River-Lab Grade 5 Route Blue Trail Route

Transcription

1 River-Lab Grade 5 Route Blue Trail Route Introduction Route Blue Location South Bridge (SB) Fast Water Riffles Slow Water Mill Hollow Hole (leave water samples for later pick up) Large Plant Swamp Maple (go on boardwalk toward woods) Small Plant Skunk Cabbage Animal Red-winged blackbird Invasive Phragmites Human Impact Entry by road (pick up water samples on way) Summary Welcome to the Mill River. What did you learn about here in third and fourth grade? Third grade: The river basin is a system with parts that work together. Different plants and animals are adapted to live in the habitats created by the river. Fourth grade: Natural areas help water absorb into the groundwater system. Now in fifth grade you are going to pull it all together to see how all those parts contribute to overall productivity of the river basin system. What is productivity? [The ability to support large variety and large number of organisms] Today you will observe many different types of organisms and learn how they all contribute to productivity. **Example: all plants produce oxygen. From giant trees to microscopic phytoplankton, all plants contribute oxygen, which is essential for river basin productivity. Spring is a great time to observe all the new growth of the plants and animals living here. Introduce Observation Sheet: You will use this sheet to record information about different organisms and how they contribute to the productivity of the river basin system. Remember that a living river basin IS a living system. Parts must work together to make the river basin system productive. Let s now look at one part of the living river basin system and make our observations.

2 Rate of Flow and Plankton Sampling Plankton Sampling - Slow and Fast Water Areas Purpose: To take water samples back to the classroom lab to look for plankton. What is plankton? [Microscopic plant-like and animal organisms.] o Unlike other organisms we can t see them in their habitats. What helps new life develop in here in spring? [Increased sunlight] o Algae (phytoplankton) growth increases in response to increased daylight in spring. This causes a population explosion of microscopic organisms (zooplankton) that eat algae (phytoplankton). Why is this increase in plankton important? [Food for small aquatic animals that become active after winter and for animals that hatch in spring.] o Phytoplankton is the base of the aquatic food chain. Zooplankton eat phytoplankton; baby fish eat zoo and phyto; larger fish and/or birds, such as diving ducks or herons, eat small fish. Observation and discussion of sampling site: We will take samples from two different habitats to see where plankton live. Record location. o If we find a lot of plankton, what would that tell us about the productivity of the river? o WHERE the plankton is found helps us understand best habitat conditions for plankton productivity. Observe and Record features of this site on observation sheet (depth, bottom, banks, light, flow) o We will compare these features with those of the other water sampling site to determine which conditions are best for plankton productivity. Plankton Sampling Method: Demonstrate use of equipment: o Dip the shallow basin into water. Place basin with water close by on bank. o Draw the plankton net slowly near the bottom in a zigzag pattern. o Keep net as close as possible to stream bottom (Be careful not to pick up rocks, mud, etc). o Rinse net in basin, turning it inside out and swishing it to dislodge plankton. Do this procedure a total of 3 times at each collection site (fast water and slow water). After 3 swishes, empty the contents of the basin into the appropriately-labeled container ( slow or fast ). Have student replace the lid (tightly) on the container and carry water samples as you proceed through the trail points (or you may stash them in a safe spot to pick up at the end). Transition: We will be taking the water samples back to school for use in the class-lab. Let s go to another location to make more observations about the productivity of this river basin system.

