you or preserve it in a vial until someone is available later.

Step 8: Count and record the number of organisms in each major group on the Benthic Macroinvertebrate Identification Sheet – Level 1 (Form 6). When you're certain of the identity of the organisms in all the compartments (except for those in the unknown compartment), count the total number of individuals (“density”) in each major group. Record your count in the ‘D’ column under the appropriate replicate # on the Benthic Macroinvertebrate Identification Sheet - Level 1 (Form 6).

Step 9: Estimate the number of different families of organisms in each major group and record on the Benthic Macroinvertebrate Identification Sheet - Level 1. Estimate the number of perceived families (“richness”) within each major group. For many of the organisms, the picture key included with this manual will enable you to identify the actual families. For the mayflies, stoneflies, and caddisflies, damselflies, and dragonflies, use the differences in body characteristics identified in the diagrammatic keys in McCafferty’s Aquatic Entomology to differentiate the organisms. Note that it is not necessary to actually identify the families, just to check for key distinguishing traits, some of which are listed below:

Mayflies: the location, shape and texture of the gills; the presence or absence of “tusks” on the head; the presence or absence of filtering hairs on the front legs; the size, shape, and orientation of the head; and the length of the antennae.

Stoneflies: presence or absence of gills at the base of the legs; presence or absence of gills underneath the first two abdominal segments; whether the wingpads are parallel or divergent, the shape of the body; color pattern; the shape of the thorax.

Caddisflies: presence or absence of “shields” on each segment of the thorax; the size and shape of the anal prolegs; shape of the body; whether antennae are visible, presence or

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Site #Replicate ##1 of 6 vials

absence of a case; presence or absence of humps on the top and/or sides of the first abdominal segment.

Don’t worry about the clams, snails, crayfish, worms, sowbugs, scuds and other non-insects. Pay attention to obvious differences only.

Note: Size is not a distinguishing characteristic, nor is color.

Record your estimate in the ‘R’ column under the appropriate replicate # on the Benthic Macroinvertebrate Identification Sheet - Level 1 (Form 6).

Step 10: Store the sorted organisms in capped vials with alcohol. Transfer the contents of each compartment of the Petri plate to its own vial. The contents of several compartments can be combined if there are only a few organisms or if you think they'll be easy to re-sort later. Fill each vial completely with 90% ethyl alcohol and cap tightly. Using labeling tape and a pencil, label each vial like the one shown at left.

Place all unidentified organisms into a separate vial. A more experienced person can identify them later.

Step 11: Fill in the Level 1 - Major Group Identification box on the Macroinvertebrate Sample Processing Record (Form 5). Fill in a check, the date, and your name in the Level 1 - Major Group Identification box on the Macroinvertebrate Sample Processing Record for this replicate.

Step 12: Repeat steps 1-11 for each replicate and record on the Benthic Macroinvertebrate Identification Sheet - Level 1 (Form 6). Identify the organisms in each replicate sample and record the density and richness in the appropriate column of the Benthic Macroinvertebrate Identification Sheet - Level 1 (Form 6).

Identification Method 3.2: Identifying the Families for Selected Major Groups in the Sub-sample

This section describes the laboratory procedures for identifying benthic macroinvertebrate families for selected major groups in the sub-sample, after you have identified the major groups. This requires training and experience in macroinvertebrate taxonomy. We recommend that an aquatic biologist, entomologist, or someone familiar with macroinvertebrate taxonomy be present during the identification or subsequently verifies the identification.

Step 1: Identify the Major Groups in the sample (optional). Identifying the major groups will make it easier to sort the organisms for family identification (see the previous section for instructions on how to do this). However, you can skip this step if you wish.

Step 2: Set up one or more work-stations, each with the following:

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Essential Items: Purpose:Labeling Tape & Pencils To label sample in petri plates and storage

vialsSmall Vials (3-4 per sample) To store sorted and/or identified samples

Dissecting scope: at least 40 power To magnify critters for identification(1 per work station)

4-Compartment Petri Plates To hold sorted organisms during picking (4 per work station)

Forceps - fine tipped (2 per work To pick and manipulate critters duringTo pick and manipulate critters during To pick and manipulate critters duringWash bottles w/90% Ethyl Alcohol (1 per work station)

To preserve organisms

Taxonomy Keys & References To identify organismsPlain white paperto place under Petri plates in scope or on table

For contrast.

Sample Processing Record To record # of squares picked (1 per replicate)

Identification Lab Sheets To record sample information

Step 3: Locate the sample processing record that goes with the sample you're going to identify. There should be one record for each replicate sample. Check to see that the number of squares picked is noted.

Step 4: Mark each Petri plate with the site and replicate number. Mark the bottom of each Petri plate with the site and replicate number of the sample you're processing. Use labeling tape and pencil.

Step 5: Fill in the top of the Benthic Macroinvertebrate Identification Sheet - Level 2 (Form 7). Fill in the site #, river/stream, date sampled, your name, and the date of the identification at the top of the form. Be sure to fill in the # of squares picked from the tray boxes at the bottom for each replicate. Note that one identification sheet is used per site -- 3 replicates.

Step 6: Sort the sample into the compartments of the Petri plates. If the sample has been sorted, place the contents of each vial into its own compartment. If it hasn't been sorted, rough sort, following step 8 in the previous section.

Step 7: Use the “Simple Picture Key” to identify the families of the organisms in each of the compartments for the orders Diptera, Coleoptera, and Megaloptera. Place the Petri plate on the platform of the dissecting scope. Focus the dissecting scope so you can see the whole organism.

Hint: It's easier to see body characteristics if the organisms are lit from above against a white background.

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Site #Replicate ##1 of 6 vials

Follow the instructions in the picture key ("A Simple Picture Key: Major Groups of Benthic Macroinvertebrates Commonly Found In Freshwater New England Streams") to identify the families. Move any organisms that don't belong in that compartment to another.

Step 8: Place any organisms you cannot identify into an "unknown" compartment. Place any organisms that you cannot identify using the picture key into a separate Petri plate compartment. Don't worry about these for now. In the next step, you'll identify these using another key.

Step 9: Use the family level dichotomous key in “Aquatic Entomology (enclosed) to identify "unknown" organisms and the families in the orders Ephemeroptera, Plecoptera, and Trichoptera. If you are still not sure about a particular organism, try another key or have a more experienced person assist you. If no one is available to help you, preserve it in a vial until someone is available later.

Step 10: Count and record the number of organisms in each family on the Benthic Macroinvertebrate Identification Sheet - Level 2 (Form 7). When you're certain of the identity of the organisms in all of the compartments (except for those in the unknown compartment), count the total number of individuals (“density”) in each family. Record your count in the ‘D’ column under the appropriate replicate # on the Benthic Macroinvertebrate Identification Sheet (Families).

Step 11: Identify the functional feeding group for each family. Identify the functional feeding group (shredders, scrapers/grazers, filtering collectors, gathering collectors, and predators) for each family. Generalized functional feeding groups for each family are listed on the lab sheet. However, you should verify these suggested groups by using Cummins & Wilzbach’s Field Procedures for Analysis of Functional Feeding Groups of Stream Macroinvertebrates to determine the functional feeding group for each family. Note that since we are not

identifying the organisms in the field, some of the couplets won’t apply. You will need to consult with an aquatic biologist to verify the suggested groups and to identify the functional feeding group of a family that has more than one possible group. Circle the appropriate functional feeding group on the form.

Step 12: Store the sorted organisms in capped vials with alcohol. Transfer the contents of each compartment of the petri plate to its own vial. The contents of several compartments can be combined if there are only a few organisms or if you think they'll be easy to re-sort later. Fill each vial completely with 90% ethyl alcohol and cap tightly. Using labeling tape and a pencil, label each vial like the one pictured at left.

Place all unidentified organisms into a separate vial. A more experienced person can identify them later.

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Step 13: Fill in the Level 2 - Family Identification box on the Macroinvertebrate Sample Processing Record (Form 5). Fill in a check, the date, and your name in the Level 2 - Family Identification box on the Macroinvertebrate Sample Processing Record for this replicate.

Step 14: Repeat steps 1-11 for each replicate and record on the Benthic Macroinvertebrate Identification Sheet - Level 2 (Form 7). Identify the organisms in each replicate sample and record the density and richness in the appropriate column of the Benthic Macroinvertebrate Identification Sheet (Families).

Quality Assurance

The main quality assurance challenge is to make sure that all the organisms are correctly identified. This is particularly important when family identification is involved. To assure this, these measures are recommended:

1. Voucher Collection: All processed samples should be saved for later verification by RWN or project staff, the state aquatic biologist (if available) or other professionals. Samples should be stored in labeled vials filled with 90% ethyl alcohol with seals that prevent the alcohol from evaporating. Samples should be checked every few months and the alcohol replenished, if needed.

2. Reference Collection: Examples of each family or major group found should be positively identified by an experienced person. These examples should be stored in vials with a label that correctly identifies the organism. This collection is used to compare with the unknown critters from your river samples to help you identify them.

3. Archive: For various reasons, you may wish to save the picked and/or unpicked art of your samples, in addition to the critters themselves. There are a number of reasons you might want to do this.

4. Picked Debris: As a quality check, you may want an outside professional to go through your picked debris to see if you missed any critters.

5. Unpicked Debris: If you sub-sampled, you will have left over debris (sand, twigs, etc.) containing critters. You may want to save this material for future processing, for example if your lab processing changes to require picking the whole sample.

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Suggested Keys

There are many keys to macroinvertebrates. Below is a list of suggested keys to help you identify major groups and families. Some are easier to use than others and each key has its own unique approach. For this reason, it is generally a good idea to have several keys to help you identify the organisms:

Major Groups:Dates, Geoff, A Simple Picture Key: Major Groups of Benthic Macro invertebrates Commonly Found In Freshwater New England Streams, River Watch Network, Montpelier, VT. January 1993.

Fiske, Steve and Byrne, Jack, Key to the Freshwater Macroinvertebrate Fauna of New England. River Watch Network, Montpelier, VT. March 1988.

Lehmkuhl, Dennis M., How to Know the Aquatic Insects. William C. Brown Publishers, Dubuque Iowa.

McCafferty, W. Patrick, Aquatic Entomology: the Fisherman’s and Ecologists’ Illustrated Guide to Insects and Their Relatives. Jones and Bartlett Publishers, Inc. Boston, MA

Families:Cummins, K. and Wilzbach, M. Field Procedures for Analysis of Functional Feeding Groups of Stream Macroinvertebrates.

Lehmkuhl, Dennis M., How to Know the Aquatic Insects. William C. Brown Publishers, Dubuque Iowa. 1979.

McCafferty, W. Patrick, Aquatic Entomology: the Fisherman’s and Ecologists’ Illustrated Guide to Insects and Their Relatives. Jones and Bartlett Publishers, Inc. Boston, MA

Merritt, R. and Cummins, K. An Introduction to the Aquatic Insects of North America (Second Edition). Kendall/Hunt Publishing Company, Dubuque Iowa. 1984.

Peckarsky, Barbara L., et al, Freshwater Macroinvertebrates of Northeastern North America. Cornell University Press. 1990.

Pennak, Robert W., Freshwater Invertebrates of the United States, 3rd Edition, Wiley-Interscience Publication. 1987.

Smith, Douglas G., Key to the Freshwater Macroinvertebrates of Massachusetts, University of Massachusetts, Amherst MA 1991.

Wiggins, G.B. Larvae of the North American Caddisfly Genera (Trichoptera), University of Toronto Press, Toronto Canada. 1977.

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E. coli Quanti-Tray Protocol

Directions:

Insert thermometer through grommet located at top center of incubator to a position half an inch above middle shelf.

Plug in incubator and turn dial to ~ 4.75. Incubator is ready when stable at 35°C (~ 15 minutes).

Turn sealer on. The amber light should illuminate. Allow sealer to warm up and green ready light to come on (up to 10 minutes).

Attach input shelf to sealer.

Place an empty Quanti-Tray Rubber Insert on input shelf with large cut out facing away from the sealer.

