Section 3 - Wisconsin`s Citizen-Based Water Monitoring Network
Contents
1. Exploring Streams Stream Monitoring Curriculum Guide gt SECTION 3 POST FIELD TRIP CALCULATION OF RESULTS AND DATA INTERPRETATION 4 t e a Pot PSG oe eT OFS ON ek RO Se E ae ae C t t Section 3 of six curriculum sections ontents Developed by Kris Stepenuck University of Wisconsin Extension and Wisconsin Dept ae 4 of Natural Resources and Katie Murphy Activity 1 l Middle School Science Teacher K Calculating i For more information about T Saisi 3 3 volunteer stream monitoring ransparency Statistics Tre Jh Sie opportunities in Wisconsin and for printable pdfs of this curriculum visit Activity 2 watermonitoring uwex edu wav i A publication of the University of Wisconsin Calculating Water Eorenslony in cooperation with the Wisconsin Department of Natural Resources 2013 by the Board of Regents of the University of Wisconsin System University of Wisconsin Extension is an EEO Affirmative Action employer and provides equal opportunities uw A popowa xtension CENTER Learning for life Temperature Statistics Activity 3 Calculating Dissolved Oxygen in Percent Saturation and Statistics ice Activity 4 ewe Calculating Stream Flow ey isti 22 and Statistics ae J Activity 5 ri tS Calculating Habitat F i BBE SOLIS CS 545 8 Sse Miccasa sto ccpoosusmanons p 3 5 Activity 6 Calculating a Biotic Index Scorerandistatis2. Students will create a variety of representations of animals that live in riparian habitats 3 33 Exploring Streams Stream Monitoring Curriculum Guide gt POST FIELD TRIP OPTIONAL ACTIVITIES Suggested Optional Activities from Project WET Overall Experience gt wAteR in molTion Students will create artwork that simulates the movement and sounds of water in nature Water Read All About It Students will develop a Special Edition on water Water Write Students will explore feelings about and perceptions of water topics through writing exercises gt Who s Problem Is It Students will analyze the scope and duration of water issues to determine personal and global significance gt Humpty Dumpty Students will simulate a restoration project by putting pieces of an ecosystem back together Suggested Optional Activities from Hook Line amp Thinker gt Taking Stock Students will study and take part in a model of the factors affecting fishery populations in Lake Michigan Through a game they will investigate how decisions by commercial fishermen recreational anglers fisheries biologists and lawmakers influence and are influenced by economics and by the abundance and scarcity of fish gt Making Decisions Students will brainstorm ideas about Hot Topics in natural resources and work together to craft a resolution on a natural resources policy they would like to see changed Students will prese
3. Insect tick repellent Refreshments Planning may take several weeks the actual cleanup will take one afternoon Exploring Streams Stream Monitoring Curriculum Guide 3 30 gt POST FIELD TRIP OPTIONAL ACTIVITIES RIVER CLEANUP Background When you survey your stream or river site before the actual cleanup you may notice two kinds of debris human made and natural Both kinds of debris can have negative impacts on a stream or river Human waste such as litter can be especially harmful to aquatic animals that may view this waste as food or a suitable place to live Natural debris such as logs leaves and soil can be good for wildlife but too much of a good thing can restrict water flow Normally natural debris such as trees or branches are not removed during stream cleanups This debris may provide fish habitat so you should consult your local Department of Natural Resources fish manager before removing it During a cleanup it s important to record the amount of garbage collected You can use this information to educate people in your community about the amount of garbage found in local streams Many communities have stream and river cleanup campaigns each spring You might consider having your class join an established cleanup effort or you may opt to organize a new effort PROCEDURE Planning a Clean Up 1 Pick a cleanup date 2 Choose a stream or river The site you choose for your cleanup should reflect the size
4. e Computer to access web based resources to aid student learning and or library Time A homework assignment PROCEDURE Tip 1 Have students prepare lab reports following common protocol that includes a title background introduction site description methods results discussion conclusion and references In their Resources students might use to find out more about the parameters include the Understanding Your discussion have students discuss possible solutions to problems Datat videoavailable on the Water they may have discovered through their monitoring in their AcrionivoluntecrsibVDISetdiseral discussion as well as possible sources of error in their data from the main menu on Disc 1 choose Understanding Your Data The following page can be printed and distributed to students as Run time 5 19 or any of the guidance for preparing their reports presentations from Disc 2 of that set 3 23 Exploring Streams Stream Monitoring Curriculum Guide DEVELOPING A SCIENTIFIC PAPER LAB REPORT All scientific studies are written up in essentially the same format We will be writing our papers similar to the way they need to be written for the Journal of Ecology with a few minor differences Title Page Write a brief title that describes the main point of the study List all authors underneath the title Abstract This is a summary of the entire report It should be no longer than 250 300 words Write this after you h
5. Total Number Pouch Snail isopod or bea ten side opening hae Sowbug 3 6 Excellent 2 6 3 5 Good 2 1 2 5 Fair 1 0 2 0 Poor Biotic Index Score Exploring Streams Stream Monitoring Curriculum Guide 3 10 21 List at least three factors that can influence stream flow and velocity Complete sentences are not necessary on this question 22 Explain why dissolved oxygen levels may be higher in the day than they are at night 23 What are some advantages to using macroinvertebrates to identify water quality as compared to studying other physical or chemical aspects of water quality 24 What impact s if any might a cheese factory have on a nearby stream 25 What would you expect to find in a healthy riparian zone What purpose does the riparian zone serve for the health of the stream 3 11 Exploring Streams Stream Monitoring Curriculum Guide gt POST FIELD TRIP OPTIONAL ACTIVITIES ASSESSEMENT Name Date Period Stream Water Monitoring Test KEY Matching Write the letter for the correct vocabulary word on the line next to the definition A Turbidity F Riparian zone B Respiration G Photosynthesis C Macroinvertebrates H Riffle D Substrate I Impervious surface E Watershed J Transparency 1 Cloudiness in the water caused by suspended particles _2 A measure of water clarity 3 The stream bottom surface on which plants and animals attach or live tact le
6. Note If past years data have been entered to the WAV database the database can automatically develop graphs and table of data to compare a site over time or to compare between sites See the User s Guide for Searching the Data in the WAV Database at http www uwex edu erc wavdb help docs SearchManual2009 pdf for explicit instructions Graphs produced by the database can be displayed in student presentations by having the students use the print screen button and pasting the graphs into their presentation program Student use of Excel or other spreadsheet program will allow more manipulation of output graphs for use in presentations Have students research one or two parameters and develop a presentation to share their findings and make suggestions about why the results were as they were found to be Questions they might address include What do the results suggest about the quality of the water at the site What land uses may have affected the results Has water quality changed over time What possible sources of error may have been introduced during the monitoring Note Depending on age and ability of the students it may work best to have students present in small groups and to have each group focus on presenting one aspect of the data e g one group presents information on macroinvertebrates one group on dissolved oxygen etc Have students present their findings to an audience and field any questions Optional You may wish to
