River-Lab Grade 5 Route Rainbow Trail Route Introduction Route Rainbow-- Location River-Lab Area Introduction Small Plant Spring Beauty Fast Water New Channel Slow Water Middle Marsh (leave water samples for later pick up) Large Plant Swamp Maple Animal Belted Kingfisher Invasive Japanese Knotweed Human Impact Grade 4 Model Area 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.
Small Plant Small Plant: Spring Beauty (Claytonia Virginica) Point to Spring Beauties (or show picture from backpack). Record: Spring Beauty on observation sheet next to Small Plant. Has anyone studied the Spring Beauty? (If yes) Tell us about it. Observe and Record Habitat and Evidence of Productivity In what part of the river basin system is the Spring Beauty growing? o Check off habitat: floodplain. Live in the floodplain under taller trees and shrubs. What does that tell you about the conditions in which Spring Beauties grow best? o Check off habitat conditions: moist soil, part shade. Describe what is immediately around the Spring Beauty plants. [Leaves, mulch.] o How does the mulch collected around the Spring Beauties contribute to the river basin system? [Trapped mulch helps to absorb rainwater and slow runoff.] Plants trap mulch keeps it from being washed away during heavy spring rains and flooding. Look around, how many more Spring Beauties are there in this area? o Check off whether you see few or many Spring Beauties. o Check off mulch as evidence of productivity here. This carpet of plants and mulch helps slow the runoff and absorbs rainwater. Observe and Record Features and Evidence of Productivity Describe the size of the Spring Beauty plants. [Small.] o Record feature: small. Grows 3-6 inches high. Describe the leaves of the Spring Beauty. [Leaves resemble blades of grass.] o Wider, thicker, and less pointed than a blade of grass. If Spring Beauty is flowering, look at the flowers. If NOT flowering, show photos. o Describe the flowers. [Delicate white blossoms, pink stripe on petals, pink anthers.] o Colorful flowers -pollinated by bees. o Male and female reproductive parts are in one flower on each plant. o What is the purpose of flowers? [To make seeds to produce new plants.] What other plants in this area are blooming? [Not many.] o Spring Beauties bloom early in spring April to May. o Spring ephemerals bloom early and die back early. Record feature: short life cycle. Life cycle is about two weeks in early spring. Record any evidence of productivity that you see. Interactive Activity Team members take turns reading information about Spring Beauties on the trail gear card.
Small Plant Record Contributions of the Spring Beauty Nutrient Storage and Release o Takes in nitrogen from the soil for growth. (All plants need nitrogen to grow). Holds nitrogen inside the leaves so the nitrogen inside the plant cannot be washed away. o As they die and decay, the nitrogen is released back into the soil to be used by nearby plants that grow later in the season. Decay and Enrichment o Plant parts that fall off build up and create mulch which holds the soil in place Mulch will also eventually decay and enrich the soil. Some of the decaying material could get washed into the river during a rainstorm or flood; this enriches the water too. o What other (down river) place will benefit from enrichment of the water? [Estuary.] How does the Spring Beauty contribute to the river basin system? o Check off contributions of Spring Beauties to the river basin system. [Food, enrichment of soil and water, soil holding, oxygen production, nutrient storage and release, mulch trapping, slowing runoff and floodwater.] Transition: We observed many Spring Beauties here. What else do you see? [Other organisms other plants.] Does it increase or decrease productivity? [Increases it.] Let s go to another part of the river basin system to make more observations about the productivity of this river basin system.
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, etc). o Rinse the net in the pan, 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) each time emptying the contents of the pan 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.
Large Plant Large Plant: Swamp Maple (Acer Rubrum) 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 30-90 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.]
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.
Animal Animal: Belted Kingfisher (Ceryle Alcyon) Show photos of Belted Kingfisher. This is a bird that lives here in this river basin system. Record Kingfisher on observation sheet next to "Bird. Has anyone studied the Kingfisher? (If yes) Tell us about it. Identification of Kingfisher. Describe the Kingfisher. o It is about 13 inches. Record feature: small bird. Record feature: bill is long, thick, black, and sharp. They have long, harsh, rattling cry, a sound similar to a party noisemaker. o If you hear the cry, look to the sky and you might spot the Kingfisher in rapid flight. Interactive Activity Team members take turns reading information about the Alder on the trail gear card. Observe and Record Habitat and Features. Why do you think we stopped here to discuss the Kingfisher? o Kingfishers prefer running waters. o Also live around lakes, ponds, marshes, by the sea, and on islands. Why do you think Kingfishers prefer to live near water? [It is where their food lives.] o Check off feeding area: anywhere there is water and fish. o Main food is small to medium-sized fish Also eat consume mice, frogs, crayfish, insects, and even fruit. Dive headfirst into the water with deadly accurate diving aim o Grabs small to medium sized fish in its bill o Diet improves those prey species and keeps their populations in balance. Reduces competition among the small fish that survive. Survivors become bigger meals for large birds, such as a night heron. Nests are located at the end of a tunnel dug deep into a steep riverbank. o Check off nesting area: tunnel in bank. o Female lays 5-8 eggs in the nest at the end of the tunnel. Record feature: lays 5-8 eggs. Discuss and Record Contributions of Kingfisher Very territorial; defend their section of the river from all competitors, like larger diving birds. o Kingfisher (wingspan of 20 in) was once observed chasing an osprey (wing span of 63 in). Have many predators in all stages of life. o Raccoons, foxes, owls, hawks and snakes hunt Kingfishers After a Kingfisher dies, a scavenger might eat the body. If not eaten, what would happen to the body? [It would rot and decay on the ground]. o How would it be contributing to the river basin system? [Enrichment of water and soil] o As the Kingfisher decays the nutrients that were part of its body will be released in the water. These nutrients enrich the water. o What other down river area would benefit from that enrichment? [Estuary.]
