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“A Day in the Life of the

Lake Erie/Niagara River

Watershed” Teacher Information Packet

Welcome to “A Day in the Life,” a program that provides participating educators and students with a hands-on experience with their local watershed. Throughout the 2019-

2020 school year, educators and students will engage in water quality data collection and analysis, watershed awareness, and stewardship activities. Classrooms will focus on

one of three sub-watersheds within the greater Lake Erie/Niagara River watershed:

1) The Buffalo River, a Great Lakes Area of Concern that has recently undergone

significant cleanup and restoration. 2) The Niagara River, a Great Lakes Area of Concern that is also an international

river. 3) Canadaway Creek, a more rural watershed that has had only minor impacts to

water quality and will provide a good contrast to the two Areas of Concern.

To ensure the best possible experience for you and

your students, please read this information carefully.

TABLE OF CONTENTS

Program Timeline…………………………………………………….…...2

Summer Teacher Institutes………………………………………..…….2

Fall Program Preparation……………………………………….……….2

October Field Experience Details……..……………………………....3

Classroom Presentations…..………………………………..….…….....5

Analyzing Data and Sharing Conclusions ………………….….……5

Stewardship Activities……………………………………..….…..……...6

October Field Experience Activity Instructions……….....................8

Reinstein Woods Nature Preserve

93 Honorine Drive

Depew, NY 14043 716-683-5959

teachered@reinsteinwoods.org

www.reinsteinwoods.org/dayinthelife

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SUMMER TEACHER INSTITUTES

This training will prepare participating educators for the October field experience and provide teachers with enough knowledge of the Great Lakes and their local watershed to ensure they can extend learning into the classroom.

Teachers will receive: o Training in Great Lakes Literacy principles, and site-specific

information to help them link their local sub-watershed to larger Great Lakes issues

o Information about the Great Lakes Restoration Initiative Action Plans, Lake Erie Lakewide Action and Management

Plans (LAMP), and Buffalo River/Niagara River Areas of Concern

o Training in methods for engaging students in additional Great

Lakes activities in their classroom both before and after the field experience

o Training in GLOBE protocols and other curricula that will be used during the Day in the Life field experience. Participating

teachers will become certified GLOBE teachers o Aquatic WILD training and activity guide

There will be two four-day Summer Teacher Institute options: o July 29- August 1 at Reinstein Woods Environmental Education

Center o August 5 – 8 at SUNY Fredonia

CLASSROOM PREPARATION: SEPTEMBER 2019

Educator preparation checklist prior to October Field Experience

� Schedule a “Watershed Works” classroom program provided by Reinstein Woods or Buffalo Audubon Society (see “Extending the Experience: Classroom Presentations” on page 3).

� Review the online “Day in the Life Student Preparation” PowerPoint with your students.

� Make copies of the Student Activity Packet to bring to the field experience.

� Arrange transportation to and from your study site. Reinstein

Woods will apply up to $220.00 toward your bus cost.

� Gather extra equipment (see “Suggested Equipment” on page 3).

� Inform Reinstein Woods of any student special needs or other concerns at least 2 weeks PRIOR to the event.

� Invite extra chaperones to the event, such as teacher aids or other teachers (strongly recommended).

� Send home the Model Release to be signed by a parent/guardian. This allows us to take pictures of the

students.

“A Day in the Life”

Timeline

July/August 2019

• Summer Teacher Institute:

July 29 – August 1 at

Reinstein Woods –or-

August 5- 8 at SUNY Fredonia

September 2019

• Classroom preparation

• “Watershed Works”

classroom presentations

October 3, 2019

“Day in the Life”

Field Experience

November 1, 2019

• Data entry deadline

December 31, 2019

• Field experience bus invoice

deadline

October-December 2019

• “Watershed Solutions”

classroom presentations

• Educator support workshops

January - June 2020

• Educator support workshops

• Data analysis and

presentation

• Stewardship activities

May 22, 2020 • Transportation invoice

deadline

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“A DAY IN THE LIFE” FIELD EXPERIENCE: OCTOBER 3, 2019

Please Note:

o The event will take place outside, so wear clothes and sturdy shoes that can get muddy. Water

shoes/rubber boots and a change of clothes are good ideas.