7. and abilities of your group Small groups may want to focus on a stretch of stream in a park or neighborhood A large group may want to develop a major cleanup effort Contact your local parks department or area DNR office for information about existing stream and river cleanup projects in the area Organizers of large scale efforts need to plan at least six months in advance for fundraising permits safety concerns and solicitation of volunteers Union approval from city workers may even be necessary 3 Before you begin to clean up get permission from landowners who live along the streambank 4 Use the worksheet in the Stream Walk Survey activity to collect information about the stream or river you ve chosen The survey will help to identify any areas that need cleanup It will also help you identify any areas along the stream or river that are not safe for volunteers Area topographic maps that include the stream or river can be found online 5 If you have a large group organize into several teams with team or area leaders one for every 6 8 volunteers Each team leader should know what section of the stream to clean and where the waste pickup sites are and keep track of how much waste is collected 3 31 Exploring Streams Stream Monitoring Curriculum Guide gt POST FIELD TRIP OPTIONAL ACTIVITIES RIVER CLEANUP Because students will be working near water and may be carrying items safety is an important consideration Advise your
8. ask students to develop a poster to explain their results which they will use to support their presentation Exploring Streams Stream Monitoring Curriculum Guide 3 16 Resources students might use to find out more about the parameters include the Understanding Your Data video available on the Water Action Volunteers DVD Set disc 1 from the main menu on Disc 1 choose Understanding Your Data Run time 5 19 and the Field Manual for Water Quality Monitoring as well as countless other resources available online and through the library gt POST FIELD IRIP OPTIONAL ACTIVITIES COMMUNITY OUTREACH LETTER TO THE EDITOR Learning Objectives e Students will write a letter to a community leader or newspaper explaining results of their monitoring how land use affects water quality and possible effects of the resulting water quality on humans Standards Environmental Education A 8 4 A 8 5 A 8 6 A 12 4 A 12 5 B 8 5 B 8 10 B 8 15 B 8 17 B 8 18 B 8 21 B 12 3 D 8 1 D 8 5 D 12 5 E 12 3 Information and Technology Literacy B 8 1 B 8 2 B 8 3 B 8 4 B 8 5 B 8 6 B 8 7 Science in Personal and Social Perspectives H 8 2 H 8 3 H 12 1 H 12 4 H 12 5 H 12 6 H 12 7 Materials e Completed Student Workbook Section 4 e Water Action Volunteers Volunteer Stream Monitoring DVD Set Disc 1 e Field Manual for Water Quality Monitoring or other resources for students to learn more about the data they collecte
9. chart Students will compare their results to previous data collected for that same stream if available Students will look for trends and patterns existing in the data and explain their observations to an audience Standards Environmental Education A 8 6 A 12 5 Information and Technology Literacy A 8 1 A 12 1 B 8 1 B 8 2 B 8 3 B 8 4 B 8 5 B 8 6 B 8 7 Mathematics Statistics and Probability E 8 1 E 8 2 E 12 1 Science Inquiry C 8 8 C 8 9 C 8 10 C 8 11 C 12 5 C 12 6 Materials Time Completed student workbook Section 4 Computers with graphing software and Internet access if data have been entered to WAV database Water Action Volunteers Volunteer Stream Monitoring DVD Set Disc 1 optional Field Manual for Water Quality Monitoring optional Computer to access Internet and or library access Two class periods on the computers one class period to present with a group to an audience 3 15 Exploring Streams Stream Monitoring Curriculum Guide gt POST FIELD TRIP OPTIONAL ACTIVITIES COMPUTER GRAPHING AND PRESENTATION PROCEDURE 1 Have students produce appropriate graphs to represent the available data If previous data are available it is suggested to create one graph for each of the tests with the parameter s value plotted on the y axis and date on the x axis If multiple sites have been monitored graphs might be made that demonstrate the value of the parameter at the various locations
10. following in their research the issue the primary players involved in the community discussion the main viewpoints being presented the potential health environmental and economic outcomes of each viewpoint 3 Each student should prepare a 2 3 page paper to present this information and conclude with a proposed decision on the issue They should state why they support the decision being proposed 4 Following completion of their research and report hold an in class role playing period If students chose their own topic a generic situation see below can be used during the role playing period If you assign a topic identify players involved in the situation and have students play those specific roles a Each 1 3 students will represent a specific player or group of players in the discussion b Hand out role assignments randomly Exploring Streams Stream Monitoring Curriculum Guide 3 20 gt POST FIELD TRIP OPTIONAL ACTIVITIES COMMUNITY ISSUE BASED RESEARCH AND ROLE PLAY c Instruct students to take five minutes to review their assignment and prepare to play the role of the person or group they have been assigned d Begin the role playing session by explaining the setting e g a town board meeting where a crisis that has arisen based on a water resource issue that needs to be dealt with within a matter of hours and have students introduce themselves in their roles to the group Explain that the goal of the meeting is to
11. students as they prepare their letters Keep letters short Ideally a letter to the editor is 100 200 words long and does not exceed 250 words Submit your letter in the format that is preferred by your local newspaper whether that is using an email submission form or sending a direct email to the editorial staff or a hard copy via mail Use your real name Most newspapers no longer accept anonymous submissions Include contact information in case the editor has any questions Try to make the letter relevant or timely to an issue at hand e g start of monitoring season construction on a stream pollution problem focusing on positive activities to protect a stream in your community or an event such as Earth Day April 22 Use spell check and have a friend or a family member proofread your letter Do not generalize rather use a specific instance and or data to get your points across Exploring Streams Stream Monitoring Curriculum Guide 3 18 gt POST FIELD IRIP OPTIONAL ACTIVITIES COMMUNITY OUTREACH VIDEO POWERPOINT PRESENTATION OF PROJECT Developed based on suggestions from Ann Kronke Platteville School District Learning Objectives e Students will share results of their monitoring efforts including what monitoring they conducted their findings and how those results relate to land use and possible effects on human health e They will present possible solutions to problems they may have discovered Standa
12. water runs down the street into the storm sewer This sewer carries the wash water to a waterbody In the water the soap acts like a fertilizer for aquatic plants and causes too much plant growth which creates problems for fish You can help increase awareness of the storm drain connection Educate your community about stormwater pollution by stenciling the street next to storm drains and distributing door hanger cards PROCEDURE Before You Stencil 1 Get permission to stencil storm drains from the Department of Public Works in your city village or town Be sure to ask for a letter of authorization to provide proof if you are questioned by a road crew or police officer To stencil on private property contact the landowner whether the property is a home business or apartment complex 2 Weather conditions are important for the success of this project You should choose a day when the pavement is dry and warm Windy days are not good because the spray paint can drift onto nearby automobiles and debris can be blown onto the painted surface 3 Using a neighborhood map carefully consider the area your group will stencil Divide the area into routes and assign a team to each route 4 A day or two before you plan to paint distribute door hanger cards or fliers explaining the stenciling program If you can t distribute the information ahead of time have one or two team members distribute the cards and fliers while others paint Exa