Obtain water sample to 100 ml line in sterile vessel.

Aim Colilert snap pack into 100 ml vessel.

Open Colilert at score line and add contents to water sample.

Cap (being careful not to touch the inside of the cap or jar) and shake until dissolved.

Label back of Quanti-Tray with name, date and location and follow steps 1-5 (below) to fill Quanti-Tray with water sample:

Place sealed Quanti-Tray in rubber insert, making sure that the tray is properly seated in the rubber insert with each well in its corresponding rubber insert hole.

Slide the rubber insert with Quanti-Tray into the sealer until the motor grabs the rubber insert and begins to draw it into the sealer.

In approximately 15 seconds, the Quanti-Tray will be sealed and partially ejected. Remove from the sealer.

Turn sealer off.

Once Quanti-Tray is sealed it is ready to be placed in incubator for 24 hours at 35°C.

Note: Results are valid at 24-28 hours.

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Result Interpretation

Look for fluorescence by holding the UV light 5 inches away from the Quanti-Tray in a dark environment. Be sure to hold the light away from your eyes and toward the sample.

Count the number of small and large wells that fluoresce separately and use the ‘Idexx Quanti-Tray/2000 MPN Table’ to determine the ‘Most Probable Number’.

Appearance ResultLess yellow than the Comparator

Negative for total coliforms and E.coli

Yellow equal to or greater than the comparator

Positive for total coliforms

Yellow and fluorescence equal to or greater than the comparator

Positive for E.coli

Disposal of Quanti-Trays

Since E. coli will continue to grow if not disposed of properly, all Quanti-Trays must be returned to UVM for proper disposal.

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Chapter 7: CHEMICAL MONITORING

Tips for completing Stream Monitoring Field Sheet

Phosphorus Test

Follow instructions in manual for Hach Pocket II Colorimeter. Wipe off outside of bottle with Kimwipes prior to measuring with meter. Divide by 3 to get P. Dispose of liquid waste in glass container with blue liquid. Dispose of solid waste in P plastic zip-lock. Rinse bottles and caps thoroughly with de-ionized water into liquid waste jar.

pH

Follow instructions on outside of bottle for pH test strips or the instructions with the pH meter.

Transparency/Turbidity

Make sure release valve on tube is closed. Try not to stir up sediment when entering the river to fill tube. Fill tube upstream from where you are standing. See Chapter 5 for a centimeter to Nephelometric Turbidity Units (NTUs) conversion chart.

Dissolved Oxygen Test

WEAR LAB GLASSES AND GLOVES when performing this test. Follow instructions in manual for Hach Kit OX-2P (titration method). Squeeze dropper carefully so that only one drop of liquid is dispensed at a time; do not let

dropper touch liquid in bottle. Dispose of liquid waste in glass container with yellow liquid. Dispose of solid waste in DO plastic zip-lock. Rinse bottles and caps thoroughly with de-ionized water into liquid waste jar.

Temperature

If possible, measure temperature in the main current, not along the bank. Place thermometer a few inches below the surface. Wait a few minutes for reading to stabilize, then read thermometer while the bulb is still in

the water.

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Chapter 8: POST-MONITORING ACTIVITIES

Community Outreach and ServiceThe Watershed Alliance requires that all groups participating in our Stream Monitoring and Stewardship Program complete a community outreach project. We encourage groups to take action based on unbiased scientific information. Community outreach is an essential part of watershed education because it gives students the opportunity to apply information learned through the monitoring process and positively impact their community and their watershed. Students learn about civic participation and the importance of community involvement, and are often proud to share the results of their hard work with parents, peers, community members, and local officials. The outcomes of the Watershed Alliance watershed education program are multiplied many times by the effort of the students who by far outnumber the educators enlisted with us. This “multiplication effect” is essential to our efforts as educators in strengthening the environmental knowledge base and positive community involvement in Vermont.

Ideas for outreach projects:

Presentation of data/projects to a local conservation board/commission/district, town planners, local watershed organization, parents, peers, students in the same school, and/or students in a neighboring school

Educational outreach and mentoring—hands on learning day with younger students Create a slide show (PowerPoint or photo) for presentation Create a video Write/produce a play Produce a radio ad and air it on local radio station Hold an informational poster campaign in school/community Hold a community watershed forum with speakers and open communication session Hold a watershed speaker series followed by presentation of student data/project Hold a watershed science fair

There are many options for outreach projects, but we recommend you hold a brainstorming session to come up with student-led project ideas. Generally, it is best to decide on a community outreach project when the program design is finalized. Additionally, it can be useful to alert the local press to your river study and outreach project. Many of our past participants have been featured in newspaper articles.

Examples of past or on-going outreach projects:

Gay Craig and her Champlain Valley Union students (9/10th grade) present an annual report to the Lewis Creek Association (LCA). The students work closely with LCA to ensure that the data collected is useful to them.

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Websterville Baptist Christian School students, led by teacher Virginia Collins, produced an educational radio ad about their Winooski River study.

During a UVM WA project, students in a local school discovered E.Coli bacteria in the school water and presented the data to town officials. This led to a “boil water” notice for the entire town, and the repair of the problem.

Students at Danby’s Currier Memorial School, led by Carrie Mauhs-Pugh, are working with local farmers on an on-going yearly study of a stream near the farm. The students plan to present the findings to the farmers along with suggested Best Management Practices.

Ninth and tenth grade students at the SUCCESS School (an alternative school in Rutland) worked in conjunction with the VT Department of Environmental Conservation and the Rutland Natural Resource Conservation District on a study of the Moon Brook. The Moon Brook, located in Rutland city, is included on the state’s 303d list of impaired waters. The Upper Otter Creek Watershed Council (UOCWC), a group of local officials, experts, watershed organizations, and concerned citizens formed to address issues in the upper Otter Creek watershed, is interested in the data the students collected. Students plan to present their study at an UOCWC meeting.

At U-32 High School in Montpelier, Brian Slopey’s twelfth grade Environmental Science students acted as educators and mentors to students from the middle school. Slopey’s students designed hands-on projects that engaged the younger students as they taught them about watersheds and water quality. Slopey praised the students and the project, noting that his students benefited from the experience as much as those from the middle school did.

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Chapter 9: WATER QUALITY IN VERMONT

Vermont is divided into 17 major basins through which roughly 7100 miles of rivers and streams flow. The Vermont Division of Water Quality is the governing body responsible for monitoring and assessing these waterways, providing support and guidance to volunteer monitoring groups, providing grants and technical support for nonpoint source pollution management, implementing regulatory programs, preparing watershed plans for the 17 major basins, and developing strategies for bringing waters into compliance with water quality standards.

The Vermont Division of Water Quality classifies Vermont waters as either Class A or Class B. Class A waters comprise only 3% of all waters in the State, and are further subdivided into Class A(1), ecological waters that are managed in their natural state, or Class A(2), Public Water Supplies. Class B waters make up the remaining 97% and are managed depending upon their classification as type B1, B2, or B3. Waters are also given the assessment categories of full support, stressed, altered, impaired or unassessed. Full support waters meet all use support standards for the water’s classification type and management type. Stressed waters support the classification type, but the water quality and or aquatic habitat may have been disturbed by human impacts, but not to a degree where designated uses have been altered or impaired. Altered waters include those where aquatic communities are altered from their expected ecological state and where water quality violations have been documented, but the EPA does not consider the problem to be pollutant caused, or where the pollutant was a result of historic stream channel alterations that are no longer occurring. Impaired waters do not meet one or more of the Water Quality Standards due to a pollutant of human origin. Lastly, waters deemed as unassessed do not have adequate monitoring data to categorize them under the former.

Impaired WatersEvery two years, all impaired waters are placed on a 303(d) List under Part A (requires the development of a TMDL or Total Maximum Daily Load to be scheduled), Part B (TMDL is not required), or Part D (TMDL is already completed). This list is named as 303(d) based on the section of the Clean Water Act that mandates their management. A TMDL dictates the amount of a given pollutant that can enter a body of water without negatively impacting water quality standards.

Watershed AssociationsThere are numerous organizations involved in the conservation, management, and advocacy of watersheds in Vermont. The Vermont Agency of Natural Resources maintains a list of watershed associations on the Clean and Clear Program website at http://www.anr.state.vt.us/cleanandclear/orgs/orglistall.cfm. If you are planning a river study in your area, a local watershed association can provide useful background information on the watershed, and can provide information on what monitoring questions would be useful to ask. They may also be interested in the data that your student group collects. Making local contacts in support of your monitoring program will increase the relevancy of the data you collect, and will result a stronger program overall.

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Chapter 10: LAKE CHAMPLAIN LIVE!

The Leahy Center for Lake Champlain Presents:

LAKE CHAMPLAIN LIVE!“A Floating Laboratory”

A unique science opportunity aboard UVM’s Research Vessel Melosira

Grades 8 – 12

Now you can take your students out on Lake Champlain! Work with scientists and educators at the Leahy Center for Lake Champlain to conduct scientific research aboard the University of Vermont’s Research Vessel Melosira. This state-of-the-art boat is staffed by university researchers and professional educators, and is fully equipped to enable your students to conduct lake studies.

Students learn about current research and then apply real, scientific tools and techniques to collect their own data. Throughout this hands-on experience, students will be challenged as they follow the scientific method, raise questions, and apply critical thinking skills in comparing data they collect to historic data.

Essential Question

How do scientists study the complex system and environmental problems in Lake Champlain?

Focusing Questions

1. What can we learn from studying aquatic plants and animals? 2. Why is it important to keep track of long term trends (i.e. water clarity, dissolved oxygen,

temperature, plankton communities, and zebra mussel populations)? 3. How do scientists measure and track those parameters? 4. How do human activities affect the lake?

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Key Program Activities

Understanding the natural history and unique regions of the lake Physical and chemical characteristics: lake water clarity, dissolved oxygen and temperature

measurement from the water’s surface to the bottom Lake ecology: overview of Lake Champlain ecology, collect and analyze a plankton sample The zebra mussel story: learn zebra mussel basics, collect zebra mussels to estimate the

population density

Vermont Standards and Grade Expectations

7.13 Organisms, Evolution and Interdependence

S9-12:36; Students demonstrate their understanding of equilibrium in an ecosystem

7.16 Natural Resources and Agriculture

S9-12:49; Students demonstrate their understanding of processes and change within natural resources

Other options at ECHO

If you are looking to combine the research vessel trip with an ECHO experience geared towards middle to high school students, consider the following options:

ECHO Trek, Voices for the Lake, Lake Champlain Basin Resource room visit. Please visit the ECHO website for more information about these opportunities.

Trip Details

Available dates and times: Trips operate May – October, weather permitting. Please call or email for availability.

Fee: $250 for a maximum of 22 participants (including all chaperones and teachers) Level: grades 8-12

To register, contact: Erin De Vries, (802) 859-3086 ext. 305 or erin.devries@uvm.edu

What to Bring: wear comfortable, stable shoes, and dress warmly as conditions on the lake can be much different than on those on land on any given day. Please remember motion sickness medicine if you require it. A camera and/or binoculars are nice to have. Other suggested items depending on the weather: sunglasses, sun hat, sunscreen, rain coat and hat.

Partners: the Leahy Center for Lake Champlain, ECHO, University of Vermont, Lake Champlain Basin Program, UVM Rubenstein Ecosystem Science Lab, UVM Watershed Alliance, UVM Extension, Lake Champlain Sea Grant

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Chapter 11: KEEPING THE BALANCEWatershed Alliance

Keeping the Balance in Lake ChamplainAn Exploration of Lake Ecology and Human Activities

Grades 7-12*(*some activities suitable for mature 5th and 6th grade classes.)

Keeping the Balance Preparation Material for Teachers

Introduction

Phosphorus is the number one environmental concern in the Lake Champlain Basin. Monitoring programs, scientific research, educational programs, regulations, and best management practices (BMPs) are crafted in order to understand and prevent the problems associated with phosphorus loads in the lake. But why is there so much concern about phosphorus?