o The event should last between two and three hours.

o Your class will be accompanied by at least one trained staff person. You may have a Reinstein Woods employee, trained volunteer, or a partner organization. They will help run the event; however we look to you, the teacher, to take an active role in running the event.

o If there are any issues, please discuss them with the trained staff person or volunteer.

o There are seven activities. The students are allotted 15 minutes per activity.

o Divide your class into groups of 3-6 students prior to the event. Start each group with a different activity and have the groups rotate in order until everyone has completed all the activities. For

example, Group 4 starts with Activity 4 and ends with Activity 3.

o You and your class may take a lunch break during the event.

o Help ensure that all equipment is collected and returned to the staff person at your site. Ensure the site and its facilities are left in good order.

Event Safety:

o Teachers are responsible for student safety and emergencies.

o Students should be supervised whenever they are near or directly in the water. Shallow wading is

permissible, however, no swimming is allowed.

o Ticks are small arachnids which may attach to the skin and transmit diseases. Everyone should

check for ticks after being outside.

After the event:

o Upload all data to the GLOBE database by November 1, 2019.

o Submit bus grant invoice to: Reinstein Woods Attn: Office Manager, 93 Honorine Drive, Depew, NY

14043. Invoice must be submitted by December 31, 2019.

o Schedule at “Watershed Solutions” classroom program provided by Reinstein Woods or Buffalo Audubon Society (see “Extending the Experience: Classroom Presentations” on page 5)

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Event Equipment

Reinstein Woods provides all of the essential equipment for the event. However, with more than 600 event participants, we cannot provide personal equipment for every student (i.e. waders, nets). Teachers are strongly encouraged to bring their own supplies, particularly clipboards, pencils, waders/water shoes, calculators, and a first aid kit.

Provided Equipment: Suggested Equipment (bring your own):

Clipboards (~5-7) � First Aid Kit

Trash bags � Pencils

Waders (1-3 pairs) � Change of clothes/shoes

Scooping nets (5), D-net (1), Kick net (1) � Digital camera

Tape measure � Cell phone

Meter stick � Emergency contact sheet

Macroinvertebrate viewers and ID sheets � Additional field guides

Measuring tape � Calculators

pH meter � Clipboards

Water thermometer � Water bottles & snacks

Air thermometer � Insect repellent

Water chemistry test kits for DO, nitrate � Sunscreen

Hand sanitizer � Towels

Container for waste chemicals � Any additional equipment such as nets, chemistry kit, thermometers, etc.

Maps of the watershed � Waders/water shoes/ rain boots

Distilled water, waste water containers � All copies of Student Activity Packet

Compass

Life jackets (2-3) Don’t Forget!

Tarp � Chaperones

Turbidity Tube � Directions to sample site

Measuring cup � Reinstein Woods Contact: (716) 683-5959

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“A DAY IN THE LIFE” EXTENDING THE EXPERIENCE: CLASSROOM PRESENTATIONS

Reinstein Woods and the Buffalo Audubon Society will provide free pre- and post-field experience classroom presentations. You will be able to request your program online at reinsteinwoods,org/dayinthelife. Each program is approximately 45-50 minutes long.

Introductory Program: Watershed Works September 2019

The program will introduce students to their local watershed, including what is a watershed, how their

local watershed fits into the larger Lake Erie/Niagara River watershed, and common water quality issues. This place-based approach will promote exploration of how the students and their community affect their local water resources. The presentation will be age-appropriate, with different activities tailored to grades 6-8 and 9-12.

Post-Field Experience Program: Watershed Solutions

October – December 2019

This hands-on experience builds on the field experience by exploring water quality issues and solutions. Students will play the “Watershed Game,” developed by Minnesota Sea Grant, to learn how land use affects water quality, increase their knowledge of how personal choice can impact water, and role play implementing management techniques to achieve clean water goals. Students will then engage in a

discussion of their experience in relation to the water quality at their sample site and within the Niagara River/Lake Erie watershed. The presentation will include discussions on water and sewage treatment, Combined Sewer Overflows (CSOs), and personal stewardship of water resources.