13. workbook Table C Use the conversion chart on page 4 15 to convert the average median mode if determined and low and high water and air temperatures to F Record this information in your student workbook Table C Write a conclusion paragraph or two about this parameter You should state whether or not your hypotheses were correct and why or why not You should also state the final results of the test including average median range and mode and what those results tell us about the stream quality Also address any sources of error that may have influenced your results 3 3 Exploring Streams Stream Monitoring Curriculum Guide gt POST FIELD TRIP Activity 3 CALCULATING DISSOLVED OXYGEN IN PERCENT SATURATION AND STATISTICS PROCEDURE 1 Record all groups and their dissolved oxygen measurements mg L and water temperature C measurements in your student workbook Table A Determine dissolved oxygen percent saturation for each pair of dissolved oxygen and water temperature measurements using the Level of Oxygen Saturation Chart and following directions in step 3 Using a straight edge find the water temperature and align that with the oxygen mg L scale for the oxygen measurement for that water temperature The percentage of saturation is found on the line inbetween the temperature and oxygen lines For example 5 C with 10 mg L of oxygen aligns with 75 saturation Record each dissolved oxygen percent satur
14. NK YOU NOTES Learning Objectives e Students will recollect one aspect of the field trip in which they learned about stream ecology and or one reason related to stream monitoring for which the station leader will remember them e Students will recognize the importance of saying thank you Materials e Blank paper e Markers colored pencils or crayons Time 20 minutes PROCEDURE 1 Ask students to address thank you notes to station leaders from their field trip and to draw something they learned about and liked from the event 2 Collect thank you notes and send to field trip assistants Exploring Streams Stream Monitoring Curriculum Guide 3 26 gt POST FIELD IRIP OPTIONAL ACTIVITIES STORM DRAIN STENCILING Educate your community about stormwater pollution by stenciling the message Dump no Waste Drains to Stream or River or Lake next to storm drains You may choose to distribute or create fliers that educate the community about stormwater pollution Learning Objectives Students will learn about the sources of stormwater pollution Students will understand why stormwater pollution is a threat to the environment Students will stencil messages next to storm drains to encourage others to be more aware of stormwater pollution Standards Agricultural Education A 6 8 3 A 9 12 3 Environmental Education D 8 5 E 12 3 Materials For each group of 4 to 6 1 or 2 stencils Door hanger cards fl
15. ain this information 12 Once you have a complete list of stream flow measurements in cfs from everyone in your class record these measurements in your student workbook Table A Then rewrite them in order from lowest to highest in Table B Using a spreadsheet such as Excel may be helpful 13 Determine the average median and mode optional for stream flow for all samples collected and record this in your student workbook 14 Determine the range of stream flow measurements by noting the lowest and the highest measurements recorded during the field trip and indicate this information in your student workbook 15 Answer any remaining questions in your student workbook and then write a conclusion paragraph or two about this parameter You should state whether or not your hypotheses were correct and why or why not You should also state the final results of the test including average median range and mode and what those results tell us about the stream quality Also address any sources of error that may have influenced your results ee ee gt POST FIELD TRIP ee ee ee PROCEDURE 1 Record all groups and their total habitat scores in your student workbook Table A 2 Then rewrite the list in order from lowest to highest Table B Using a spreadsheet such as Excel may be helpful 3 Determine the average median and mode optional
16. also state the final results of the test including average median range and mode and what those results tell us about the stream quality Also address any sources of error that may have influenced your results Exploring Streams Stream Monitoring Curriculum Guide 3 6 gt POST FIELD TRIP OPTIONAL ACTIVITIES E COLI SAMPLE INCUBATION COLONY COUNTING AND CALCULATING E COLI STATISTICS CLASSROOM PROCEDURE FOR E COLI BACTERIA MONITORING AFTER 24 HOUR INCUBATION OF 3M PETRIFILM PLATES These procedures are also described in the E coli section of the student workbook 1 After 24 hours wearing nitrile or other lab gloves remove the plates from the incubator and count blue and blue purple colonies that have associated gas bubbles and are within the circle Holding the plates up to light can help distinguish colonies with gas bubbles 2 On your data sheet record the number of colonies you O Qo counted D g2 00 Of o0 oro d 3 Since you used just 1 mL of sample multiply the number of 1 o 5 colonies counted by 100 to determine the number of colony 2 forming units per 100 mL of sample 4 After you have counted colonies place all of the Petrifilm gt Ce 5 plates in a Ziploc bag that has had about two tablespoons of bleach added to it Seal the bag and throw it away in the 2 6 regular rubbish The bleach will disinfect the plates 8 9 10 STATISTICS CALCULATIONS PROCEDURE All 10 examples depic
17. ase cO 4 Small animals without backbones that are visib 5 An area of land that d hers teac tor ion fOr coordina ring fora wahe aN water monies y over rocks woth uich piants and animals use oxygen and release carbon dioxide 8 Ihe iand between the water s edge and the upper edge of the floodplain 9 The process in which green plants convert carbon dioxide and water using the sun s energy into simple sugars and oxygen _10 A surface that does not allow water to pass through it Multiple Choice Choose the best answer for each question and write the corresponding letter on the line __11 Warm water holds dissolved oxygen than as cold water A Less B More C The same amount of _12 Streams with greater turbidity will likely A Be colder B Have less light penetration C Have more dissolved oxygen __13 Water clarity can be a useful indicator of A Industrial discharges B Runoff from construction sites or fields C Both A and B Exploring Streams Stream Monitoring Curriculum Guide 3 12 Short Answer Answer the following to the best of your ability Group 1 These are sensitive to pollutants Circle each animal found Use complete sentences i i VEY 20 If you collected caddisflies mayflies riffle beetles amphipods ae Pie Awe Tea gt POST FIELD TRIP OPTIONAL ACTIVITIES ASSESSEMENT __14 The biotic index is A A list of macroinvertebrates found in the back of a book B A refer
18. ation measurement in your student workbook Table A Then rewrite the lists of dissolved oxygen in mg L and percent saturation in order from lowest to highest Table B Using a spreadsheet such as Excel may be helpful Determine the average median and mode optional for dissolved oxygen in mg L and in saturation and record these in your student workbook Table C Determine the range of dissolved oxygen measurements in mg L and in saturation by noting the lowest and the highest measurements recorded during the field trip Indicate these ranges in your student workbook Table C Write a conclusion paragraph or two about this parameter You should state whether or not your hypotheses were correct and why or why not You should also state the final results of the test including average median range and mode and what those results tell us about the stream quality Describe results in terms of both mg L and percent saturation Also address any sources of error that may have influenced your results gt POST FIELD TRIP Activity 4 CALCULATING STREAM FLOW AND STATISTICS PROCEDURE 1 2 Obtain your original stream flow data sheet from your teacher Transfer your data onto the data sheet below see student workbook page 4 27 Determine stream flow in cubic feet per second using the data you collected by following instructions in the data sheet below or steps 4 to 9 below If you measured depth in inches use the conversio