Phosphorus is an essential nutrient to all forms of life, but paradoxically it can also create far reaching imbalances in natural ecosystems, particularly lakes. In order to understand how a substance so essential to life can disturb natural ecosystems, it is necessary to understand the dynamics of lake ecosystems, but also the dynamics of the human interaction with such ecosystems.

This workshop introduces the food web of Lake Champlain, biodiversity, eutrophication and algal blooms as well as solutions to reducing pollution into the lake. These concepts help one understand the impact of phosphorus overloads in Lake Champlain, and how our daily lives are directly connected to such impacts.

1. Lake Ecology

1.1. Lake Champlain’s Biodiversity

Lake Champlain has a diverse aquatic community of fish, plants, amphibians, reptiles, benthic (bottom-dwelling) organisms, and tiny phytoplankton and zooplankton. Eighty-one species of fish have been identified in the Lake. About 20 of these species are game fish, several of which are actively stocked. Lake trout and salmon populations are among those most impacted by the parasitic sea lamprey. Invertebrates, such as mussels, aquatic snails, and bottom dwelling animals, are a very important but poorly understood part of Lake Champlain's ecosystem. A high diversity of invertebrates usually indicates a healthy lake. The Basin supports fourteen freshwater mussel species, but these native mussel populations are seriously impacted by competition for resources (including space) from the recently introduced non-native zebra mussels. Amphibians and reptiles are generally abundant in the Basin and several dozen species are found in the Lake area. However, there is concern that populations of many species are declining significantly, probably due to a degradation of habitat quality and habitat loss.

1.2. Lake Champlain’s Food Web

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All of the organisms mentioned above are linked to each other through what is called a food web: Some of them can produce their own food using only sunlight, carbon dioxide, nutrients (like phosphorus!) and water (through the process of photosynthesis). These are called primary producers. Others must eat another organism in order to satisfy their nutritional needs, and they are called consumers. Consumers are classified as primary, secondary or tertiary, depending on what type of organism they feed on. A primary consumer feeds on primary producers. A secondary consumer feeds on primary consumers and/or producers. A tertiary consumer feeds on anything from secondary consumers to producers (humans are tertiary consumers). A third type of organisms in the food web are called decomposers, and they feed on dead organisms and organic matter, while returning essential minerals and nutrients to the system, making them available to the producers, and closing the loop.

In Lake Champlain the primary producers include aquatic plants as well as microscopic algae and photosynthetic bacteria known as phytoplankton. The primary consumers include microscopic invertebrates, known as zooplankton, as well as different species of fish and macroinvertebrates that feed on phytoplankton and plants. Secondary and tertiary consumers include various species of macroinvertebrates, fish, amphibians, reptiles, birds, and mammals (including humans!). Decomposers include a very diverse and poorly understood collection of bacteria, and fungii.

1.3. What does plankton do?

What is known as ‘plankton’ is a very diverse collection of organisms, both producers and consumers, that are usually too small to be properly seen with the naked eye. Planktonic organisms live close to the water surface, where the availability of sunlight is higher, and therefore, phytoplankton can photosynthesize. Phytoplankton includes microscopic algae and cyanobacteria, and it is responsible for the availability of energy and food to the rest of the food web. Zooplankton is comprised of various groups of microscopic animals (crustaceans and rotifers) that feed primarily on phytoplankton.

In this workshop we will focus on plankton (both phytoplankton and zooplankton) as a group that can help us understand the interaction between phosphorus loads and the dynamics of the food web in Lake Champlain.

Plankton communities are the first impacted when there is a phosphorus overload in a lake ecosystem. Phosphorus is first used by phytoplankton to convert solar energy into chemical energy: literally, energy from sunlight is transformed into energy that can be stored in a molecule made with phosphorus (ATP and NADPH), like a battery, to be used whenever is needed. Only photosynthetic organisms can perform this conversion and that is why they are so crucial to the rest of the food web. The only way all the other organisms can have access to the energy from the sun is through the chemical energy they obtain when feeding upon a primary producer (or feeding upon someone who fed upon a primary producer...). So far, so good. It is clear that phosphorus is essential to capture and utilize the energy from the sun, which makes all life possible.

The problem begins when we consider that phosphorus usually exists in limited amounts in natural ecosystems, and therefore, photosynthetic productivity is constrained by the amount of available phosphorus (particularly in freshwater aquatic ecosystems). The entire food web, through all its connections, adjusts itself to the availability of phosphorus in a particular place, and therefore, when all of a sudden there is an unusually high supply of phosphorus, photosynthetic productivity explodes and a chain effect occurs through the entire food web, causing serious imbalances. The

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chain effect and its consequences are explained in further detail in section 2.2. subsection: Eutrophication process in a nutshell.

2. Humans and the Lake

2.1. Watersheds

A watershed is an area of land that drains water, and everything in the water, to some sort of outlet (a river, a stream, a lake, the ocean or any other body of water).The Lake Champlain Basin (see map below) or watershed is the entire drainage area for Lake Champlain. Rain, snow, sleet or any precipitation that falls on the Lake Champlain watershed will eventually reach the lake. Watersheds are defined by bodies of water. Some watersheds can be very small, defining minor tributaries, or very large, encompassing vast river systems. Because of this, larger watersheds can contain many smaller watersheds. Lake Champlain's watershed is made up of many smaller watersheds which are defined by the numerous rivers and tributaries which flow to Lake Champlain.

2.2. Phosphorus

Phosphorus is a naturally occurring nutrient essential to most forms of terrestrial and aquatic life. It is one of the most plentiful elements on earth, but most of it is combined with oxygen into phosphate (PO4-3). Much of the phosphate, in turn, is complexed into organic compounds or bound into plant and animal tissues. The portion of phosphate that is readily available to plants and animals is referred to as orthophosphate, also referred to as 'inorganic' or 'reactive' phosphate.

In our human environments phosphorous is found in many substances, such as lawn and garden fertilizers, animal and human waste, and automatic dishwasher detergents. Phosphorus in the

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lake comes from both point sources, such as municipal wastewater treatment plant discharges, and non-point sources, such as runoff from farm fields, eroding stream banks and residential lawns. Sources:

Natural: Apatite (mineral in rocks); Elemental Phosphorus. Natural weathering of phosphate rocks produces orthophosphates in limited amounts.

Human: Animal and Human Waste; Industrial Discharge; Fertilizers; Soil Erosion. As human-introduced organic phosphorus (P) breaks down, one of the byproducts can be orthophosphate, which becomes available for use by both plants and animals.

Phosphorous is taken up from the water by plants and animals; plant or animal waste (including dead organisms) sinks to the bottom where bacteria decomposes the phosphorous chemicals into available orthophosphate; the phosphate ion diffuses back into the water where it is taken back up; and the cycle continues. Since there is usually plenty of nitrogen, phosphorous is often the limiting nutrient so algae is sort of 'waiting' for an increase in orthophosphate.

Phosphorus Cycle.

Relevance: Animals use orthophosphates and organic phosphates to metabolize fats, carbohydrates and

proteins. Plants require orthophosphates for growth.

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Phosphorus is a limiting nutrient under natural conditions. This means it normally exists in limited amounts and thus determines the rate at which solar energy can be converted into chemical energy through photosynthesis.

Plants and animals (humans included!) use phosphorus for metabolic energy production, storage and transmission. (i.e. formation of ATP, an energy intermediate fundamental in every living organism) requires sufficient available phosphorus.

Formation of DNA and RNA molecules also requires phosphorus. Phosphorus acts as a natural buffer to maintain constant body’s pH. Phosphorus is required to produce and maintain bones, shells and teeth. Humans use phosphorus for a variety of purposes including: fireworks, matches, steel, baking

powder, soft drinks, corrosion, insecticides, fertilizers, sugar refining, and rust proofing.

Problems and risks associated to Phosphorus:

Phosphorus can disrupt the normal coagulation process in waste water treatment plants (thus allowing the release of untreated organic particles that carry harmful microorganisms).

Phosphorus can cause lake eutrophication (see nutshell definition below). Large amounts of phosphates, stored for a long time, can be released into the environment

when wetlands are destroyed. Non-point source pollution (runoff from fields and lawns).

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Eutrophication Process in a nutshell:

Eutrophication is a process triggered when a limiting (scarce) nutrient suddenly becomes abundant and dramatically disrupts the dynamics of an entire ecosystem.

It is not a problem of substance (phosphorus) but a problem of dose. Fresh water systems require phosphorus but they are normally limited by small naturally

available amounts of it. Eutrophication is usually caused by human activities when more phosphorus than normal

enters natural aquatic ecosystems via: fertilizers, wastewater treatment effluents, increased sedimentation from land use changes, animal waste, destruction of wetlands, and inappropriate waste management in farms.

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When added phosphorus is available to a freshwater ecosystem, the excess of nutrient supply causes algae blooms (photosynthetic productivity explodes...).

Less or no sunlight reaches deeper aquatic plants, hence they die. Dead plants and short-lived algae become organic matter available to aerobic bacteria. Bacteria consume the organic matter using up available dissolved oxygen. Lack of oxygen causes more plants and animals to die. More organic matter and oxygen are consumed by aerobic bacteria until oxygen is completely

depleted and aerobic bacteria die too. In the absence of oxygen, anaerobic bacteria thrive and products of anaerobic metabolism

begin to accumulate in the water. Eventually the lake or pond is full of decaying organic matter which is then anaerobically

digested and the system becomes a swamp or bog devoid of former life.

Preventive Action to avoid Eutrophication:

Reduce/stop human phosphorus loading to natural freshwater systems. Reduce the use of fertilizers (particularly inorganic forms) that drain into waterways. Encourage better farming practices: low-till farming to reduce soil erosion; soil testing to

guide fertilizer application (if any); build storage or collecting areas around cattle feedlots to prevent manure runoff.

Preserve natural vegetation, particularly near shorelines/stream banks. Plant trees/vegetation along waterways Protect wetlands, which absorb nutrients and maintain water levels. Prevent soil erosion. Phosphorus-removal technology for waste water treatment plants and septic systems. Treat storm sewage if necessary; encourage homeowner along lakes and streams to invest in

community sewer systems. Require particular industries to pre-treat waste before sending it to a wastewater treatment

plant.

3. Invasive Exotic Species

The introduction of invasive exotic species affects established populations of local species by modifying the structure of food webs and significantly altering the dynamics of the Lake ecosystem. Invasive exotic species can also become a problem for human infrastructures and economic activities. Of particular concern in Lake Champlain are Zebra Mussels, Eurasian Watermilfoil, Sea Lamprey and Waterchestnut. Some other species, which are not present in Lake Champlain but could potentially invade are: Eurasian Ruffle, Hydrilla, Quagga Mussels, Round Goby, Fishhook Water Flea, Spiny Water Flea. (For additional information, see the Lake Champlain Basin Program website at www.lcbp.org).

3.1 What can we do?

The Lake Champlain Basin Program (LCBP) website has an extensive list of tips and recommendations to engage in: Watershed Planning, Lake Champlain Environmental Issues, Phosphorus Pollution Reduction, Toxic Substance Pollution Prevention, Human Health Protection,

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Fish and Wildlife Protection, Nuisance Aquatic Plant and Animal Prevention, Wetland Protection, Cultural Resource Protection. (http://www.lcbp.org/action.htm)

4. Solution to the Pollution

The final portion of the workshop will involve students learning about best management practices (BMPs) for various land use types in the watershed. When best management practices are implemented on a residential property in an urban area they can have a great impact in reducing non-point source pollution. The same is true for BMPs place on farmland, parks and open spaces, and forests.