Animal Record Contributions of Kingfisher Check off on your observation sheet the contributions Kingfishers make to the river basin system. o [Food, enrichment of soil and water, population balance, predator-prey improvement] Transition: Kingfishers eat a lot of fish and keep the fish population in balance and improve the prey populations. How do you think those contributions impact the productivity of the river basin system? Let s go to another part of the river basin system to make more observations about the productivity of this river basin system.
Invasive Plant Japanese Knotweed (Polygonum Cuspidatum) This is Japanese Knotweed. Record Japanese Knotweed on observation sheet next to Invasive Plant. Observe and Record Habitat Describe where the Japanese Knotweed is growing. [Floodplain, near river, next to path.] o Often found growing in floodplains and along river and stream banks. Record habitat: floodplain, river bank. What does that tell you about habitat conditions this plant prefers to grow? o Record habitat conditions: moist soil, sun. Observe and Record Features Describe what you see: [Green, red-flecked stalk, as thick as a finger.] o In early spring, looks like fat, green, red-flecked stalks poking up from the ground. How much do you see? [A lot.] Use Invasive Characteristics Checklist and o Check off that you see live Japanese Knotweed. o Check off whether you see few or many. You can see this plant in many parts of the river basin system (Show photos). o Tend to grow in dense clumps (Called dense growth) Show photos of dense growth. This is what it looks like in summer. Notice, that Japanese Knotweed is the only plant growing here. Describe flowers. [White clusters of many small flowers.] Record feature: many flowers. o Show photos of mature plant with shape of leaf and flower clusters. [White clusters of many small flowers.] Record feature: many flowers. o Male and female flowers are typically on separate plants and are produced in July. Each female flower cluster can produce one thousand or more winged seeds. Describe shape of leaf. [Green, large, heart-shaped.] o Leaves are approximately 6 inches long and 4 inches wide and heart-shaped. Record feature: large leaf. Describe the height of the plants. o Mature plants grow to heights of over 10 feet. Record feature: tall. o Japanese Knotweed shades the ground underneath it, which reduces the amount of sunlight for smaller plants so they cannot grow. Invasive Characteristics of Japanese Knotweed It is considered an invasive plant. o What does invade mean? [Enter an area where you do not belong and displace its inhabitants] 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 Invasive have a tendency to take over. o People brought them here from Asia a long time ago for their gardens.
Invasive Plant Japanese Knotweed Continued. Its pattern of dense growth creates a monoculture. o Monoculture is an area with one kind of plant growing, lacking plant diversity. o Aggressive growth shades other species, preventing their growth. Smaller plants would have no room or sunlight and nutrients for growth Develops an extensive network of underground stems called rhizomes. o Floodwater can move pieces of stem and rhizomes downstream where they can start new plants. o If stems or rhizomes travel downstream, where else could Japanese Knotweed grow? [Estuary.] Interactive Activity Team members take turns reading information about the Japanese Knotweed on the trail gear card. Contributions versus Invasive Characteristics What contributions do you think Japanese Knotweed makes to the river basin system? [Food, soil holding, soil and water enrichment, and oxygen production.] Even though it makes some contributions, what kind of invasive characteristics outweigh those contributions? [Reproduces easily aggressively, Dense growth shades other plants] o How do you think this will affect plants that are native to this habitat? [Because it reproduces so easily, prevents native species from growing. Therefore fewer native plants can grow in the area.] Lacks natural controls such as diseases, or predator to control growth (insects, and/or grazing animals) How do you think Japanese Knotweed impacts the productivity of the living river basin system and the estuary? [Overall it reduces productivity.] o What would happen to an animal that depended on a native plant that used to grow in this area? That animal may have to move, or it may die. This further reduces the productivity. Record Invasive Characteristics Check off on observation sheet the invasive characteristics of the Japanese Knotweed. o [Reproduces aggressively roots and seeds, dense growth shades, lacks predator.] Transition: Have you noticed Japanese Knotweed anywhere else? (If yes) Where? Keep an eye out for Japanese Knotweed; perhaps you will see it somewhere else. Japanese Knotweed is just one piece of evidence of how humans have impacted our river basin system. In the next trail point, we are going to look more closely at some other impacts of human activities.
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 all the other areas we have seen today? [Less.] Are there any signs of productivity you can check off on your Evidence of Productivity Checklist? 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. All the productive features of this habitat were eroded away because of fast runoff and flooding. o What causes fast runoff? [Roads, pavement, lawns, patios, large buildings, etc.] o What features do you see here? Check off features on Non-absorbent Features Checklist. o Do the features that cause runoff have to be near the river? [NO.] That s right. Non-absorbent features anywhere all over the basin affect the productivity of the river. o How does the lack of plants and mulch because of all the fast runoff and erosion affect the productivity of this area? [Decreases it.] o How does all this erosion affect the productivity of the WHOLE living river basin system? [Decreases it.] Let s record the names of the locations we have observed: new channel, eroding bend, opposite eroded riverbank. ALL human activity impacts the living river basin system. o All non-absorbent surfaces throughout the whole basin increase runoff, increase erosion, and DECREASE productivity. o Make a prediction: What do you think this area will look like in 10 years if we continue to cover over absorbent natural surfaces? o What can our community do to have a POSITIVE impact on the living 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? Now we will take our water samples back to the classroom to continue to investigate more signs of productivity in the living river basin system.
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.