3 Large Plant Large Plant: Swamp Maple (Acer Rubrum) Point to tree. Swamp Maples, also known as red maples, are one of the earliest trees to flower in the spring. Record Swamp Maple on observation sheet next to Large Plant. Has anyone studied the Swamp Maple? (If yes) Tell us about it. Observe and Record of Habitat In what part of the river basin is the Swamp Maple growing? o Check off habitat: floodplain, riverbank. Swamp Maples can grow in a wide range of conditions, but are usually found growing in floodplains and along river and stream banks near water. What does this tell you about the habitat conditions this plant prefers? o Check off habitat conditions: moist soil and sunny. Observe and Record Features and Evidence of Productivity Describe the size of the Swamp Maple. [Very tall.] o Record feature: tall. Swamp Maples can grow feet tall. Look around. How many more Swamp Maples do you see in this area? o Check off evidence of productivity: [Live plants, Few or many] Point out a female and male tree if still in flower. If not discuss: o Male and female flower parts are on separate trees. o What is different about the color you see at the tops of these two trees? The female Swamp Maple is a dark, red hue. The male Swamp Maple appears orange because the yellow pollen blends in our eyesight with the red base of the flower part, so we see it as the color orange. o What is the purpose of flowers? [To produce seeds to make more plants.] Swamp Maple tree can produce one million seeds per year! Seeds (samaras) are light, look like wings, and can be carried long distances by the wind. Seeds sprout when they land on the ground. Lots of seeds grow into lots of trees with lots of leaves. This is what a maple leaf looks like. (Show photographs.) What evidence of productivity from the Swamp Maple do you see? o Check off what you see from the Swamp Maple. [Flower parts, seeds, buds, leaves, other plant parts such as twigs and branches.]

4 Large Plant Discuss Swamp Maple Contributions How do all the plant parts on the ground contribute to the river basin system? o Decaying plant material enriches the soil o Leaves and parts also drop directly into the river and enrich the water because the Swamp Maple grows close to the water. o All of the fallen parts build up and create mulch Will eventually decay and enrich soil Absorbs rainwater and slows runoff o What other area downstream, where the river meets the sea, benefits from the enrichment of the soil and water upstream? [Estuary.] Swamp Maples have a large, strong root system. o Record feature: Large root system. Roots systems grow outward underground as far as the branches reach. Swamp Maples are food for animals living in the river basin system. Swamp Maples are habitats for raccoons, squirrels, opossums and birds. o As the tree leaves grow, they provide shade to keep water cool. Interactive Activity Team members take turns reading information about the Swamp Maple on the trail gear card. Record Contributions of the Swamp Maple Check off on observation sheet the contributions of the Swamp Maple to the river basin system. o [Food, enrichment of soil and water, soil holding, oxygen production, habitat for animals, slow flood water, and water cooling] How does this tree s prolific reproduction and large root system help the river basin system? o Roots hold lots of soil in place during flooding and prevent excess silt from washing into the river. Transition: How does the Swamp Maple impact the productivity of the living river basin system and the estuary? Let s go to another part of the river basin system to make more observations about the productivity of this river basin system.

5 Small Plant Small Plant: Skunk Cabbage (Symplocarpus Foetidus) Skunk Cabbage is an early spring plant. Point to Skunk Cabbage. Record Skunk Cabbage on observation sheet next to Small Plant. Has anyone studied the Skunk Cabbage? (If yes) Tell us about it. Observe and Record Habitat and Evidence of Productivity In what part of the river basin system is the Skunk Cabbage growing? [Swamp.] o Check off habitat: swamp. o Also live on the floodplain, on river banks and in the marsh. What does that tell you about the conditions in which the Skunk Cabbage grows best? o Check off habitat conditions: moist soil, part shade. Describe what is immediately around the Skunk Cabbage plants. [Leaves, mulch.] o How does the mulch gathered around the Skunk Cabbage contribute to the river basin system? [Trapped mulch helps slow runoff and absorbs rainfall.] New plants trap mulch, keeping it from being washed away by rain o Look around. How many more Skunk Cabbage do you see in this area? Check off evidence of productivity [Live plants, few or many, mulch] Observe and Record Features and Evidence of Productivity Point to Skunk Cabbage, specifically to the spathe and spadix first, then leaves. o Describe the structure of the Skunk Cabbage. Curved spotted leaf. is called a spathe-- made of tissues that insulate the flower, acts like a hood to protect what is inside. Record feature: protective hood. o What does it look like inside? [Round and spikey] Spadix, is the flower--contains the male and female reproductive parts. Smell attracts flies for pollination o Spathe helps keep the temperature of the spadix constant day and night throughout all the temperature changes of late winter and early spring. o What is the purpose of flowers? [To produce seeds to develop new plants] Seeds are often eaten by wood ducks. If leaves are beginning to grow, observe the growth and size of the leaves. If NOT, show photographs. o Describe the Skunk Cabbage leaves: [Early tripz: Bright green spike (spear-like) poking up from the ground. Later trips: Large, wide and green.] Record feature: spikey, large leaves. o What do you notice about the way in which the Skunk Cabbage leaf is growing? [Spiral.] The Skunk Cabbage leaves unfold as the spring goes on, growing sometimes as large as 3 feet high. Interactive Activity Team members take turns reading information about the Skunk Cabbage on the trail gear card.