5. Useful Internet Resources

Detailed information and facts about Lake Champlain Basin:

Lake Champlain Basin Program (LCBP) Atlas: http://www.lcbp.org/Atlas/index.htm

Lake Champlain Land Trust: http://www.lclt.org

UVM Rubenstein Lab: http://www.uvm.edu/~envnr/?Page=rubenstein/default.html

Education, outreach and educator support:

Watershed Alliance: http://www.uvm.edu/~watershd

Vermont Project WET: http://www.vtwaterquality.org/lakes/htm/lp_projectwet.htm

LCBP Educator Workshops: http://www.lcbp.org/cbei.htm

LCBP Outreach materials and programs: http://www.lcbp.org/programs.htm

LCBP Kid’s page: http://www.lcbp.org/kid.htm

LCBP Resource Room at ECHO: http://www.lcbp.org/reroom.htm

Community engagement and actions to protect Lake Champlain Basin:

LCBP Champlain Connection: http://www.lcbp.org/C2WEB/save.htm

VNRC Water Program: http://www.vnrc.org/water

Lake Champlain Committee: http://www.lakechamplaincommittee.org

Friends of the Winooski River: http://www.winooskiriver.org

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Lewis Creek Association: http://www.lewiscreek.org/

Friends of the Mad River: http://www.friendsofthemadriver.org/

Lamoille County Conservation District: http://www.lcnrcd.com/trees-for-streams

Poultney-Mettowee Conservation District: http://www.pmnrcd.org/projects/educational_programs/index.php

Curriculum resources and readings

Lake Ecology Lesson Plans: http://waterontheweb.org/curricula/lesson_index.htmlhttp://www.nationalgeographic.com/xpeditions/lessons/08/g912/greatlakes.html

Eutrophication Lesson Plans:http://www.lakegeorgeassociation.org/curriculum/teacher_section.htm

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Keeping the Balance in Lake Champlain

An exploration of lake ecology and human activities

Grades: 5-12

Through hands-on activities, short presentations and discussions, students learn about:1. Lake Champlain Ecology (Food Web & Energy cycles)2. Lake Biodiversity (Native vs. Non-native species)3. Nutrient Pollution (Eutrophication, Algal Bloom)4. Lake Champlain and Environmental Stewardship

Essential QuestionHow does Lake Champlain’s ecosystem keep itself in a healthy balance, how does it function, and how can it be disturbed/altered?

Main Objectives•Students learn about Lake Champlain ecology, producer/consumer relationships, and will embody lake organisms to construct an interactive diagram of the Lake Champlain food web•Students will learn the difference between native and invasive species, both of which inhabit Lake Champlain and surrounding basin waters. •Students will understand how eutrophication occurs, nutrient inputs, and ways to reduce nutrient levels in the lake and surrounding basin waters. •Students will learn about Lake/Watershed stewardship, and how to participate in ecologically responsible practices

Key Program ActivitiesThe Keeping the Balance curriculum is broken down into 3 modules, with corresponding activities:

Module: Lake DynamicsActivity: Food Web Activity

Module: Lake/Watershed IssuesActivity: Friend or Foe?

Module: Lake/Watershed StewardshipActivity: Solution to the Pollution

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Curricular Activities & Content Breakdown*Duration: 2 HoursLocation: Rubenstein Lab or school location

Modules:

1. Module: Lake Dynamics; Activity: Food Web Activity Summary: Students embody lake organisms to construct an interactive diagram of the Lake Champlain Food WebDuration: 20-30 minsMaterials: Food Web Organism cards (10 cards/set)

2 Spools of string (1 yellow, 1 red) Plastic rings (10 rings)

2.Module: Lake/Watershed Issues; Activity: Friend or Foe?Summary: Students will learn the difference between native and non-native species inhabiting Lake Champlain and surrounding basin waters.Duration: 20-30 minsMaterials: Species Photos (20 cards)

Species Descriptions (20 cards) Native & Non-Native Baskets (2 Baskets)

3. Module: Lake/Watershed Stewardship; Activity: Solution to the PollutionSummary: Students will understand how eutrophication occurs, nutrient inputs, and ways to reduce nutrient levels in the lake and surrounding basin waters.Duration: 20-30 minsMaterials: Lake Champlain Basin map & charts

Powerpoint Presentation Solution to the Pollution cards (8 cards)

Culminating Activity:Summary: Discuss Best Management Practices (BMPs) and have students discuss ways in which they can practice Lake/Watershed stewardshipDuration: 10 minsMaterials: n/a

* Refer to Keeping the Balance guides for instruction in the WA Educator Handbook for details on background information and activity procedures

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Materials• Food Web Organism cards (10 cards/set)• 2 spools of string (1 yellow, 1 red)• Plastic Rings (10 rings)

Background informationLake Champlain has a diverse aquatic community of fish, plants, amphibians, reptiles, benthic (bottom-dwelling) organisms, and tinyphytoplankton and zooplankton. Eighty-one species of fish have beenidentified in the Lake. About 20 of these species are game fish, several of which

are actively stocked. Lake trout and salmon populations are among those most impacted by the parasitic sea lamprey. Invertebrates, such as mussels, aquatic snails, and bottom dwelling animals, are a very important but poorly understood part of Lake Champlain's ecosystem. A high diversity of invertebrates usually indicates a healthy lake. The Basin supports fourteen freshwater mussel species, but these native mussel populations are seriously impacted by competition for resources (including space) from the recently introduced non-native zebra mussels. Amphibians and reptiles are generally abundant in the Basin and several dozen species are found in the Lake area. However, there is concern that populations of many species are declining significantly, probably due to a degradation of habitat quality and habitat loss.

All of the organisms mentioned above are linked to each other through what is called a food web: Some of them can produce their own food using only sunlight, carbon dioxide, nutrients (like phosphorus) and water (through the process of photosynthesis). These are called primary producers. Others must eat another organism in order to satisfy their nutritional needs, and they are called consumers. Consumers are classified as primary, secondary or tertiary, depending on what type of organism they feed on. A primary consumer feeds on primary producers. A secondary consumer feeds on primary consumers and/or producers. A tertiary consumer feeds on anything from secondary consumers to producers (humans are

tertiary consumers). A third type of organisms in the food web are called decomposers, and they feed on dead organisms and organic matter, while returning essential minerals and nutrients to the system, making them available to the producers, and closing the loop.

In Lake Champlain the primary producers include aquatic plants as well as microscopic algae and photosynthetic bacteria known as phytoplankton. The primary consumers include microscopic invertebrates, known as zooplankton, as well as different species of fish and macroinvertebrates that feed on phytoplankton and plants. Secondary and tertiary consumers include various species of macroinvertebrates, fish, amphibians, reptiles, birds, and mammals (including humans!)...and perhaps Champ! Decomposers include a very diverse and poorly understood collection of bacteria, and fungi.

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Summary: Students embody lake organisms to construct an interactive diagram of the Lake Champlain food web

Grade Level: 5th-8th

Subject Areas: Vocabulary Lake Ecosystems Pelagic Food Web Energy Cycles

Duration: 20 mins - 30 mins.

Setting: Outdoor/indoor Large space where students are able to form a circle

Keeping the Balance WA Educators GuideLake DynamicsFood Web Activity

Procedure:1. As the instructor, hold the “Sun” Food Web Organism card, 2 spools of string (1 yellow, 1 red),

and a plastic ring.2. Hand each student a Food Web Organism card from the remaining set.3. Have each student with a matching card pair up as partners.4. Hand each partner-pair a plastic ring.5. Give students 2-3 minutes to familiarize themselves with the cards (Note: Mention that each

partner-pair will be responsible for reading their card aloud to their peers, so as to emphasize the importance of practicing the pronunciation of the highlighted vocabulary written on each card. Make yourself available to help students practicing these words, or answer questions about their cards).

6. Have students form a circle, standing next to their partner.7. The instructor will start the activity:

a. Read the description on the “Sun” Food Web Organism cardb. Then proceed to read the Action step on the “Sun” Food Web Organism card, while

threading the yellow and red strings through the plastic ringc. Holding the 2 strings and the plastic ring, ask for the student-pair with the

“Phytoplankton” Food Web Organism card to raise their hands.d. Walk across the circle to the student-pair with the “Phytoplankton” Food Web Organism

card, and hand them the two strings while holding onto your plastic ring.e. Return to your place in the circle, letting the strings thread through your plastic ringf. Ask the student pair to read their card:

First, the student will read the organism description aloud. For example, students with the “Phytoplankton” Food Web Organism card will read aloud: “I am a very small plant that floats in the lake water. There are a few different types of plants like me, with names like Green Algae, Diatoms, and Blue-Green Algae. I take sunlight and change it into energy for myself in a process called photosynthesis [sounds like “photo-sin-thuh-sis”]. I am a primary producer because I create nutrients and energy that other organisms in the lake need-and they eat me to get it!”

Next, the student will read the organism Action Step. For example, students with the “Phytoplankton” Food Web Organism card will read aloud: “I get eaten by Zooplankton! [sounds like “zoo-plank-ton”]”

Lastly, the students will do their Action Step. For example, students with the “Phytoplankton” Food Web Organism card will hand the yellow and red strings to the persons with the Zooplankton card, holding onto their plastic ring to return to their place in the circle. g. The activity will continue as student-pairs read their Organism Food Web cards, ask the

corresponding student-pair to raise their hands, walk the strings over, and continue the process until the last card is read, and the strings are handed back to the sun (Note: In the case where a Food Web Organism Action Step requires students to hand strings to multiple student-pairs, such as the Zooplankton and Juvenile & Shad Fish, have the students read cards in the order of the number displayed on the cards front).

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Diagram of Food Web Activity (Potential enactment, shuffling cards will change pattern of red and yellow lines)

Sun

Phytoplankton Zooplankton

Filter Feeders Benthic Feeder Fish

Juvenile & Shad Fish Large Pelagic Fish

Birds Humans

Decomposers

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Food Web Activity “Organism Cards”: Two cards from the activity displayed below

PHYTOPLANKTON[sounds like: “fy-toe-plank-ton”]

I am a very small plant that floats in the lake water. There are a few different types of plants like me, with names like Green Algae, Diatoms [sounds like “dye-uh-toms], and

Blue-Green Algae.

I take sunlight and change it into energy for myself in a process called photosynthesis [sounds like “photo-sin-thuh-sis”].

I am a primary producer because I create nutrients and energy that other organisms in the lake need, and they eat me to get it!

I get eaten by Zooplankton! [sounds like “zoo-plank-ton”]

Action: Hand the yellow and red strings to the person with

the Zooplankton card

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FILTER FEEDERSI am an animal organism that is stationary, meaning I don’t have the ability to swim around the lake.

I am a mussel that eats by filtering food out of the water.

I am a secondary consumer because I get my energy by eating the primary consumer, zooplankton [sounds like “zoo-plank-ton”].

I am eaten by Benthic Feeder Fish [sounds like “ben-thick”] in the lake, but not a lot!

Action: Hand the red string to the person with

the Benthic Feeder Fish card [sounds like “ben-thick”]

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Keeping the Balance: Lake Dynamics Resources

Foodchains. (n.d.). Cary Institute of Ecosystem Studies: science behind environmental solutions. Retrieved January 18,2012, from http://www.ecostudies.org/chp/flash/foo

Keeping the Balance in Lake Champlain: An Exploration of Lake Ecology and Human Activities. (n.d).Watershed Alliance:Documents. Retrieved February 6, 2012, from: https://docs.google.com/viewer?

a=v&pid=explorer&chrome=true&srcid=0B1Qc6yPnNH2XNjNhMTliNDMt GiMC00ZTNlLWI2ZGItMWVmNjA5NjU3NzA3&hl=en_US

Lake Champlain Basin Program: Aquatic Nuisance Species Spread Prevention. (n.d.). Lake Champlain Basin Program: Home.Retrieved January 18, 2012, from http://www.lcbp.org/plankton.htm

Lake Champlain Basin Program: Aquatic Nuisance Species Spread Prevention. (n.d.). Lake Champlain Basin Program: Home.Retrieved January 18, 2012, from http://www.lcbp.org/plankton.htm

Lake Champlain Basin Program: Aquatic Nuisance Species Threats. (n.d.). Lake Champlain Basin Program: Home. RetrievedJanuary 18, 2012, from http://www.lcbp.org/ansthreats.htm

Lake Sturgeon Fact Sheet - NYS Dept. of Environmental Conservation. (n.d.).New York State Department ofEnvironmental Conservation. Retrieved February 27, 2012, from http://www.dec.ny.gov/animals/26035.