19. ave completed the report Background Introduce the main topic of study starting with the broadest and most general ideas and descriptions Give a general overview of the area organism process being studied as well as a description of the habitat behaviors that are most common Introduction What was the purpose of your study What were you looking for What did you measure Why is this study important Why would scientists find it interesting What unresolved issues are addressed What problem are you trying to find an answer to Note Many times the background and introduction sections are combined as is the case for the Journal of Ecology Site Description This is an opportunity for you to share regional or geographic information about your site Describe the location where you collected your data What stream was it What larger watershed s is it a part of What part of the state is it in This is the section where a map of the area should be included Methods Describe the methods you used to collect the data and the equipment you used to do this Describe the way you chose to analyze the data you collected If you collected more than one kind of data break it up into sections Results Provide a written description of the data results you obtained for each parameter monitored This is the section in which you should include tables charts diagrams of results and or graphs All of these should be labeled and described in the w
20. brates C A wide variety of both pollution tolerant and pollution sensitive macroinvertebrates oe 18 What types of habitats would support a more diverse fish and insect population A Riffles B Pools C Runs D A combination of A B and C Biotic Index Group 1 These are sensitive to pollutants Circle each animal found o 19 What can the shape and condition of the streambank provide clues to so f j A Land uses in the adjacent watershed Stoney Dobsonty Alder Larva a B How much water to expect during Group 2 These are semi sensitive to pollutants Circle each animal found snowmelt season f anann C The number of animals living nearby i EA t o vi pee Short Answer Answer the following to the best of your ability Use complete sentences i Larva 20 If you collected caddisflies mayflies riffle beetles cpp tesmatermusa maty E Noi ar lal amphipods and both non red midges and bloodworms what would your biotic index score be Group 3 These are semi tolerant of pollutants Circle vach animal found Group Number Number of Animals Scoring add the 4 groups for IY i 8 6 i total Non Red Group 1 E EEE x4 tee tone t hic aiia Snails Orb or Gilled right side opening f Saup ee a aren Group 3 x2 Group 4 xl Group 4 These are tolerant of pollutants Circle each animal found Total Number Total Score fd Bloodworm Midge Larva Total Score
21. d e Computer with Internet access e Local newspapers and news resources Time One or two class periods and or homework or extra credit assignment PROCEDURE 1 Have students review their conclusions in their student workbook 2 Have students use additional resources such as Understanding Your Data video available on the Water Action Volunteers DVD Set disc 1 from the main menu on Disc 1 choose Understanding Your Data Run time 5 19 the Field Manual for Water Quality Monitoring or other print or web resources to research their findings in more depth 3 In addition have students review local news either in print online or on television to assess environmental issues in your area and make linkages between current issues and their findings 4 Next have students locate and review guidelines for sending a letter to the editor in your local newspaper 3 17 Exploring Streams Stream Monitoring Curriculum Guide gt POST FIELD TRIP OPTIONAL ACTIVITIES COMMUNITY OUTREACH LETTER TO THE EDITOR 5 Finally have students write a letter to the editor of your local newspaper about one aspect of their results they feel is particularly important in relation to local environmental issues in your area Within the letter have students advocate a solution or combination of solutions to a problem they identified through their monitoring The following tips prepared by UW Madison graduate student Elizabeth Goers may be useful to the
22. dry before stacking the stencils A stencil s lifespan is determined by use Discard the stencil when the message is blurred by excess paint build up typically about ten separate events depending on the material used to make the stencil 3 29 Exploring Streams Stream Monitoring Curriculum Guide gt POST FIELD IRIP OPTIONAL ACTIVITIES RIVER CLEANUP Help the environment by removing garbage from a stream or river Learning Objectives Students will improve the water quality of a stream or river Students will work with others to clean up a section of a stream or river Students will record the amount of garbage removed from the waterway Students will work cooperatively with city works departments to coordinate garbage pickup Standards Agricultural Education A 6 8 3 A 9 12 3 Environmental Education D 8 5 E 12 3 Materials Time Stream Walk Worksheet Topographic map of the area Parent guardian permission slip First aid kit Orange cones at any trash collection site along a road Life jackets for very young volunteers optional N A Camera Work gloves AS local grocery stores soft drink distributors or restaurants to donate snacks lunches or a picnic after the job is done Local hardware stores discount stores or other businesses may be willing to donate items such as gloves and trash bags Trash bags Rakes shovels and or pitchforks Waders high rubber boots old shoes or other sturdy footwear
23. ence book often used when studying biology C A scale used to evaluate stream health based on its macroinvertebrate population __15 Food sources spawning areas and migration paths of fish and other wildlife are all affected and defined by A Substrate B Stream flow and velocity C Riffle zones __16 Signs of fish stress include A Faster scale growth B Increased respiration C Death D Both Band C se contac __17 Streams that are healthy will have wers plea includes aP ation See A A large population of po ty that inform B A large teachers aed or contac edu wav T9 for inator ng uwe for a verte WAN coordi eymonitori i lution sensitive macroinvertebrates t nttp W Ea ould support a more diverse fish and insect population Riffles B Pools C Runs D A combination of A B and C __19 What can the shape and condition of the streambank provide clues to A Land uses in the adjacent watershed B How much water to expect during snowmelt season C The number of animals living nearby Group 2 These are semi sensitive to pollutants Circle each animal found aya and both non red midges and bloodworms what would your biotic index score be r Number of Animals Group 1 ee a x4 Group Numbe Number of Animals Scoring add the 4 groups for total Group 2 ae x3 S Te Sey yi Group 3 E o x2 SEA Group 3 These are semi tolerant o