“A DAY IN THE LIFE” EXTENDING THE EXPERIENCE:

ANALYZING DATA AND SHARING CONCLUSIONS

Students will analyze and evaluate the results of the field experience within and between the sub-watersheds. Students can also compare results from the Buffalo River to historical Day in the Life of the

Buffalo River data. Opportunities include:

• Comparing measurements to other GLOBE water quality measurements taken around the world.

Teachers can encourage inquiry-based science projects that build on the Day in the Life experiences.

• Creating ESRI Story Maps, which combine maps with text, images and other content, about their results or comparing data from previous years or between watersheds.

• Presenting research-based projects at

o GLOBE International Virtual Science Symposium for 2020 o Erie County Water Quality Committee bimonthly meeting o Western New York Stormwater Coalition meeting ( meets five times annually)

o Western NY Stormwater Conference & Tradeshow: April 2020 o Western New York Regional Science and Engineering Fair (March 2020) o Niagara County Science Fair (Spring 2020)

More details on how to take advantage of these opportunities will be provided at the Summer Teacher Institute and support workshops.

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“A DAY IN THE LIFE” EXTENDING THE EXPERIENCE: STEWARDSHIP ACTIVITIES

Teachers will be required to select from one of several stewardship action projects listed below. Reinstein Woods will apply up to $220.00 toward your bus cost. Submit bus invoice to: Reinstein Woods Attn: Office Manager, 93 Honorine Drive, Depew, NY 14043. Invoice must be submitted by May 22, 2020.

1. Continued Monitoring for GLOBE: Classes will return to their waterbody and collect more data for

the GLOBE program. To facilitate quick and easy data collection, SUNY Fredonia will loan interested classes 30 i-pads with ESRI collectors installed.

2. Habitat Improvement Projects: Students will engage in a watershed habitat improvement

project. Teachers will work with a partner to arrange their classes’ participation at a site in any of the three sub-watersheds:

Buffalo River Watershed:

i. Erie County Department of Environment and Planning (ECDEP) has four natural habitat “pocket parks” along the Buffalo River. ECDEP is improving the park’s habitats for wildlife as part of US EPA Great Lakes Restoration Initiative’s Buffalo River restoration. ECDEP anticipates having numerous opportunities for students to assist in this restoration effort

during the 2019-2020 school year. ECDEP will work with classes to have them remove invasive species, wrap trees to protect them from beavers, plant native species, or perform trash pickups at one of the four pocket parks.

Contact: Vicki Haas

Vicki.Haas@erie.gov (716)858-4613

ii. Reinstein Woods Nature Preserve is a 292-acre nature preserve in the Buffalo River watershed. Classes can visit Reinstein Woods in spring to monitor invasive Phragmites australis as part of a long-term control project happening in the preserve. Classes will use GPS to locate sites

where Phragmites was previously treated and removed, look for regrowth and map out any areas in need of further treatment. There will also be opportunities to plant native species in some locations.

Contact: Meaghan Boice-Green

meaghan.boice-green@dec.ny.gov

(716) 683-5959

Niagara River:

i. North Tonawanda Audubon Nature Preserve: Buffalo Audubon protects 17 acres of wetlands in North Tonawanda, and envisions developing the preserve into an active site for school-based outdoor learning and community science activities as well as a site for collaborative

research. Currently, Buffalo Audubon collaborates with WNY PRISM for the removal of invasive plant species, and will offer the opportunity for classes to participate, as well as to conduct trail inspections and participate in planting of native plant species.

Contact: TBA

ii. Stella Niagara Preserve: This 29-acre preserve, the largest privately-owned, undeveloped tract of land along the entire length of the Niagara River, is undergoing a habitat restoration.

The Western New York Land Conservancy will have opportunities for classes to remove invasive thistle plants from the preserve. Reinstein Woods will provide heavy-duty gloves and cutting tools for this project.

Contact: TBA

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Canadaway Creek:

i. Students can engage at one of two DEC-owned properties along Canadaway Creek. Reinstein Woods will loan tools such as gloves, rakes etc. as requested by the teacher.

1. Boutwell Hill State Forest: Students will engage in trail inspections, using i-pads loaded with ESRI collectors (loaned by SUNY Fredonia) or hand-held GPS units (loaned by

Reinstein Woods) to mark locations in need of attention, such as damaged fences, areas of erosion, downed trees, etc. At the same time, they will remove trash and debris from along the more than 20 miles of existing trails.