Regulating Services (R2) « Lake Champlain Ecosystem Assessment. (n.d.). Lake Champlain Ecosystem Assessment.Retrieved January 18, 2012, from http://lakechamplainea.wordpress.com/regulating-services r2/

Water on the Web | Understanding | Lake Ecology | The Food Web. (n.d.).Water on the Web . Retrieved January 18, 2012,from http://www.waterontheweb.org/under/

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Materials Species Photos (20 cards) Species Descriptions (20 cards) Native & Non-Native Baskets (2 Baskets) For relay race activity: Native & Non-Native labels with 2 containers

Background InformationThis activity will introduce the subject of biodiversity in Lake

Champlain and briefly cover the most common organisms that inhabit Lake Champlain and other basin water bodies. The matching game will teach the difference between native and invasive species. Upper high school levels can play the matching game and afterward discuss issues of managing invasive species to protect native species populations and habitat. Lake BiodiversityMany species live in the Lake Champlain ecosystem, as described in the Food Web Activity, whose populations contribute to the biodiversity of the lake. Biodiversity is the “degree of variation of life forms (plant and animal species/organisms) in an environment”. Biodiversity is a measure of the health of an ecosystem. Typically, the more biologically diverse an ecosystem, the healthier it is. In terrestrial habitats, tropical regions are rich with plants and animal species, whereas Polar Regions comparatively support fewer species due to the harsh climate. Aquatic habitats, like oceans and lakes, have an abundance of organisms, but how healthy are our oceans and lakes? To assess the condition of an ecosystem, biodiversity can serve as a strong tool; however, a multitude of factors can affect how successful a region is in supporting a range (both type and amount) of life forms.

Let’s focus on some of our most common Lake Champlain organisms.

Native, Non-native, and Invasive SpeciesOur lake has hosted aquatic plants and animals that have inhabited the region since the last ice age more than 10,000 years ago! Along with these native life forms, Champlain has also been home for non-indigenous or exotic species. A non-indigenous species is “an organism that is found living outside its historic native range”, or simply put, outside its original home area. These terms can be easily confused, so for added clarification, non-indigenous = exotic = non-native = alien species. An example of a non-native species in the Lake Champlain Basin is the zebra mussel. The zebra mussel evolved in the Black and Caspian Seas in Europe, which is why is it unusual to find thriving in the northeastern United States. Most likely, the mussels arrived in this region by way of a European boat, carried in water kept in the bottom of the boat (called ballast water) that is emptied

when the boat arrives at different ports.

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Summary: Students will learn difference between native and non-native species inhabiting Lake Champlain and surrounding basin waters.

Grade Level: 3rd-12th

Subject Areas: Vocabulary Biodiversity Native & Non-native species Duration: 20 mins. - 30 mins.

Setting: Outdoor/Indoor

Note: Upper high school grades can learn more about current lake research on native and non-native species. By request WA can create a debate scenario for this lesson.

Keeping the Balance WA Educators GuideLake/ Watershed IssuesFriend or Foe? Activity

Zebra mussels are just one of many non-native species that are classified as invasive or nuisance species. Invasive species are “likely to cause economic, environmental harm or harm to human health.” Nuisance species “threaten the diversity or abundance of native species or the ecological stability of infested waters or commercial, agricultural, aquacultural or recreational activities dependent on such waters.” The terms “invasive” and “nuisance” are synonymous and are used interchangeably. Can you think of times when you’ve heard the word exotic or invasive? What was the word referring to? Are all exotic species a nuisance or invasive species?

The introduction of a non-native species can heavily impact an ecosystem in a variety of ways. It can affect established populations of local, native species, modify the structure of food webs and significantly alter the dynamics of an existing aquatic ecosystem. Invasive plants and animals degrade fish habitats, reduce fish egg and fry survival, and alter water clarity and chemistry. Invasive plants limit access to good fishing and swimming spots. In fact, non-native aquatic species are a primary threat to 42% of federally-listed endangered species, and are the second highest threat to biodiversity in the United States.

Aquatic Nuisance Species (ANS) can also become a problem for human infrastructures and economic activities. The following ANS are of particular concern in Lake Champlain: Zebra Mussels, Sea Lamprey, Eurasian Watermilfoil and Water chestnut. Some other species, which are not present in Lake Champlain but could potentially arrive and become a “nuisance”, are: Eurasian Ruffle, Hydrilla, Quagga Mussels, Round Goby, Fishhook Water Flea, Spiny Water Flea. (More info can be found in the Lake Champlain Basin Program website).

Activity: Friend or Foe? Exotic species make their way into our lake through a number of ways: boating, gardening, baitfish,

canals, fish farms and even aquaria. We can stop the spread of exotic and invasive species from reaching other water-bodies, but first we need to know how to identify these life forms: are they friendly natives or aquatic invaders. This activity, Friend or Foe? is modified version of an activity from Maine’s Volunteer Lake Monitoring Program.

Procedure (If outdoor space is available): 1. Divide student group into two teams2. Have students decide team names3. Have teams stand in single file lines 10 feet apart from their opposing team4. At the front of each line, provide students with a container full of Native & Non-Native

labels (Note: Be sure to divide labels evenly between each team)5. From the front of each line, pace an even distance forward (~20 feet) and place a basket6. Have one instructor stand between the two lines with the Species Photos & Species

Description cards (Velcro-ed together) facing the students. Have a second instructor stand between the two baskets.

7. The instructor with the cards will pick a card at random, read the Species Description aloud and show the Species Photo, asking students to listen and observe the information carefully.

8. With this information, student teams are asked to deliberate amongst themselves whether that specific species is Native or Non-Native

9. Once the instructor has finished reading, shown the picture, and given a few minutes for the teams to deliberate, the instructor will start the relay by saying “GO!”, at which point

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the student at the front of the line must pick a Native or Non-Native label, and hand it to the person behind them in line. The label must be passed through the hands of each student in the team to the last student in line, who will then run to their corresponding basket, drop the label, and run back to the front of the line

10. The second instructor will observe which team made it back to their line first (worth 1 point) and read the dropped labels aloud, announcing which team was correct in their answer (worth 1 point)

11. Continue this process until all Species Descriptions are read and labels are dropped12. For alternatives to make relay more intensive, consider making an impromptu obstacle

course with classroom objects (backpacks, folders, etc)

Procedure (If outdoor space is not available): 1. Students will view photo-cards of native and non-native aquatic plant and animal species

that inhabit Lake Champlain. The images will be on a screen in the Rubenstein Lab as well as on laminated sheets. The students will also view cards with catchy identifying characteristics will help students decide which species is native or non-native.

2. Students will be provided both sets of cards (ID characteristics cards & species photo-cards)

3. Students will study the images/species descriptions for 10 minutes. 4. Photos will then be gathered, shuffled and redistributed5. Students will then be asked to pair the ID cards with the photo cards by matching the

described characteristics with the displayed characteristics in the photo. (Note: students can work together in small groups with partial card sets to complete this step)

6. Once the ID cards have been paired with a corresponding photo card, student groups will surmise which species is a native species and which is a non-native species based on inference.

7. Each group will place their paired cards in baskets labeled “Native”, and “Non-Native”. 8. The watershed educator will check the baskets and review friend or foe photos with

students and engage students in a discussion focusing on subjects of biodiversity (including, but not limited to: the concept of non-indigenous/alien/non-native vs. invasive life forms and their impacts, species identifying characteristics, parasitic symbiotic relationships, resource-competition, and the means of species introduction*)

* This subject may then lend itself to another conversation identifying humans as an integral part of the ecosystem, where instructors can promote responsible recreation and environmental stewardship.

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Native and Non-Nave ID CardsThe following descriptions were not placed on cards with their matching species name. The species names are included here for the purpose of displaying the information provided in the activity.

Zebra mussels:I’ve got black and white stripes all over my shell, off of a boat from Europe I fell, I’m muscling my way into this lake, filtering food from others to take

vs.Black Sandshell: Home is what I call this lake,And here I want to claim my stake,I’m being bullied and can’t made do,My food, my space, and shelter too!

Eurasion Milfoil With 12 leaflets like the feathers of a peacockYou'll find me floating off your dockWhere I'll grow and I'll grow to form a big matLimiting oxygen, sunlight, native plants and all that

vs.Northernwater MilfoilI am an aquatic plant native to this place,But Eurasian Milfoil is taking all the space,Its confusing when your competition looks just like you,Remember, I don’t have 12 leaflets, I have only a few! Sea Lamprey:I look like an eel and have teeth that bite,I suck onto fish and drink their blood with great might,I’m loving this new diverse biodome,Where there’s plenty of space to grow and roam

vs.American Brook LampreyI look like an eel with a mouth like a suction cupUsed to filter food in the water I suck up,But I only eat in my early life,Then live off my body fat while I wait for a wife

AlewifeSometimes you’ll find me in the ocean,But in Lake Champlain I have a landlocked promotion,Where I feed on zooplankton and the eggs of native fish,And spread a disease that ruins a great salmon dish

vs.Rainbow smeltI am a small, slender fish who travels in schools,And I like living in lake water that is deeper and cool,But we’ve been having trouble keeping populations high,

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Because limited food has turned our survival into lots of good byes

White PerchI’m a fish native to the Atlantic coast,But I’ve recently moved into the lakes you like most,Eating zooplankton, and the eggs of walleye and native perch I may be changing the natural ecosystem, so do your research!

vs.Freshwater DrumYou may be wondering where my name came from,Its because my swim bladder makes sounds like a drum,I eat during the night when I travel in schools,And historically my bones have been worn as jewels

Rusty Crayfish:I’m a red-rust colored, fish-egg eating crustacean,With two dark spots on my back I’m looking to rule the nation,And I’ve clawed my way into the scene,Big, bad and awful mean

vs.Northern CrayfishI’m often confused with my rust-colored foe,But I’m native to this region, which is something you should know,I prefer rocky streams with lots of cover,Because I’m sensitive to acidity and low oxygen, you’ll discover

Purple LoosestrifeI was brought to this region 100 years ago,Because of the beautiful pink flowers I grow,Living here I spread roots and produce millions of seeds,And take wetland space that other plants need

vs.Blue VervainI’m a tall wild plant with flowers that are purpley-blue,I look like loosestrife, but my petals are a different hue,I live in marshes, thickets and along the roadside But my space is becoming limited and I feel set aside!

Common CarpI’m a bronze colored fish with whisker-like “barbels” on my upper jaw,I moved here from Europe, and use this lake like a personal spa,I make water murky and uproot plants when looking for food,Which bigger fish don’t like, and the fishermen find rude

vs.

Lake SturgeonI’m a primitive fish with a tube-like mouth and flattened snout,And four whisker-like “barbells” on my jaw that stick out,I’ve got boney plates on my side that look like heavy armor,And a tail like a shark’s, but don’t worry, I’m a charmer!

Tench (Tinca Tinca)

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I’m a gold colored fish that loves the muddy, weedy lake bottom,Where I eat invertebrate and insect eggs through autumn,But once winter comes, I stop eating and stay in the mud, Where I try to not to become food for big Bass stud

vs.PumpkinseedPeople say I’m colorful, abundant and easy to catch,But I’m protective of my eggs, I’ll bite and I’ll scratch,I eat insects (lots of mosquitoes!) and I like shallow waters near the shore,But my habitat’s being invaded, by the human development next door!

WaterchestnutI have leaves shaped like triangles and float on the surface,And grow in thick mats, doing a great disservice,They’re very hard to get through, with a paddle or duck feet,You can try to get ride of me, but I’m very hard to beat!

vs.Fragrant water-lilyI’m a plant with large round leaves and flowers white or yellow,That float on top of the water, with a scent that’s very mellow,Lots of animals eat me as food, like moose, porcupines and deer,And frogs and fish use me a cover when they swim near

DidymoSome people think I look like snot,But boogers from your nose I am not,I’m an algae invasion from down-underSpreading my slim, shades of green wonder

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Keeping the Balance: Lake/Watershed Issues Resources

Hill, R., & Williams, S. (2007). Maine field guide to invasive aquatic plants: and their common native look alikes.Auburn, Maine: Maine Volunteer Lake Monitoring Program.