24. f pollutants Circle each animal found Group 4 xl s Z 1 Woo E Total Number Total Score sakry Midge Amphipod or Seud Group 4 These are tolerant of pollutants Circle each animal found Total Score Total Number a i 3 6 Excellent 2 6 3 5 Good 2 1 2 5 Fair 1 0 2 0 Poor Index Score Midge tarva Y ouch Snail rec Pouch Snail Isopod or left side opening Aquatic Sowbug Leech 3 13 Exploring Streams Stream Monitoring Curriculum Guide 21 22 23 24 25 gt POST FIELD TRIP OPTIONAL ACTIVITIES ASSESSEMENT List at least three factors that can influence stream flow and velocity Complete sentences are not necessary on this question Explain why dissolved oxygen levels may be higher in the day than they are at night act wers please cont S e udes an on S What are some is to usin Son ny enga format pared to studying other nhysi edu jon fo T ordinato ear combs for a wae AV wat ane on netp What impact s if any might a cheese factory have on a nearby stream What would you expect to find in a healthy riparian zone What purpose does the riparian zone serve for the health of the stream Exploring Streams Stream Monitoring Curriculum Guide 3 14 gt POST FIELD IRIP OPTIONAL ACTIVITIES COMPUTER GRAPHING AND PRESENTATIONS Learning Objectives Students will learn to use computer software to organize their data in an appropriate type of graph or
25. for the habitat scores and record these in your student workbook Table C 4 Determine the range of habitat scores by noting the lowest and the highest measurements recorded during the field trip and indicate this in your student workbook Table C 5 Answer any remaining questions in your student workbook and then write a conclusion paragraph or two about this parameter You should state whether or not your hypotheses were correct and why or why not You should also state the final results of the test including average median range and mode and type of bottom substrate i e rocky or soft and what those results tell us about stream quality Also address any sources of error that may have influenced your results Tip You can use the individual questions scores on the Station Leader data sheet to assist with your assessment of habitat at the site E E E hme me en ne ee ne rn ne ne ne ne ee ee ee ee ne ne re ee m E EE E E E E E E eset 3 5 Exploring Streams Stream Monitoring Curriculum Guide gt POST FIELD TRIP Activity 6 CALCULATING A BIOTIC INDEX SCORE AND STATISTICS PROCEDURE 1 Obtain your biotic index data sheet from your teacher 2 Calculate your biotic index score for your site by following the directions below a Count the number of animals circled in each group and write these in the work area below b Multiply the entered number from each group by the group value c Do this for all groups d Total the n
26. hould write TNTC on your data sheet 3 7 Exploring Streams Stream Monitoring Curriculum Guide gt POST FIELD IRIP OPTIONAL ACTIVITIES ASSESSMENT Learning Objectives e Students will show their understanding of streams and stream water quality Materials e Test see page 3 9 e Writing instrument Time 25 minutes PROCEDURE 1 Students complete the test questions to the best of their ability 2 Teachers score the tests 3 Teachers and students can compare the pre test score to the post test score to measure learning of the individual student during this mini unit Exploring Streams Stream Monitoring Curriculum Guide 3 8 Name Date Period Stream Water Monitoring Test Matching Write the letter for the correct vocabulary word on the line next to the definition A Turbidity F Riparian zone B Respiration G Photosynthesis C Macroinvertebrates H Riffle D Substrate I Impervious surface E Watershed J Transparency 1 Cloudiness in the water caused by suspended particles 2 A measure of water clarity 3 The stream bottom surface on which plants and animals attach or live 4 Small animals without backbones that are visible to the human eye 5 An area of land that drains to a main body of water 6 Shallow area in stream where water flows swiftly over rocks 7 The cellular process in which plants and animals use oxygen and release carbon dioxide 8 The land between the wate
27. iers A map of the stenciling area Parent guardian permission slips A letter of authorization from the Department of Public Works for stenciling 2 cans of spray paint preferably inverted tip 3 3 white traffic zone latex paint One can of latex paint is enough to A wire brush to clean the gutter before painting paint approximately 10 drains Whisk broom and dust pan 1 or 2 pairs of work gloves 1 or 2 bright orange safety vests or have students wear brightly colored clothing 2 garbage bags 1 for wet stencils and 1 for garbage such as tape used on the stencils and debris cleaned out of the gutter Paper towels or rags Traffic cones or flags for use on busy streets Duct tape and scissors Cardboard box the size of stencil a optional 3 27 Exploring Streams Stream Monitoring Curriculum Guide gt POST FIELD TRIP OPTIONAL ACTIVITIES STORM DRAIN STENCILING Time It will take approximately one hour for a team of four to six people to stencil 15 storm drains Background Why should people be concerned about what enters a storm drain Because anything that is flushed down a storm drain is not treated before it reaches a stream or river This means that oil antifreeze paint grass clippings household waste pet wastes or any other waste on streets and sidewalks goes directly into a nearby stream river or lake The next time you wash your car on your driveway consider where the water goes The soapy dirty
28. l community groups 3 19 Exploring Streams Stream Monitoring Curriculum Guide gt POST FIELD IRIP OPTIONAL ACTIVITIES COMMUNITY ISSUE BASED RESEARCH AND ROLE PLAY Learning Objectives e Students will research a local water resources issue assess current proposals being discussed in the community and weigh possible resulting outcomes based on the various viewpoints e They will present a proposed solution to the situation at hand e Students will role play the situation to experience difficulties in decision making that result from competing interests e g environmental economic health and safety in community development Standards Agricultural Education B 8 3 E 8 2 Environmental Education C 8 3 C 12 1 Information and Technology Literacy B 8 1 B 8 2 B 8 3 B 8 4 B 8 5 B 8 6 B 8 7 Life and Environmental Science F 12 7 F 8 10 Science in Personal and Social Perspectives H 8 2 H 8 3 H 12 1 H 12 2 H 12 3 H 12 4 H 12 5 H 12 6 H 12 7 Materials e Local news sources e Computer to access web resources to learn about the situation and or access to library Time A homework assignment and one class period eee eee eee eee eee eee eee eee ee ee PROCEDURE 1 Assign students the task of researching a current local water resource issue This can be an issue you allow them to identify and choose on their own or an issue you know is happening in the community 2 Each student should identify the
29. make a decision about the issue at hand and that each player should express his her opinion as the role they have been assigned e For younger students a facilitated discussion will likely work best Each student or group of students depending on class size and time available should be given the opportunity to present their side For older students small group conversations can take place between the various players with interim pauses for a town crier an assigned role to present the current state of discussions and opinions that have been shared among players f Assist as needed to facilitate development of a plan of action which the group can come to consensus upon to move forward to address the issue at hand or a proposition that can be voted upon by the group g After all sides have had the opportunity to share their opinions with the group ask the students to vote or decide upon a plan of action h Following the decision discuss the outcome of the vote with the students How may the decision affect health economics and the environment How did various students feel in their roles Did they feel their voice was heard during discussions What challenges arose during the discussion Do they have suggestions for improving the outcome so that health environmental or economic issues could be better addressed Generic Scenario and Roles Scenario The Town of Pleasantville has a crystal clear babbling brook meandering through it f