6 Small Plant Discuss Skunk Cabbage Contributions How do you think the large leaves growing so close to the ground contribute to the river basin system? [Mulch trapping, slowing runoff from rainwater and floodwater.] o The bundle of hundreds of Skunk Cabbage roots holds the entire plant securely in the ground. How do all the plant parts contribute to the river basin system? o Plant parts decay and nutrients add enrichment to soil in the floodplain. o Fallen parts build up and create mulch. Will also eventually decay and enrich the soil. o Some of decaying plant material could wash into the river during a flood or heavy rain How do you think that will contribute to the river basin system? [Nutrients from decaying material enrich the water.] What area downstream will benefit from all the contributions the Skunk Cabbage makes upriver? [Estuary.] Record Contributions of the Skunk Cabbage Check off on the observation sheet the contributions of Skunk Cabbage to the river basin system. o [Food, enrichment of soil and water, soil holding, oxygen production, mulch trapping, slow runoff and floodwater.] Transition: How does the Skunk Cabbage impact the productivity of the living river basin system and the estuary? [Increases productivity.] Let s go to another part of the river basin system to make more observations about the productivity of this river basin system.

7 Animal Animal: Red-Winged Blackbird (Agelius Phoeniceus) The Red-Winged Blackbird lives here in this river basin system. Record Red-Winged Blackbird on observation sheet on next to "Bird. Has anyone studied the Red-Winged Blackbird? (If yes) Tell us about it. Interactive Activity Team members take turns reading information about Red-Winged Blackbird on the trail gear card. Show images of the Red-Winged Blackbird, male and female. o Describe the coloring of the Red-Winged Blackbird. Record feature: red patches on wings. Like many birds, the male is more colorful; female is a plain brown. o Describe size of Red-Winged Blackbird. It is about 9 inches tall. Record feature: small bird. Observe and Record Habitat and Features. Males are very territorial-- migrate from south early in spring to establish their territory. Redwing nests are constructed of grasses and Cattail fluff. o Often built around Cattail marshes or other wetland plants. Record nesting area: marsh, swamp, or wetland. o Cattail fluff contains the Cattail seeds- helps spread seeds. How does that benefit the river basin system? [More Cattail marsh habitat.] Red-Winged Blackbirds eat mainly insects during the spring and summer. o Diet includes mosquitoes, moths, spiders, dragonflies, butterflies and more. How does their diet contribute to the river basin system? [Insect control.] o Red-Winged Blackbirds find food throughout the basin. Record feeding area: whole river basin. Observe and Record Contributions of Red-Winged Blackbird The Red-Winged Blackbird is food at all stages of life. o Raccoons, snakes, crows, owls, hawks and red foxes prey on eggs, young, and adults. o Usually lay 3-5 eggs at a time, 2-3 times a season, building new nests each time. Record feature: lays many eggs. o A scavenger might eat the bird after it dies. If the body stays on the ground or falls in the water, how would it contribute to the river basin system? [Enrichment of soil and water through the process of decay.] o As body decays in the water, what other area downstream would benefit? [Estuary.] Check off contributions of the Red-Winged Blackbird to the river basin system.[food, Enrichment of soil and water, insect control, habitat creation, population balance.] Transition: Let s go to another part of the river basin system to make more observations about the productivity of this river basin system.