Contact: Keith Carrow

New York State Department of Environmental Conservation keith.carrow@dec.ny.gov (716) 363-2052

2. Canadaway Creek Wildlife Management Area: Depending on the timing of the stewardship trip, students will engage in invasive species removal and/or trail cleanup on this wildlife management area. The project also provides opportunities for students to explore management techniques for wildlife management, including

management for aquatic species. Contact: Emilio Rende

New York State Department of Environmental Conservation

emilio.rende@dec.ny.gov (716) 372-0645

ii. Classes will have the option of participating in the Canadaway Creek Cleanup Project. This

project has occurred annually for the past thirteen years and includes an educational presentation about the natural history of Canadaway Creek, a stream clean-up, invasive species removal and tree planting activities. The event is hosted by Children in the Stream

Youth Fly Fishing Program. Contact: Michael Jabot

SUNY Fredonia jabot@fredonia.edu

(716) 320-0189 (Google Voice)

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October 3, 2019

Field Experience Activities

Activity 1: Mapping Your Hydrosphere Study Site

Activity 2: Cloud Cover and Water Transparency

Activity 3: Water Temperature

Activity 4: Dissolved Oxygen

Activity 5: Water pH

Activity 6: Nitrate

Activity 7: Maroinvertebrate Sampling

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Activity 1: Mapping Your Hydrosphere Study Site

Task: Make a scaled field map of your Hydrosphere Site. Materials:

G Stake Flags G Measuring tape G Compass G Data Packet (pg. 2) G Pencil

Procedure: 1. Select a section of the bank at least 50 meters (164 feet) long as your study area, if

possible. You may consider the entire water body as your study area if it is small enough. The area should contain the sampling site where you collect your water measurements as well as a variety of habitats.

2. Use the measuring tape to measure a straight line, up to 50 (164 feet) meters long, parallel to the shoreline, and within 10 meters (32 feet) of the bank. The line will be varying distances from the water if the bank is not straight.

3. Place flags at the two ends and at every 2 meters (6.5 feet) along your line.

4. Start drawing your map using the flags to help keep it to scale. a. Note: Using the Mapping Field Sheet or graph paper with 1 cm squares, each

square should represent 2 meters. Put the scale on your graph.

5. Mark the transect and flag positions on the map.

6. Draw the waterline or bank by measuring from each flag directly to the water, placing a small dot on the map to show the waterline, then connect the dots with a dotted line to indicate the bank.

7. Put in the opposite bank or indicate the approximate distance to the opposite bank if known.

8. Use an arrow to indicate the direction of water flow or the inlet and outlet of your water body.

9. Create a key with symbols for special features found at your site. Use these symbols to indicate where special features are located on the map. Suggested features to include:

a. Within the sampling area: riffle areas, pools, vegetated areas, logs, rocky areas, gravel bars, sand bars, bridges, docks, jetties, dams, etc.

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Activity 2: Cloud Cover and Water Transparency Task: Measure the transparency of your water sample. Materials: G Data packet (pg. 3-5) G Measuring Cup G Transparency tube G Bucket Procedure: 1. Record the cloud and contrail types and cover.

2. Collect a surface water sample in your bucket.

3. Stand with your back to the sun so that the transparency tube is shaded.

4. Pour sample water slowly into the tube using the cup. Look straight down into the tube with your eye close to the tube opening. Stop adding water when you cannot see the pattern at the bottom of the tube.

5. Rotate the tube slowly as you look to make sure you cannot see any of the pattern.

6. Record the depth of water in the tube in your data packet to the nearest cm.

Note: If you can still see the disk on the bottom of the tube after the tube is filled, check “Greater than depth of Transparency Tube”

7. Pour the water from the tube back into the sample bucket or mix up the remaining

sample.

8. Repeat the measurement two more times with different observers using the same sample water.

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Activity 2: Cloud Cover Reference Sheet

Activity 3: Water Temperature

Task: Measure the temperature of your water using an alcohol-filled thermometer. Materials: G Data packet (pg. 5) G Water thermometer G Bucket G 1-minute sand timer Procedure: 1. Slip the string around your wrist so that the thermometer is not accidentally lost or

dropped into the water.