Lake Champlain Basin Program http://www.lcbp.org/ . LCBP Aquatic Nuisance Species (ANS) Fact Sheet. Vermont Agency of Natural Resources ANS list

Maine Volunteer Lake Monitoring Program. Retrieved 3/2/12http://www.mainevolunteerlakemonitors.org/publications/FieldGuide/

Wikipedia http://en.wikipedia.org/wiki/Biodiversity Retrieved on 2/28/12

Public Law 101-636 (Nonindigenous Aquatic Nuisance Prevention and Control Act of 1990) taken fromhttp://www.glerl.noaa.gov/pubs/brochures/invasive/ansprimer.pdf Retrieved on 2/28/12

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Materials Lake Champlain Basin map and charts Powerpoint presentation• Solution to the Pollution cards

This lesson will discuss lake dynamics, algal blooms, as well as eutrophication and nutrient (phosphorus) supply. An associated activity introduces best management practices (BMPs) to reduce the nutrients/pollution reaching the lake and other basin water bodies.

Background InformationEutrophication (pronounced “you-tro-fi-KAY-shun”) is a natural process that occurs in an aging lake or pond as that body of water gradually builds up its concentration of plant nutrients. Cultural or artificial eutrophication occurs when human activity introduces increased amounts of these nutrients, which speed up plant growth and eventually choke the lake of all of its animal life.

Eutrophication is triggered when a limiting or scarce nutrient suddenly becomes abundant and dramatically disrupts the dynamics of an entire ecosystem. Eutrophication is not a problem of substance (e.g Phosphorus), it’s a problem of dose or the amount of the substance. Freshwater ecosystems require phosphorus and receive just the right amount of it from the natural environment. Artificial eutrophication occurs when more phosphorus than normal enters a natural aquatic ecosystem via fertilizers, wastewater treatment effluents, sedimentation from land use changes, animal waste, wetland loss and improper waste management. Eutrophication doesn’t happen overnight, remember its process of an aging lake or pond and not all lakes age at the same pace.

Nutrients and Algal BloomsThe large input of nutrients, like phosphorus, nitrogen, and sediments, increase the overall nutrient supply in the lake, which can stimulate excessive plant growth. An algal bloom is a rapid increase or accumulation in the population of algae (typically microscopic) in an aquatic system. Imagine your favorite lake swimming spot completely covered in bright green algae, this would be a summer algal bloom of blue-green algae also known as cyanobacteria. When cyanobacteria bloom it can produce toxins that may be harmful to the health of the environment, plants, animals and people. Harmful algal blooms have threatened beaches, drinking water sources and even recreational events like fishing tournaments and boating.

An algal bloom can start a chain reaction in an aquatic ecosystem. During an algal bloom, a blanket of plants and algae cover the surface of the water. The plants and algae limit the amount of sunlight that can reach deeper aquatic plants, without sunlight the plants die. Dead plants and short-lived algae become organic matter available to aerobic bacteria. The

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Summary: Students will understand how eutrophication occurs, nutrient inputs, and ways to reduce nutrient levels in the lake and surrounding basin waters.

Grade Level: 5th - 12th

Subject Areas: Vocabulary EutrophicationNutrient/Phosphorus Algal BloomBest Mgmt. Practices Duration: 30 mins. - 45 mins.

Setting: Indoor

By Request: Upper level high school lesson: Clips from Bloom film series and debate best BMPs; Discuss Lake Champlain TMDL, nutrient management, Opportunities for Action; or Q & A with research scientist.

Keeping the Balance WA Educators GuideLake/ Watershed StewardshipSolution to the Pollution Activity

aerobic (oxygen-loving) bacteria consume the organic matter, the dead plants and algae, and use up the dissolved oxygen. A lack of oxygen causes more plants and animals to die, even the water-loving bacteria start to die as they use up all the oxygen available. Oxygen depletion in a lake or pond is also known as hypoxia, species at the bottom of the lake are prone to hypoxia. In the absence of oxygen, anaerobic (without oxygen) bacteria thrive and products of anaerobic metabolism begin to accumulate in the water. Eventually the lake or pond is full of decaying organic matter, which is digested without oxygen, and then the aquatic system becomes a swamp or bog devoid of the former organisms that made up the lake ecosystem. Multiple algal blooms year after year in a specific location can jumpstart eutrophication of the lake.

Activity: Solution to the Pollution Jeopardy GameThis activity uses information from the lecture and discussion and asks students to determine

which Best Management Practices (BMPs) should be placed in a variety of scenarios to help reduce pollution and nutrients from entering the lake and surrounding waterbodies. A best management practice is type of water pollution control or a practice that one could take to better manage a problem. For example, a BMP that contractors use is silt fencing. A silt fence helps reduce soil erosion which can become a problem when it rains and there are no plants or controls in place to stop the soil from running into a river or stream.

There are BMPs that individuals, homeowners, businesses, schools, state agencies, etc… could put in place to control nutrient input, fertilizer and stormwater run-off, soil erosion, invasive species and much more. The best management practices the students will be learning about in the Solution to the Pollution activity relate to reducing nutrients and pollutants from reaching streams, rivers, ponds and lakes.

Procedure (If classroom & computer are available): 1. Load webpage and display largely on a screen in the classroom:

http://jeopardylabs.com/play/keeping-the-balance-jeopardy2. Divide students into teams (depending on the number of students, the group can be

divided into 2, 3, or 4 teams to compete against eachother)3. Request team names from each group and refer to them as such during the game4. Explain the game to the students: Keeping the Balance Jeopardy will quiz the students

on their knowledge of Best Management Practices, they will be asked to provide different types of practices to solve hypothetical instances of pollution/damage to the watershed, vocabulary, and BMP concepts)

5. The Jeopardy board will display 5 different categories (Residential, Farmland, Parks & Open Space, City, and Forest) with questions ranging in point value from 100-500 (increasing value corresponds with increasing difficulty)

6. Have a student from each group represent their team in a game of Rock, Paper, Scissors to decide the which team will start the game

7. Have the Rock, Paper, Scissors winning team start the game8. Alternate questions until the game is finished and the winning team is discovered!

Procedure (If classroom & computer are not available): 1. Students are given BMP cards. They are asked to quietly read the description of the

BMP. The students will also view slides of BMP found in the Lake Champlain Basin.

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2. After a few minutes students will choose a category to place the BMP card. Categories are: Urban/Suburban Areas, Residential Properties (in and outside your home), Agricultural Areas, Stream and Lake shore Areas.

3. If time allows students will discuss why they placed BMPs in certain categories.

*This activity can also lead into a discussion about Ecological Design practices such as permaculture, keyline plowing, manure recycling and more. What other BMPs or Ecological Design solutions to environmental problems can you think of? Are there any that concern water?

Keeping the Balance: Lake/Watershed Stewardship Resources

Eutrophication - humans, body, used, water, process, life, plants, chemical, methods, oxygen, plant, change, part. (n.d.). Science Clarified. Retrieved March 5, 2012, from http://www.scienceclarified.com/El Ex/Eutrophication.html

CDC - Health Studies Program - Harmful Algal Blooms (HABs). (n.d.).Centers for Disease Control and Prevention.Retrieved March 5, 2012, from http://www.cdc.gov/nceh/hsb/hab/defau

Bright Blue Ecomedia, Educational Resourcehttp://www.bloomthemovie.org/Resources/Teacher%27s%20Guide_6_23.pdf

Watershed Alliance, Keeping the Balance in Lake Champlain, (Lab workshop-Preparation Materials for Teachers)

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APPENDICES

Appendix A. Program ApplicationA UVM Extension/Lake Champlain Sea Grant program in partnership with the Rubenstein School of the Environment and Natural Resources.

www.uvm.edu/~watershd

Stream Monitoring & StewardshipPROGRAM APPLICATON

Please type or print legibly.

Part I. Contact Information and BackgroundTeacher Information:

Name: _______________________________________ Home Phone: _____________________

School Name and Address:

______________________________________________________________________________

Work Phone: _________________ Fax: ___________________ Email: _____________________

What are the best days/times to contact you by phone and at what number?

_________________________________________________________________________

Teaching Assignment:Please list the course(s) you plan to include in the Stream Monitoring Program.Science courses Grade(s) # Students

Teacher Background: Briefly describe your prior experience in watershed monitoring and/or fieldwork:

Watershed Information:In what major watershed is your school located? (See http://www.uvm.edu/~watershd/ for more information)_________________________Have you chosen a monitoring site(s)? _____Y _____N If yes, please describe the site (average river depth and width, substrate, access) and estimate the travel time and mode of transportation to the site from school.

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Is owner permission needed to access the site? _____Y _____N

If you have not yet chosen a site, would you like assistance in doing so? _____Y _____N

PART II. Program DetailsProgram Options:Please check the elements you would like to include in your Stream Monitoring Program. A short description is given on pages 4 – 5. Additional information is available at our website: www.uvm.edu/~watershd. Note the Study Design/Equipment Demonstration and the Community Outreach project components are mandatory. Watershed Educators from UVM are trained to help in the classroom, lab and/or field with each of the program elements. Please contact Bethany if you have any questions.

PROGRAM ELEMENT REQUIRED TIME (approximate*)

□ Watershed Model Demonstration/Discussion 1 – 1 ½ hours

□ Study Design and Equipment/Methods Demo (mandatory) 1+ hour

□ Introduction to Watersheds and Water Quality Monitoring 30 minutes – 1 hour

□ Habitat/Physical Assessment 1 hour

Chemical Monitoring 1+ hour (all parameters)□ pH□ Dissolved Oxygen□ Phosphorus□ Conductivity

□ Benthic Macroinvertebrate Sampling – Streamside Survey 1+ hour

□ Microbiology 10 minutes (24 – 48 hours processing)Total Coliform/E.coli

Bacteria (Quanti-Tray) – sample processed in the lab

□ Outreach/Stewardship Project (mandatory) varies*varying travel time to monitoring sites, varying class sizes, and addition/subtraction of parameters may greatly change estimated time

I ____can____ cannot commit an appropriate amount of instruction time for the Stream Monitoring Program elements I have selected.

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Our spring stream monitoring program season begins in April and runs through early June. Please indicate your first and second choices for program dates (or days of the week if you are flexible) and include starting and ending times for each date that allow ample time for all program components selected. We will do our best to accommodate your needs but may not be able to fulfill all your requests depending upon our availability and travel costs.

PART III. Signatures

I understand the benefits and requirements of participation in the UVM Watershed Alliance Stream Monitoring Program and would like to participate with my students.

_________________________________________________ ________________Teacher’s Signature DatePLEASE MAIL, EMAIL OR FAX APPLICATION BY TBA TO:

Erin De VriesUVM Watershed Alliance

Rubenstein Ecosystem Science Laboratory3 College Street, Burlington, VT 05401

Phone: 802.859.3086 x305 / Fax: 802.859.3089www.uvm.edu/~watershd

For questions or additional information, contact Erin De Vries, Outreach and Education Coordinator, by phone at 802.859.3086 x305, or email at erin.devries@uvm.edu.

PROGRAM ELEMENT DESCRIPTIONSAdditional information is available in the Stream Monitoring and Stewardship Program Handbook available online at www.uvm.edu/~watershd/?Page=smsp.htm&SM=submenu_pro.html.

Watershed Model Demonstration/DiscussionGrade Level: 5th – 12th Time Required: 1 – 1 ½ hoursDescription: This interactive table-top model by Enviroscape® is designed to introduce key watershed concepts including the definition of watershed, types and sources of pollution, effects of pollution on humans and ecosystems, the differences between non-point and point source pollution, and best management practices.

Study Design and Equipment/Methods Demo (mandatory)Grade Level: 5th – 12th

Time Required: 1+ hourDescription: It is imperative that students understand the scientific method and identify the monitoring question driving the field study before collecting data. Introducing the study design and the methods that we’ll use in the field will increase the quality of the data collected and help to

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ensure that the field experience goes smoothly and efficiently. One of several options for covering these topics are self-paced exploration stations (see program handbook for additional information).