8 Invasive Plant Invasive Plant: Phragmites (Phragmites Australis) Point to Phragmites. Record that name on observation sheet next to Invasive plant. Observe and Record Habitat and Features Describe where Phragmites is growing. [In the marsh, in water.] o Check off habitat: marsh, river bank. Phragmites grows in fresh and brackish water. Tolerates a wide range of conditions from dry to flooding, but it grows best in low levels of salinity. o What does this tell you about the habitat conditions this plant prefers? Check off habitat conditions: wet, moist, and dry soils, full sun. Look at the phragmites and describe what you see: [Tall plants topped with fluffy plumes.] o Fluffy top/plume is the flower head. o Produces 1000s of seeds dispersed by wind and water, but most do not sprout. Look around. How would you describe the amount of Phragmites you see? [A lot.] o Check off that you see live Phragmites. o They tend to grow in a dense group. Check off many. Notice that only Phragmites is growing here. (Show photographs) o Produces about 200 stems per square meter indicate roughly the size of area. o Describe flowers. [Plumes /fluffy head are at the top of the stem.] o Describe leaves. Record feature: long, flat, slender leaves. o Describe the height of the plants. Record feature: tall. Interactive Activity Team members take turns reading information about Phragmites on the trail gear card. Discussion of Invasive Plants Phragmites dense growth pattern creates a monoculture. o A monoculture is an area with only one kind of plant growing (lacks diversity) Aggressive plant shades other species, preventing their growth. Difficult to get rid of because of growth pattern and reproduction. Phragmites is considered an invasive plant. o Does anyone know what invade means? [To enter an area where you do not belong and displace its inhabitants (or what does belong.)] o What do you think it means in nature? [To take over an area from established or native plants.] The plants that naturally grow in an area are called native plants. o Probably not brought here intentionally, but took over once it came to this area. o Because it reproduces so easily, it crowds out native species, causing fewer native plants to grow in the area. Underground root stems are called rhizomes. o No natural controls such as diseases, insects, and/or grazing animals that help control growth of the invasive in the area.

9 Invasive Plant Contributions Versus Invasive Characteristics How do you think Phragmites impacts the productivity of the living river basin system and the estuary? [It reduces productivity.] What contributions do you think Phragmites makes to the river basin system? [Food, soil holding, soil and water enrichment, and oxygen production.] What kind of negative impacts outweigh those contributions? o Reproduces aggressively through its root system. o Dense growth prevents native plants from growing. o Lacks a predator to control growth (insects, disease, grazer). Preventing the native species from growing reduces the diversity and thus the overall productivity of the area. o What would happen to an animal that depended on a native plant that used to or should grow in this area? That animal may have to move or it may die. This further reduces the productivity. Phragmites can also spread to new locations by floodwaters. o Heavy floodwater and water currents can spread phragmites to other areas Check off invasive characteristics of the Phragmites. o [Reproduces aggressively roots and seeds, dense growth shades, lacks predator.] Transition: Have you ever noticed Phragmites anywhere else? If yes where? If no next time you are in a car on the highway, keep an eye out to see if you can spot any Phragmites. Introducing Phragmites is just one example of how humans have had an impact on our river basin system. At the next trail point we will look more at some other impacts humans have had on the river basin system.