30. mples of a door hanger card and a flier are posted on the Water Action Volunteers website If your group is participating in a large storm drain stenciling project you may want to make your own door hangers fliers or posters using the opportunity to conduct an all out education campaign How to Stencil 1 Scrub the street area surrounding the storm drain with the wire brush and use the whisk broom to sweep dirt into the dust pan Use your garbage bags to take debris away Do not sweep dirt and debris into the drain Exploring Streams Stream Monitoring Curriculum Guide 3 28 gt POST FIELD TRIP OPTIONAL ACTIVITIES STORM DRAIN STENCILING Position the stencil in the gutter next to the storm drain inlet where the message will be most visible Tape or hold the stencil in place You might place a cardboard box with its bottom removed over the stencil to create a wall to contain drifting paint Spray paint the stencil message making sure paint doesn t get into the storm drain Two light coats of paint will work better than one heavy coat Allow the first coat of paint to dry before applying the second coat The stenciled messages last for approximately two years on a paved surface When you re done with the project have one team member check that all storm drains in your area have been stenciled It s easy to miss one Place the used stencils in a plastic bag for transportation When storing used stencils allow the paint to
31. n chart to determine each depth in tenths of feet or simply divide each depth by 12 to convert to tenths of feet Determine the average depth at your monitoring site and record this in the appropriate location on your data sheet Exploring Streams Stream Monitoring Curriculum Guide 3 4 6 Next multiply your average depth by the stream width This is the cross sectional area ft of the stream Record this in the appropriate box on your data sheet 7 Determine the average float time seconds and record it on your data sheet 8 Divide the length of your stream segment i e 20 feet by the average float time seconds to determine the average surface velocity at the site Record the average surface velocity ft sec on your data sheet 9 Determine the correction factor below that best describes the bottom of your stream and multiply it by the average surface velocity measurement to account for the effects of friction with the stream bottom on water velocity Record your corrected average surface velocity on your data sheet a Correction factor for rough loose rocks coarse gravel or weeds 0 8 b Correction factor for smooth mud sand or bedrock 0 9 10 Multiply the average cross sectional area ft by the corrected average surface velocity ft sec to determine stream flow Record stream flow ft sec or cfs in the space provided on your data sheet 11 Report this result to your teacher so other students in the class can obt
32. n overhead and project them for students to copy This will ensure that all students have all the raw data necessary to complete the calculations 2 Students should complete the calculations for each test as specified in post field trip activities 1 7 High school students should also try to determine the degree of precision 3 Students should also answer any post calculation questions and write a conclusion paragraph for each test It is suggested that in the conclusion paragraph they state whether or not their hypotheses were correct and explain why or why not They should state the final results of the test and what those results tell us about the stream quality They can also address any sources of error that may have influenced their results This is also a good place to raise any further questions on each subject and suggest needed improvements Exploring Streams Stream Monitoring Curriculum Guide 3 2 gt POST FIELD TRIP Activity 1 CALCULATING TRANSPARENCY STATISTICS PROCEDURE Is 2 Record all groups and their average transparency measurements cm in your Student Workbook Table A For each average transparency measurement cm use the turbidity value conversion chart page 4 4 to determine the turbidity value in Nephelometric Turbidity Units NTU Record the turbidity values in your student workbook Table A Then rewrite both lists in order from lowest to highest Table B Using a spreadsheet such as Excel ma
33. nt their resolutions to each other and if the class finds a resolution compelling introduce that resolution at a hearing gt Great Conservationists Students will write a reflective one page paper on a quote by a conservation leader samples are provided to help get them started Suggested Optional Activities from Give Water A Hand Action Guide gt Ask an Expert Students will learn about water experts in their community and share their findings with these people gt Choose a Service Project Students will learn to match their skills with their ideas in order to implement a water service project gt Plan for Action Students will outline steps of what and when they will complete activities to carry out their chosen service project gt Keep on Track Students will learn how to be sure their work is most effective and how to measure their successes gt Celebrate Success Students will evaluate their service project and celebrate their successes Exploring Streams Stream Monitoring Curriculum Guide 3 34
34. nterpret actual fish population data in relation to historical events Community Connections gt Watered Down History Students will investigate the history of a chosen waterway through standard reference sources as well as taped personal interview and public records where available and then display their findings on a mural gt Living Research Aquatic Heroes and Heroines Students will identify people through news media current events or other means who have made contributions to conserving or preserving aquatic environments research their contributions including by interviewing them and write a biography gt Wild Bill s Fate listed in Aquatic Extensions to Project WILD Activities found in the indices in the back of the Project WILD Aquatic guide Students will investigate pending legislation affecting wildlife gt Wildlife issues Community Attitude Survey listed in Aquatic Extensions to Project WILD Activities found in the indices in the back of the Project WILD Aquatic guide Students will develop a questionnaire and conduct a community survey Habitat gt Riparian Retreat Students will build awareness of a riparian zone through the use of a simulated field trip and art work gt Wetland Metaphors Students are presented with a selection of hands on objects for investigation as metaphors for natural functions of wetlands gt Blue Ribbon Niche
35. ple from hundreds of miles to fish boat and swim in its waters This supports a small but thriving bed and breakfast industry and a few long time restaurants Tourism officials are worried that the farm slated to have at least 1 000 head of cattle will produce so much manure that the brook will become polluted with manure and the fish populations will be at risk Plus the crystal clear nature of the stream will be put in jeopardy due to cattle entering it and causing erosion along its banks This may hurt the recreational industry The farm plans to grow crops on hundreds of acres to feed the cattle Although nutrient management plans will be followed there is concern that nitrogen levels will greatly increase both in the brook as well as in groundwater in the community High levels of nitrogen are known to be dangerous to infants so a group of young mothers has begun campaigning against the farm in the name of their children s safety The Town Board must decide upon whether to approve the farm or not They must weigh environmental health and economic factors in their decision The Players e Town Board Chair and members e Farmers local and ones proposing the new farm e Home Builders Association e Meat packaging Plant Operator who has been out of work for 11 months e Restaurant Operators Association e Realtors e Farm Bureau representative e Tourism Office Director e News Reporter e Fish Forever a local nonprofit group that sup