Introduction to Watershed and Water Quality MonitoringGrade Level: 7th – 12th Time Required: 30 minutes – 1 hourDescription: This PowerPoint presentation covers the definition of a watershed, effects of imperious surfaces on the water cycle, benefits of healthy watersheds, reasons why we monitor water quality, and an introduction to aquatic ecology and water quality parameters.

Habitat/Physical AssessmentGrade Level: 5th – 12th

Time Required: 1 hourDescription: Monitoring physical characteristics of the river can provide a context for evaluating chemical and biological parameters, and can be the simplest and most effective way of evaluating a river’s health if time and resources are limited. It can also be useful to compare physical assessments from year to year to understand the dynamics of a river system. Physical parameters include stream depth and width, velocity, substrate, discharge, and transparency.

Chemical MonitoringGrade Level: 5th – 12th except where noted under equipment/methodsTime Required: 1+ hour (for all parameters) Description: Chemical monitoring allows us to view water quality parameters for a snapshot in time. Collecting chemical data can be useful for identifying areas for further investigation, and can help students better understand the differences between and interactions of abiotic and biotic components of an aquatic ecosystem.

pH (10 minutes)Equipment/Methods: Hach pH test strips

Dissolved Oxygen (20 minutes)Equipment/Methods: Hach Dissolved Oxygen Test Kits (Winkler Method), demonstrate for grades 5th – 8th; YSI 85 Meter

Phosphorus (15 minutes)Equipment: Hach Pocket Colorimeter II Test Kit, demonstrate for 5th and 6th grades

Conductivity (10 minutes)Equipment: YSI 85 Meter

Benthic Macroinvertebrate SamplingGrade Level: 5th – 12th

Time Required: 1+ hour for Streamside Survey; 4 hours for Intensive Laboratory Inventory

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Streamside Survey: In this method, all work is done in the field. This involves collecting the sample using a net, sorting and identification of major groups (mostly orders, a few families, some classes) of benthic macroinvertebrates, and assessment of primary habitat characteristics. Approximately 0.28 square meters of the stream bottom are sampled. The relative abundance and richness of the each major group is determined, a field sheet is filled out, and the organisms are returned to the stream.

MicrobiologyGrade Level: 5th – 12th

Time Required: 10 minutes (sample collection), 24 – 48 hours (sample processing)

Total Coliform/E.coli: We use the Quanti-Tray method to quantify Total Coliform and E. coli. A 100 ml water sample is collected in the field, kept on ice, and processed in the lab no longer than 6 hours after the sample was collected. We use two different nutrient reagents: Colilert, which is E.P.A. certified for testing ambient waters and has an incubation time of 24 – 28 hours; and Colisure, which is not E.P.A. certified for testing ambient waters (it’s E.P.A. certified for testing drinking water), but has an incubation time of 24 – 48 hours. We will email you with your results.

Outreach/Stewardship Project (mandatory)Grade Level: 5th – 12th

Time Required: variesDescription: UVM Watershed Alliance emphasizes action based on unbiased scientific information. The Community Outreach/Stewardship component allows students to utilize their creativity while they extend their findings to and become engaged in their local community.

Community Outreach: Program participants have presented their findings to local planning commissions, school boards, watershed groups, and parents. Other Community Outreach projects have included the production of a series of public service announcements broadcasted on the radio, brochures, websites, and participant led lessons for younger students.

Conservation Service/Stewardship: Opportunities exist to partner with community organizations to implement on the ground conservation service or stewardship projects. UVM Watershed Alliance can assist your class in identifying a meaningful project and establishing a partnership with the appropriate community organization. Examples in the past have included riparian tree plantings, invasive species removal and clean-up days.

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Appendix B. Healthy Ranges

Dissolved Oxygen: 7 – 11 mg/L or 80 – 125% saturation

pH: 6.5 – 8.0

Phosphorus: < 0.05 mg/L (no impact), 0.05 – 0.10 mg/L (possible impacts), > 0.10 mg/L (impacted)

Conductivity: 150 – 500 S/cm E. coli: < 77 colonies per 100 ml (Vermont State Standard), < 235 colonies per 100 ml (EPA Standard)

Turbidity: 0 – 50 NTUs (no impact), 51 – 150 NTUs (possible impacts), > 150 NTUs (impacted)

Updated 5/16/2023 89

Appendix C. Additional Resources (Online)Vermont Water Resources

Lake Champlain Basin:

ECHO at the Leahy Center for Lake Champlain (www.echovermont.org)—Aquarium and science center on Burlington's waterfront

Lake Champlain Basin Program (www.lcbp.org)—Information and outreach about issues facing Lake Champlain’s watershed.

Lake Champlain Initiative (www.lcbp.org/cbei.htm)—Consortium of environmental education groups throughout the Lake Champlain Basin

Vermont Department of Environment and Conservation:

Water Quality Division (www.vtwaterquality.org)

Directory of Watershed and Lake Associations of Vermont(www.anr.state.vt.us/cleanandclear/orgs/index.cfm)

Vermont Lay Monitoring Program (www.anr.state.vt.us/DEC/waterq/lakes/htm/lp_lmp.htm)

Project WET/Healthy Water Healthy People Program (www.anr.state.vt.us/dec/waterq/lakes/htm/lp_monitoringguide.htm)

VT Natural Resources Board Water Resources Panel (http://www.nrb.state.vt.us/wrp/index.htm)

VT Water Quality Standards (www.nrb.state.vt.us/wrp/publications/wqs.pdf)

VT DEC 303(d) list of waters (http://www.anr.state.vt.us/dec/waterq/planning/docs/pl_2006.partA.pdf)—Vermont’s 2006 list of impaired waterways

Federal Resources

Environmental Protection Agency:

Office of Wetlands, Oceans and Watersheds (www.epa.gov/owow/)

Volunteer Monitoring (www.epa.gov/owow/monitoring/volunteer/)

Updated 5/16/2023 90

Surf Your Watershed (www.epa.gov/surf)—Locate, use and share information about your watershedThe Volunteer Monitor (www.epa.gov/owow/monitoring/volunteer/vm_index.html)—The national newsletter of volunteer water quality monitoring

What's Up with Our Nation's Waters? (www.epa.gov/owow/monitoring/nationswaters/waterspdf.html)—Information about water quality from the EPA's Office of Water

National Organizations

American Rivers (www.amrivers.org)—A nonprofit organization dedicated to the protection and restoration of North America's rivers

http://cwn.org/ American Whitewater (www.americanwhitewater.org)—American Whitewater restores

rivers dewatered by hydropower dams, eliminates water degradation, improves public land management and protects public access to rivers for responsible recreational use

Clean Water Network (www.cleanwaternetwork.org)- "Working to keep the promise of the Clean Water Act."

http://cwn.org/ River Network (www.rivernetwork.org)—“Connecting people, saving rivers."

Benthic Macroinvertebrates

Benthic Macroinvertebrates in our Waters (www.epa.gov/bioindicators/html/benthosclean.html)—From the EPA Biological Indicator of Watershed Health site.

Key to Aquatic Macroinvertebrates (www.dec.ny.gov/animals/7105.html)—From the NY Department of Environmental Conservation's Stream Biomonitoring Unit. Color Pictures of BMIs

For Educators

GREEN (www.earthforce.org/section/programs/green)—Global Rivers Environmental Education Network; provides great resources on helping youth develop long-term watershed stewardship.

Educating Young People About Water (www.uwex.edu/erc/eypaw/)— W isconsin Extension's water education site. Provides links to searchable water curriculum database

USGS Water Science for Schools (www.ga.water.usgs.gov/edu/index.html)—Information, pictures, data and maps related to water science

Updated 5/16/2023 91

Appendix D. Purchasing SuppliesBelow are several companies that supply water quality monitoring equipment. It can be useful to call a few different sources as prices can vary and several different companies have overlapping inventories. Most companies offer technical advice through their customer service line that can be very helpful if you have questions about what type of product to use or how to use a product that you have already purchased.

Item(s) Company Phone WebsiteWatershed Model EnviroScape (703) 631-8810 http://www.enviroscapes.com

General Monitoring Supplies

Ben Meadows (800) 241-6401 http://www.benmeadows.comCarolina Biological Supply (800) 334-5551 http://www.carolina.com

Forestry Suppliers 800-647-5368 http://www.forestry-suppliers.com

Wildlife Supply Company

(800) 799-8301 http://www.wildco.com

Chemical Test Kits Hach (800) 227-4224 http://www.hach.comLa Motte (800) 344-3100 http://www.lamotte.com

Quanti-Tray Supplies (Coliform Monitoring)

IDEXX (800) 321-0207 http://www.idexx.com

Updated 5/16/2023 92

Appendix E. Participating Schools by Sub-BasinThis list is a compilation of organizations/associations involved in watershed stewardship,

divided by sub-basins within the Lake Champlain Basin. The purpose of this list is to provide teachers/educators with resources to connect with organizations in their community in order to engage their students in activities for watershed stewardship.

The Watershed Alliance would be happy to help teachers/educators make these connections by communicating with organizations, researching relevant and current projects in your area or helping you create your own project to fulfill the watershed stewardship portion of the Stream Monitoring and Stewardship Project. Scheduling/ coordination should occur directly between organizations and teachers/educators.

Lake Champlain Sub-Basin

Lake Champlain Basin Supervisory Unions

Association/Organization

Missisquoi River

•Franklin Central SU (23)•Franklin Northeast

SU (20)•Franklin Northwest SU

(21)

Missisquoi River Basin Associationhttp://www.troutrivernetwork.org/mrba/index.htmlMissisquoi River KeepersFranklin Watershed CommitteeFriends of the Northern Lake Champlain

Lamoille River

•Franklin West SU (22)

•Lamoille North SU (25)

•Lamoille South SU (26)

•Milton Town SD (10)

Lamoille County NRCD & Watershed Initiativehttp://www.lcnrcd.com/

Lamoille River AnglersSt. Albans Bay Area Watershed Association

http://www.uvm.edu/giee/AV/NF/StAlbans/

Otter/Lewis

•Addison Central SU (03)

•Addison Northeast SU (01)

•Addison Northwest SU (02)

•Rutland Northeast SU (36)

•Rutland South SU (33)

Addison County RiverwatchBristol WatershedLewis Creek Association

http://www.lewiscreek.org/Middlebury River Watershed PartnershipNew Haven River Anglers/River Watch

http://www.newhavenriveranglers.com/Otter Creek River WatchThe Watershed Center

Grand Isle Grand Isle SU (24)

Lake Champlain Basin Program http://www.lcbp.org/

Updated 5/16/2023 93

WinooskiRiver

•BarreSU (61)

•Burlington SD (15)

•Chittenden Central SU (13)

•Chittenden East SU (12)

•Chittenden South SU (14)

•Colchester SD (07)

•Montpelier SD (45)

•South Burlington SD (16)

•Washington Central SU (32)

•Washington Northest SU (41)

•Washington West SU (42)

•Winooski SD (17)

•Essex town SD (59)

Friends of the Mad Riverhttp://www.friendsofthemadriver.org/

Friends of the Winooski Riverhttp://www.winooskiriver.org/

Lake Iroquois AssociationVoice for the Potash Brook WatershedVermont River Conservancy

http://www.vermontriverconservancy.org/Winooski Watershed NRCD

http://www.vacd.org/winooski/

Poultney/Mettowee

•Rutland Northeast SU (36)

•Addison-Rutland SU (04)

•Rutland Southwest SU (38)

•Rutland Central SU (37)

•Rutland City SU (40)

Lake George Associationhttp://www.lakegeorgeassociation.org/

Lake George Watershed Coalition http://www.lakegeorge2000.org/

Poultney-Mettowee Watershed Partnershiphttp://www.pmnrcd.org/

New York:Saranac/Chazy

n/a

Franklin Network of Shoreline AssociationSaranac Lake River Corridor Comm.Upper Saranac Lake AssociationLake Colby Association

http://www.lcbp.org/watersheds/lcolby.htm

New York:Boquet/AuSable

n/a

AuSable River Associationhttp://www.lcbp.org/watersheds/ara.htm

Boquet River Associationhttp://boquetriver.org/

Shore Owners Association of Lake Placidhttp://www.lcbp.org/watersheds/soa.htm

Updated 5/16/2023 94

Below is a Lake Champlain Basin map displaying sub-basins in New York, Vermont, USA and Quebec, Canada, with their regions’ watershed associations/organizations.