10 Human Impact Human Impact During this study-trip, you have been observing evidence of productivity on the floodplain. Does this area look more or less productive compared to the other areas we ve seen today? [Less.] Are there signs of productivity you can check off on your observation sheet? Record the habitat conditions. o What habitat conditions do you see or not see that tell us this area is less productive? Mulch: yes or no. No means NOT productive. Plants on bank: yes or no. No means NOT productive. Bare soil: yes or no. Yes, means NOT productive. Exposed roots: yes or no. Yes, means NOT productive. Productive features of this habitat were eroded away because of fast runoff and flooding. o What causes fast runoff? (roads, pavement, lawns, drainpipes, large buildings.) What features do you see here? Check off features on Non-absorbent Features Checklist. Do the features that cause runoff have to be near the river? [NO.] Right! non-absorbent features affect the productivity of the river. How does the lack of plants and mulch because of all the fast runoff and erosion affect the productivity of this area? [Decreases it.] How does all this erosion affect the productivity of the WHOLE living river basin system? [Decreases it.] Record the names of the locations observed: new channel, eroding bend, opposite eroded riverbank. ALL human activity impacts the living river basin system. All non-absorbent surfaces throughout the whole basin increase runoff, increase erosion, and DECREASE productivity. Predict: What do you think this area will look like in 10 years if we continue to cover over absorbent natural surfaces? What can our community do to have a POSITIVE impact on the river basin system? Summary Name an organism and tell me how it contributes to the productivity of the living river basin system. Remember to give evidence that you saw. What parts of the living river basin system benefit from these contributions? (Soil and water enrichment -- here, down-river, estuary, and coast.) How do plants and animals living farther away from the river contribute? Let s take our water samples back to the classroom to continue to investigate more signs of productivity in the living river basin system.

11 Map

12 Guide Key Page 1

13 Guide Key Page 2

14 Guide Duties During Lab Sessions On arrival: Stay with your team work to get them seated and focused for lab leader s direction. Ensure everyone has a microscope, slide and dropper in the bin at the table. Do not pass out yet. Wait for lab leader s direction to begin. During lab: Pour a small amount of fast sample water into flat white pan on lab leader signal. It helps to swish/remix water before pouring. Demonstrate how to obtain organism with dropper and make an appropriate sized drop on slide. Help students get anything to initially focus microscope. Ensure every child can focus by checking their microscopes/samples. When fast water completed, pour fast water samples into large collection bucket. Pour slow water sample into flat white pan on lab leader signal. Help identify (use aids provided) and verify specimens with team members--encourage them to look for small dots, not larger things. Encourage students to ask lab leader if he/she needs their organism to project later. Remind students to place color-coded sticker(s) on the map at the area from where specimens were drawn. Demonstrate how to rinse slides back into sample, lessen the water on slide, dry slide for reuse. During projection of organisms: Collect all slides, droppers in trays and take to sink (may be outside of room). Pour each group s buckets into single large one (lab leader will take it back to the river.) Wash and dry droppers, slides, pans and buckets during projection. You may leave the bulb off of the droppers to allow it to dry. Collect and put away microscopes, guide books, paper towels. Complete trip report. Help wash lab leader materials. Help lab leader pack up if necessary.

15 Guide Quick Checklist Register for the classes for which you will be a guide or lab leader assistant on your school SignUpGenius. Register for outdoor guide training or lab leader assistant training on the River-Lab Training SignUpGenius. Print either a trail route script matching the route color your registered for OR a Lab Leader script. Complete the online training slide show and post-test on our website On the day of your study-trip Arrive 30 minutes prior to student arrival. You will need: Route specific Backpack- each backpack should contain: 1 Fanny Pack, which includes a first aid kit & suspicion animal equipment 1 Set of student trail cards for that route 1 Set of guide trail cards for that route 1 Thermometer (orange route backpack only) 1 plankton net and 1 white basin (pan) 1 clipboard, observation sheet and pencil WATER COLLECTION BUCKETS ARE SUPPLIED BY THE SCHOOL. Take all your gear to your assigned route at either RLA or SB location and wait for student arrival. Once students arrive: Help the students off the bus and get organized into groups; EACH GUIDE needs to stay with his/her group during the ENTIRE study-trip. Students will be dropped off in two locations depending upon their grouping. Start your study-trip with Introduction, and then assign each student to carry some of the gear, as needed. Proceed on your color specific trail route. Make sure a student is recording observations. When the study-trip is completed, collect observation sheets from all your students and give them to the teacher. Help get students get back on the bus with their water samples. After students depart: Go back to River-Lab Area to return backpack and all gear to storage unit. COMPLETE Study-Trip Form (only one per class). Note any issues with Gear. RETURN TO SCHOOL to help with the in-class lab portion of the study-trip.