36. ports the fishing opportunities and habitat protection efforts in the area e Nutrient Management Specialist e Friends of the Brook a local nonprofit group that supports recreational use of the brook e Landowners along the brook who have private wells for drinking water e Unemployed teacher e Bed and Breakfast Association Exploring Streams Stream Monitoring Curriculum Guide 3 22 gt POST FIELD IRIP OPTIONAL ACTIVITIES SCIENTIFIC REPORTS Activity developed by Rebecca Bestul Eau Claire Area School District Learning Objectives e Students will prepare a laboratory report about their monitoring including what monitoring they conducted their findings and how those results relate to land use and possible effects on human health e They will present possible solutions to problems they may have discovered Standards Agricultural Education B 8 3 E 8 2 Environmental Education A 8 4 A 8 5 A 12 4 B 8 5 B 8 10 B 8 15 B 8 17 B 8 18 B 8 21 B 12 18 C 8 3 C 12 1 D 8 1 Information and Technology Literacy B 8 1 B 8 2 B 8 3 B 8 4 B 8 5 B 8 6 B 8 7 Life and Environmental Science F 8 8 F 8 9 F 8 10 Science in Personal and Social Perspectives H 8 2 H 8 3 H 12 1 H 12 4 H 12 5 H 12 6 H 12 7 Materials e Completed Student Workbook Section 4 e Water Action Volunteers Volunteer Stream Monitoring DVD Set optional e Field Manual for Water Quality Monitoring or other printed resources to aid student learning
37. r s edge and the upper edge of the floodplain 9 The process in which green plants convert carbon dioxide and water using the sun s energy into simple sugars and oxygen 10 A surface that does not allow water to pass through it Multiple Choice Choose the best answer for each question and write the corresponding letter on the line 11 Warm water holds A Less B More C The same amount of dissolved oxygen than as cold water 12 Streams with greater turbidity will likely A Be colder B Have less light penetration C Have more dissolved oxygen 13 Water clarity can be a useful indicator of A Industrial discharges B Runoff from construction sites or fields C Both A and B 3 9 Exploring Streams Stream Monitoring Curriculum Guide 14 The biotic index is A A list of macroinvertebrates found in the back of a book B A reference book often used when studying biology C A scale used to evaluate stream health based on its macroinvertebrate population ey 15 Food sources spawning areas and migration paths of fish and other wildlife are all affected and defined by A Substrate B Stream flow and velocity C Riffle zone D Both B and C 16 Signs of fish stress include A Faster scale growth B Increased respiration C Death D Both B and C 17 Streams that are healthy will have A A large population of pollution tolerant macroinvertebrates B A large population of pollution sensitive macroinverte
38. rds Agricultural Education B 8 3 E 8 2 Environmental Education A 8 4 A 8 5 A 8 6 A 12 4 A 12 5 B 8 5 B 8 8 B 8 10 B 8 15 B 8 17 B 8 18 B 8 21 Information and Technology Literacy A 8 1 A 12 1 Science in Personal and Social Perspectives H 8 2 H 8 3 H 12 1 H 12 4 H 12 5 H 12 6 H 12 7 Materials e Video or digital camera to take on field trip e Computer to which video and photos can be downloaded videos and photos can be edited as needed and video or PowerPoint presentation can be developed e LCD projector or TV e Water Action Volunteers Volunteer Stream Monitoring DVD Set Disc 1 optional e Field Manual for Water Quality Monitoring optional Time Several class periods and or as a homework assignment PROCEDURE 1 Have students take a camera and or video camera on the field trip to record events from the day 2 Have the students use these videos and photos to summarize the procedures they followed and activities that occurred 3 Have students include data results in a PowerPoint video presentation summarizing the day and their findings Note Resources that students might use to find out more about the parameters include the Understanding Your Data video available on the Water Action Volunteers DVD Set disc 1 from the main menu on Disc 1 choose Understanding Your Data Run time 5 19 and the Field Manual for Water Quality Monitoring 4 Have students share their presentations with loca
39. ritten description In this section you can describe what you found but do NOT draw any conclusions from the data Note If you broke the methods into sections report the results using the same breakdown Discussion What do your results mean explain each finding What do they tell you about the area organism process being studied What do they suggest about the overall quality of the stream This section is where you draw conclusions about the data you collected Start with the most important general point from the results then move on to more specific points Is there anything that was unexpected in your findings Is there anything you cannot interpret or explain Are there shortcomings of your study How do your results compare with others Conclusion Summarize your field study Who else might benefit from the information you found who can use these data What did you learn If you had to do this again what would you change What recommendations would you make for next year Note Many times the discussion and conclusion sections are combined References Make note of any resources you used to help develop your report These should be listed in alphabetical order using the following formats for various types of resources e Books Last name First initial of first author Last name first initial of next author etc year Title Page number s Publisher City of publication Journal Articles Last name First initial of fir
40. rom northwest to southeast Numerous Town parks provide access for villagers to swim in and gain access to the brook for fishing and kayaking canoeing and tubing The brook s headwaters begin towards the northwest edge of town with a cluster of springs Most townsfolk have private wells from which they obtain drinking water A farm is being proposed that will operate in the entire northwestern land area of the town The farm will bring in at least 50 jobs to the community that has been suffering economically since the grain mill shut down and the train tracks that serviced the mill were removed from the area Not only will be farm itself bring jobs but there is hope that the farm a beef operation will promote need for a meat packaging plant which would spark additional job opportunities and bring families to the community This would help schools grow and bring job opportunities for teachers as well as numerous jobs in local restaurants and stores Home builders are also hopeful the influx to the area will mean more new homes will be built 3 21 Exploring Streams Stream Monitoring Curriculum Guide gt POST FIELD TRIP OPTIONAL ACTIVITIES COMMUNITY ISSUE BASED RESEARCH AND ROLE PLAY Other local farmers are also supportive as they may be able to assist with producing grain the new farm may need Currently the town relies heavily upon money earned by those in the tourism industry The recreational opportunities the brook provides brings peo
41. st author Last name first initial of next author etc year Article title Journal title Volume pages e Websites Name of publisher if listed Title of website year Web address Exploring Streams Stream Monitoring Curriculum Guide 3 24 gt POST FIELD TRIP OPTIONAL ACTIVITIES DATA ENTRY TO THE WATER ACTION VOLUNTEERS ONLINE DATABASE Learning Objective Note to teachers e Students will learn to use an online database to This only needs to be done once per enter their results field trip Standard Information and Technology Literacy B 8 5 Materials e Calculated medians from compiled classroom set of data e Computer with Internet access e Volunteer Monitors User Manual for the Water Action Volunteers Online Database accessible for download at http www uwex edu erc wavdb help Time 10 minutes PROCEDURE 1 Go to http www uwex edu erc wavdb 2 Follow directions in the Volunteer Monitors User Manual to register the site if not previously registered Note It may take several days for the registration process to be complete as action is necessary on the part of the Water Action Volunteers Database Administrator 3 Once the site is registered follow directions in the Volunteer Monitors User Manual to enter median data results for the field trip to the online database 3 25 Exploring Streams Stream Monitoring Curriculum Guide gt POST FIELD IRIP OPTIONAL ACTIVITIES THA