Updated 5/16/2023 95

Additional Resources:

•Refer to Lake Champlain Basin Supervisory Unions to find which SU your school belongs to on the following page

•Watersheds and Lake Associations of Vermont Directory by the Vermont Dept. of Environmental Conservation

http://www.vtwaterquality.org/planning/docs/305b/pl_305b-apdxh.pdf

•Lake Champlain Basin Program websitehttp://www.lcbp.org/

•Additional websites of interest for Watershed Sites and Organizationshttp://www.lcbp.org/LINKS.HTM#watershed

• Winooski River Landowner’s Assistance Guide by the Friends of the Winooski Riverhttp://www.winooskiriver.org/Land_Owner_Assistance_Guide

Resources for the Community Partners List

Lake Champlain Basin Program: Home. (n.d.). Lake Champlain Basin Program: Home. Retrieved April 23,2012, from http://www.lcbp.org/

Updated 5/16/2023 96

Lake Champlain Basin Supervisory Unions(SUs and SDs are placed in associated watersheds).

Grand Isle (SU24)

Grand Isle Su (24): Alurg, Grand Isle, Isle La Motte, North Hero, South Hero

Missisquoi River Watershed (SU20, 21, 23)

Franklin Central SU (23): Bellows Free Academy USD#48, Fairfield, St. Albans City, St. Albans Town

Franklin Northeast SU (20): Bakersfield, Berkshire, Enosburgh, Montgomery, Richford

Franklin Northwest SU (21): Franklin, Highgate, Missisquoi Valley UHSD#7, Sheldon, Swanton

Lamoille River Watershed (SU 22, 25, 10, 13, 35, 26)

Franklin West SU (22): Fairfax, Fletcher, Georgia

Lamoille North SU (25): Belvidere, Cambridge, Eden, Hyde Park, Johnson, Lamoille UHSD#18, Lamoille Union Middle, Waterville

Lamoille South SU (26): Elmore, Morristown, Stowe

Milton Town SD (10): Milton ID

Winooski River Watershed (SD 7, 17, 59, 15, 16, SU 12, 14, 13, 32, 41, 42, 45, 61)

Barre SU (61): Barre City, Barre Town, Spaulding UHSDD#41

Burlington SD (15): Burlington

Chittenden Central SU (13): Essex JC ID, Essex UHSD#46, Westford

Chittenden East SU (12): Bolton,l Buel’s Gore, Huntington, Jericho, Mt. Mansfield UHSD#17, Richmond, Underhill ID, Underhill Town

Chittenden South SU (14): Champlain Valley UHSD#15, Charlotte, Hinesburg, St. George, Shelburne, Williston

Colchester SD (07): Colchester

Montpelier SD (45): Montpelier

South Burlington SD (16): South Burlington

Updated 5/16/2023 97

Washington Central SU (32): Berlin, Calais, East Montpelier, Middlesex, Worcester, UHSD#32

Washington Northest SU (41): Cabot, Marshfield, Plainfield, Twinfield USD #33

Washington West SU (42): Duxbury, Fayston, Harwood UHSD#19, Moretown, Waitsfield, Warren, Waterbury, Waterbury-Duxbury USD#45

Winooski SD (17): Winooski

Essex town SD (59): Essex Town

Otter Creek, Little Otter Creek, Lewis Creek Watershed (SU 1, 2, 3, 36)

Addison Central SU (03): Bridport, Cornwall, Middlebury, Middlebury UHSD#3, Ripton, Salisbury, Shoreham, Weybridge

Addison Northeast SU (01): Bristol, Lincoln, Monkton, Mount Abraham UHSD #28, New Haven Starksboro

Addison Northwest SU (02): Addison, Ferribsburgh, Panton, Vergennes ID, Vergennes UESD#44, Vergennes UHSD #5, Waltham

Rutland Northeast SU (36): Barstow Joint, Brandon, Chittenden, Goshen, Leicester, Mendon, Otter Valle UHSD#8, Pittsford, Sudbury, Whiting

Rutland South (33) ? Clarendon, Mill River UHSD# 40, Shrewsbury, Wallingford

Poultney-Mettowee Watershed (SU 36, 4, 38, 37, SD 40?)

Rutland Northeast SU (36): Barstow Joint, Brandon, Chittenden, Goshen, Leicester, Mendon, Otter Valle UHSD#8, Pittsford, Sudbury, Whiting

Addison-Rutland SU (04): Benson, Castleton, Castleton-Hubbardton USD #42, Fair Haven, Fair Haven UHSD#16, Hubbardtson, Orwell, West Haven

Rutland Southwest Su (38): Ira, Middletown Springs, Poultney, Tinmouth, Wells

Rutland Central SU (37): Proctor, Rutland Town, West Rutland

Rutland City SU (40?): Rutland City

Updated 5/16/2023 98

Appendix F. Vermont Sub-basins

Updated 5/16/2023 99

Appendix G. Glossary*adapted from the Enviroscape User’s Guide Glossary

Acid Rain. Precipitation rendered (made) acidic by airborne pollutants. May contain toxic chemicals, such as mercury, that have escaped into the air from burning fossil fuels

Accuracy. The degree of agreement between the sampling result and the true value of the parameter or condition being measured; most affected by equipment and methods being utilized.

Algae/algae bloom. Green water plants; any of the large group of aquatic organisms that contain chlorophyll but lack special water carrying tissues. Through the process of photosynthesis, algae produce the majority of food and oxygen in water environments

Bacteria. A large group of microscopic organisms of may different shapes, generally without chlorophyll. Some bacteria are helpful (as in a fermentation process), but certain species can cause diseases such as swimmer’s itch, pneumonia or typhoid fever, among others.

Best management practices (BMPs). Structural, nonstructural, and managerial techniques recognized to be the most effective and practical means to control nonpoint source pollutants, yet are compatible with the productive use of the resource to which they are applied.

Clean Water Act (1972). The federal Clean Water Act has been public law since 1972. It requires the development of comprehensive programs for preventing, reducing, or eliminating the pollution of navigable waters and groundwaters and improving the sanitary condition of surface and underground waters.

Combined sewer overflow (CSO). When stormwater systems are linked to sewer treatment systems, excessive stormwaters (rain events) added to the wastewater already in the system cause the excessive waters to bypass treatment and flow directly into rivers, streams and lakes.

Comparability. The degree to which data from one stream can be compared to data from another.

Completeness. The amount of valid data obtained versus the amount planned; usually expressed as a percentage.

Erosion. The gradual wearing down of land by water, wind or melting snow. Soil is lost from streambanks, forests, hilly ground, lawns and farm fields.

Eutrophication. The premature aging of a waterbody due to excessive nutrients and low oxygen levels. For example, phosphorus and nitrogen found in fertilizers and manure can cause sudden and excessive growth of algae and aquatic plants. When these plants die, aerobic microbes deplete dissolved oxygen as they decompose this dead organic matter.

Updated 5/16/2023 100

Fertilizers. Chemical fertilizers applied by growers contain phosphorus and nitrogen. When excessively or improperly applied, chemical fertilizers enter waterbodies via runoff and contribute to eutrophication.

Habitat. The physical environment or typical place within which a plant or animal naturally or normally lives and grows.

Land use. The type of activities humans carry out on various area of land define land use (ie industrial, residential, agriculture).

Benthic Macroinvertebrates (BMIs). Bottom dwelling animals that lack an internal skeleton and are visible to the unaided eye. BMIs collected from streambeds can be used as indicators of stream health.

Nonpoint source (NPS). Pollution that cannot be traced to a specific origin or starting point, but seems to flow from many different sources. NPS pollutants are generally carried off the land by stormwater (or melting snow) runoff. The commonly used categories for nonpoint sources are agriculture, forestry, urban, mining, construction, dams and channels, land disposal, and saltwater intrusion. Pesticide. An agent applied to crops, lawns, golf courses, or in household settings in order to manage pests (includes fungicides, herbicides, insecticides, rodenticides)

pH. “Potential of hydrogen.” A measure of the degree of the acidity or the alkalinity of a solution as measured on a scale of 0 to 14. Levels outside the normal range (pH 6.5-8.0) aversely affects aquatic life.

Phosphorus. A non-metallic element essential to life and found in fertilizers and animal waste. Excessive amounts introduced by runoff (and other ways) causes eutrophication in waterbodies.

Point source. Pollution discharged into waterbodies from specific, identifiable pipes or points, such as an industrial facility or municipal sewage treatment plant

Precision. Your ability to reproduce the same results for a sample; most affected by human error.

Representativeness. The degree to which collected data represents actual stream condition; most affected by sampling site location.

Riparian Buffers. Vegetation (grasses, shrubs, and/or trees) directly adjacent to rivers, streams and lakes that traps water and associated pollution and prevents it from running off the land (acts as buffer); a BMP that helps prevent nonpoint source pollution.

Riparian zone. The area where bodies of water meet upland areas which exhibits characteristics of both water and land areas.

Updated 5/16/2023 101

Runoff. The portion of precipitation that remains on the land until it ultimately reaches streams, rivers, lakes or other waterbodies.

Sediment. Matter that settles to the bottom of a liquid; deposited by water, wind or glaciers

Septic tank. A holding tank for collecting residential wastewaters. Used as an alternative to municipal sewer systems (esp. in rural areas). Wastewater collected in septic tanks must be treated before being released into the watershed.

Temperature. Altering stream temperatures due to industrial processes or removal of streamside vegetation negatively affects aquatic life (for example, raising stream temperatures affects trout, a cold-water species)

Topography. The elevational profile of a land area. In the eastern US, where underground water flow is limited, watersheds can be delineated using topographical features.

Wastewater treatment plant. Sometimes synonymous with sewage treatment plant, but often an industrial treatment facility that processes the water to remove toxic and hazardous substances.

Watershed. A region or land area that may contain several rivers, streams, or lakes that ultimately drain to a particular watercourse or body of water.

Updated 5/16/2023 102

Appendix H. BibliographyBehar, Sharon, Geoff Dates, and Jack Byrne.1997. Testing the Waters: Chemical and

Physical Vital Signs of a River. Kendall/Hunt Publishing Company, IA.

Denecour, M.T. (no date). Interactive Lake Ecology. In: Simmons, D., Archie, M., Bedell, T., Braus, J., Holmes, G., Paden, M., Raze, R., Smith, A., Spence, T., Walker, G., & Weiser, C. (1996). Environmental education materials: guidelines for excellence. Troy, OH: North

American Association for Environmental Education.

EPA, 1996. Environmental Protection Agency Volunteer Monitor’s Guide to: Quality Assurance Project Plans. 1996. EPA 841-B-96-003, Sep 1996, U.S. EPA, Office of Wetlands, Washington, D.C. 20460, USA http://www.epa.gov/owowwtr1/monitoring/volunteer/qappexec.htm

EPA, 1997. Environmental Protection Agency Volunteer Stream Monitoring: A Methods Manual. 1997. EPA 841-B-97-003, Nov 1997, U.S. EPA, Office of Water, Washington, D.C. 20460, USA, http://www.epa.gov/volunteer/stream/stream.pdf

EPA, 2003. Environmental Protection Agency Getting In Step: A Guide for Conducting Watershed Outreach Campaigns. 2003. EPA 841-B03-002, December 2003, U.S. EPA, Office of Water, Washington D.C. 20460, USA http://www.epa.gov/owow/watershed/outreach/documents/getnstep.pdf

Healthy Water Healthy People – Water Quality Educators Guide. 2006. Project WET International Foundation. Bozeman, MT.

Nelson et al. 2004. Project WET Curriculum and Activity Guide. Project WET International, Bozeman, MT.

Updated 5/16/2023 103

Updated 5/16/2023 104