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Changing Currents: Teacher Training

Teacher Training for Changing Currents
by

paul tucker

on 22 September 2012

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Transcript of Changing Currents: Teacher Training

Big Toronto Area River Study: Teacher Training EcoSpark empowers people to take an active role in protecting and sustaining their local environment. We give people the tools for education, monitoring and influencing positive change. Mission Our Projects: Big Toronto Area River Study:
The Breakdown 1. Attend a Teacher Training Session 2. Prepare students for the stream assessment field trip Incorporate a stream study into relevant issues in line with your curriculum: ecology, water health, urban sprawl, pollution, storm water, waste disposal, etc. Grade 8 Science

Grade 9 Geography (CGC1D)

Grade 9 Science (SNC1D/1P)

Grade 10 Civics (CHV2O)

Grade 11 Environmental Science (SVN3M/3E)

Grade 11 Geographics: Geographer’s Toolkit (CGT3E)

Grade 12 Environment and Resource Management (CGR4M/4E)

Grade 12 Geomatics: Geotechnologies in Action (CGO4M) 3. Host a stream assessment field trip facilitated by a EcoSpark staff member! 4. Analyse your results and relate them to the larger issue you’re studying 5. (Optional) Students can take action based on their results Some resources we have at the moment to help: And prepare your students technically for the stream study Teacher and Student Guide Watershed Information Previous Data BMI Identification Presentations Responsibilities: Teachers:
Prepare Students (including organizing roles if large group)
Determine sample site(s)
Scheduling field study (transportation and permission forms)
Provide students with needed sheets
Provide EcoSparkth copies of the datasheets EcoSpark:
Provide equipment and resources
Aid in scheduling and project planning
Help with finding sites
Provide leadership during field study
Verify BMIs Why Monitor? Improve understanding within your community
Raise a red flag
Inform stewardship projects
Link to local decision-making process
To understand the state of your local environment
Monitoring is a process, or a means to an end
All monitoring needs to be informed by a goal, or a study question Sample Study Questions:
What is the water quality of my local stream? (baseline monitoring)
Is this golf course affecting water quality? (upstream and downstream)
Do these new houses have an impact on water quality? (before and after) The Process Choosing a Site Monitoring Technique: Benthic Macro-Invertebrate Monitoring Benthic Macroinvertebrates (BMIs) are:
Aquatic
Bottom-dwelling (benthic)
Visible to the naked eye (macro)
Lacking a “backbone” (invertebrate)
Include both adult and immature forms Why Benthics? BMIs have varying tolerance levels
Sedentary mode of life (i.e. narrow ecological range)
Integrate the effects of both long- and short-term environmental impacts (i.e. ecosystem health)
Relatively easy to sample (e.g. D-nets) and identify (i.e. coarse taxonomy)
Are abundant in most streams and are a primary food source to many important fish
Standardized – applied by many different groups (government, conservation authorities, academics)
Not resource intensive Wadable stream close to your school
Enough space to accommodate a large group
Should have 40 metres length of stream
Should be pre-scouted for safety Identify riffles and pools
Site must be 40 m or greater – mark downstream and upstream limits Setting-Up a Site Measure the wetted width
Determine # transects: Calculate distance between transects
= site length / (# transects - 1) Example:
Stream Width: 4 m
Site Length: 40 m Collecting the Sample Start at downstream limit

Travel along transect

Transfer to next transect Hold D-net so that flow goes into net

Kick upstream of net ~5cm deep as travel along transect

After 1 or 2 transects, sieve sample, transfer to sample bucket; continue sampling

Pick-up unembedded rocks and dislodge any attached bugs

MUST collect bugs from ALL transects before sub-sampling! Empty D-net into sieve over waste water bucket

Inspect rocks for bugs (return rocks to stream)

Pour waste water through sieve

Transfer sieved sample to sample bucket (add water) Sorting the Sample Sub-sampling using the 125 ml scoop

Swirl the sample, take ONE scoop and put it into your white tray

Scan the tray and pick out bugs

Can’t find any more bugs in your sub-sample? Look again (about 2 min), then dump the remains and get another scoop

Collectively pick out AT LEAST 100 bugs – you MUST finish the last scoop! Identification The Data Sheets Data Analysis Do not trespass
Make sure there are multiple safe access points to the stream
Be aware of water levels, poisonous plants and adverse weather
Don’t monitor in deep areas
Bring a cell phone & first aid kit (provided by CEW)
Do not disturb environmentally sensitive areas by: Formerly: BMI Identification Guides and Keys BMI Facts Sheets** BMI Monitoring Presentations Bio-Monitoring Bug Fact Sheets Why Monitor Presentations
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