42. students to wear heavy gloves thick pants sturdy shoes and safety goggles when appropriate Only adults should pick up hazardous items such as broken glass and syringes First aid kits should be available at the cleanup site and someone there should know how to administer first aid If needed contact the highway department to provide warning cones signs or flags for sites where volunteers will be leaving garbage for pickup Parents or guardians may need to give written permission for your students to participate in a cleanup effort A permission slip should include an emergency phone contact and permission to seek medical assistance Contact you school s insurance agent for information on liability insurance Contact the city public works department to arrange for garbage removal or to find out where the garbage can be taken Local government agency contacts or developers may be willing to help with removal Locate nearby recycling centers for the recyclable products Notify local newspapers radio and television stations about your project Point out your project s contribution to improving water quality and to enhancing community pride On the Cleanup Day 1 Group leaders should keep track of how much garbage has been collected by either measuring the number of bags collected or the weight of the garbage 2 Be sure to take photos of your students in action You can use before and after photographs to show people what yo
43. t various bubble patterns 1 Record all groups and their E coli scores in your student associated with gas producing colonies Each workbook Table A numbered picture would be counted as one colony From 3M Petrifilm interpretation guide 2 Then rewrite the list in order from lowest to highest Table B Using a spreadsheet such as Excel may be helpful 3 Determine the average median and mode optional for the E coli scores and record these in your student workbook Table C Petrifilm E coli plates with colonies 4 Determine the range of E coli scores by noting the lowest and that are too numerous to count the highest measurements recorded during the field trip and CINE ave One er mere oleic indicate this in your student workbook Table C following characteristics many small colonies many gas bubbles and 5 Answer any remaining questions in your student workbook and deepening of the gel color High write a conclusion paragraph or two about this parameter You concentrations of Ficoll will cause the should state whether or not your hypotheses were correct and ee to Pi ie enue ae why or why not You should also state the final results of the in ae eek Ree test including average median range and mode and what mnde isd Wian any ai these those results tell us about the stream quality Also address any occur you will not be able to count sources of error that may have influenced your results the sample and s
44. tics en p 3 6 Post Field Trip Optional Activities p 3 7 to 3 32 Optional Activities From Other Sources a eee HANDS ON LEARNING ABOUT STREAMS WITHIN amp OUTSIDE THE CLASSROOM FOR MIDDLE amp HIGH SCHOOL TEACHERS amp STUDENTS 3 1 Exploring Streams Stream Monitoring Curriculum Guide POST FIELD TRIP Learning Objectives e Students will use the data they collected to complete any necessary calculations to determine results of their monitoring including completing the data tables in the student booklet e Students will analyze the data and write conclusions for each test completed Standards Environmental Education A 8 4 A 8 5 A 12 4 B 8 5 Mathematics Measurement D 8 4 D 12 3 Mathematics Statistics and Probability E 8 2 E 8 4 Science Inquiry C 8 4 C 8 5 C 8 6 C 8 7 C 12 3 C 12 4 Materials e Data collected on the field trip e Student workbook see Section 4 e Calculators e Pen or pencil Time Two class periods Background Students will calculate mean median mode and range to give them a more comprehensive picture of the data they collected as a group during the field trip If the class is reporting results to the Water Action Volunteers online database see page 3 26 please report the median score for a site as this will minimize reporting erroneous results due to poor student performance PROCEDURE 1 Photocopy the summarized data from the station leader forms onto a
45. umber of animals circled for all groups e Total the calculated scores for all groups f Divide the total score by the total number of types of animals that were found g Record this number This is your Biotic Index Score SHOW ALL MATH Use space below to do your math computations Group Number Number of Animals Group Value Scoring Group 1 x4 Group 2 x3 Group 3 x2 Group 4 xl Total Number Total Score Total Score Total Number 3 6 Excellent 2 6 3 5 Good 2 1 2 5 Fair 1 0 2 0 Poor Biotic Index Score 3 Report this result to your teacher so other students in the class can obtain this information 4 Once you have a complete list of biotic index scores record these measurements in your student workbook Table A 5 Then rewrite the list in order from lowest to highest Table B Using a spreadsheet such as Excel may be helpful 6 Determine the average median and mode optional for biotic index and record it in your student workbook Table C 7 Determine the range of biotic index scores by noting the lowest and the highest measurements recorded during the field trip and indicate this in your student workbook Table C 8 Answer any remaining questions in your student workbook and then write a conclusion paragraph or two about this parameter You should state whether or not your hypotheses were correct and why or why not You should
46. ur group has accomplished 3 Arrange for volunteers to help with returning borrowed materials and disposing of garbage or recyclables 4 Celebrate Reward yourself your students and your volunteers with a picnic or party After the Cleanup 1 Thank everyone who participated including property owners merchants local government staff elected officials and other people who contributed to the success of your project 2 Tell your community how much garbage was collected from local streams and rivers Encourage them to Make WAVes through pollution prevention 3 Enjoy the results Thanks to your efforts another Wisconsin waterway will be more enjoyable to view safer to swim in and will provide more suitable habitat for wildlife Exploring Streams Stream Monitoring Curriculum Guide 3 32 OPTIONAL ACTIVITIES FROM OTHER SOURCES Suggested Optional Activities from Project Wild Aquatic Overall Experience gt Aquatic Times Students will investigate write and produce a newspaper that features aquatic information and issues gt To Dam or Not to Dam Students will role play individuals representing differing perspectives and concerns related to a complex issue gt Alice in Waterland Students will use a simulated field trip lecture discussion and student gathered data to explore water use and its effects on wildlife habitat Other gt Where Have All The Salmon Gone Students will graph and i
47. y be helpful Determine the average median and mode optional for transparency cm and turbidity NTU and record those in your student workbook Table C Use 9 to represent lt 10 NTU Determine the ranges of your transparency cm and turbidity measurements NTU by noting the lowest and the highest measurements recorded during the field trip Indicate these ranges in your student workbook Table C Answer the questions below Workbook Table C and write a conclusion paragraph or two about this parameter You should state whether or not your hypotheses were correct and why or why not You should also state the final results of the test including average median range and mode and what those results tell us about the stream quality Also address any sources of error that may have influenced your results gt POST FIELD TRIP Activity 2 CALCULATING WATER TEMPERATURE STATISTICS PROCEDURE 1 2 Record all groups and their measured air and water temperatures C in your student workbook Table A Then rewrite the lists in order from lowest to highest Table B Using a spreadsheet such as Excel may be helpful Determine the average median and mode optional for water and air temperatures and record those in your student workbook Table C Determine the range of water and air temperatures by noting the lowest and the highest water and air temperatures recorded during the field trip Indicate these ranges in your student
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