2. Check the alcohol column on your thermometer to make sure there are no air bubbles trapped in the liquid. If the liquid line is separated, notify your teacher.

3. Put the bulb end of the thermometer into the sample water to the 10cm depth line.

4. Leave the thermometer in the water for three minutes.

5. Read the temperature without removing the bulb of the thermometer from the water.

6. Let the thermometer stay in the water sample for one more minute.

7. Read the temperature again. If the temperature has not changed, go to Step 10. If the temperature has changed since the last reading, repeat Step 8 until the temperature stays the same.

9. Record the temperature on page 5 of your data packet.

10. Have two other students repeat the measurement with new water samples.

11. Calculate the average of the three measurements.

12. All temperatures should be within 1.0˚ C of the average. If they are not, repeat the measurement.

Activity 4: Dissolved Oxygen

Task: Measure the dissolved oxygen of your water sample using a test kit. Materials: G Data packet (pg. 5) G Dissolved oxygen kit G Rinse bottle with distilled water G Waste bottle for used chemicals G Gloves Procedure: 1. Put on gloves, then follow the procedure below.

©LaMotte Company

©LaMotte Company

Move to a table or solid, flat surface for Part 2 and Part 3

©LaMotte Company

Clean-Up 1. Pour waste chemicals into disposal container. 2. Rinse all materials with distilled water over disposal container.

©LaMotte Company

Activity 5: Water pH Task: Use a pH meter to measure the pH of your fresh water sample. Materials: G Data packet (pg. 6) G 100 ml beaker G pH probe G Rinse bottle with distilled water G Paper towels Procedure: 1. Remove the cap from the meter that covers the electrode.

2. Rinse the electrode on the meter and the area around it with distilled water from the rinse bottle. Blot the meter dry with a clean paper towel. Note: Do not rub the electrode or touch it with your fingers.

3. Turn the meter on.

4. Put the electrode part of the pH meter into the sample water.

5. Stir once with meter. Do not let the meter touch the bottom or sides of the beaker. Wait for one minute. If the pH meter is still changing numbers, wait another minute.

6. Record the pH value on the Data Sheet under Observer 1.

7. Repeat steps 1-7 using two new water samples.

8. Check to see if each of the three observations is within 0.2 of the average. If all three are within 0.2, record the average on the Data Sheet. If all three observations are not within 0.2, repeat the measurements.

9. Calculate the average of the three observations and record on the Data Sheet.

10. Rinse the electrode with distilled water and blot dry. Turn off the meter. Put on the cap to protect the electrode.

Activity 6: Nitrate Task: Measure the nitrate in your water sample. Materials: G Data packet (pg. 6) G Nitrate test kit G Gloves G Mask G 1-minute sand timer G Rinse bottle with distilled water G Waste bottle for used chemicals Procedure:

1. Put on gloves.

2. Fill the water sampling bottle with sample water.

3. Slide the Nitrate-Nitrogen Low Range Comparator Bar into the Low Range Comparator Viewer (fig.1).

4. Fill one test tube to the 10 mL line with sample water. Place in rear hole of Low Range Comparator (fig. 2).

5. Fill one test tube to the lower line (5 mL) with sample water.

6. Add Mixed Acid Reagent to this test tube until it reaches the 10 mL line. Cap and mix.

7. Wait 2 minutes.

8. Use the 0.1 g spoon to add one level measure (avoid any excess) of Nitrate Reducing Reagent.Note: The mixing procedure is extremely important. Cap tube. Invert tube slowly and completely 30 times in 1 minute.

11. Wait 10 minutes.

12. Insert test tube into front hole of Low Range Comparator (fig. 3). Remove cap.

13. Carefully tilt the Comparator so that light shines through the test tubes. Match sample color to a color standard. Record as ppm Nitrate-Nitrogen.

14. To convert to nitrate, multiply by 4.4. Record as ppm Nitrate.

15. Dispose of waste chemicals in waste bottle.

16. Rinse with distilled water

Activity 7: Macroinvertebrate Sampling Task : Collect and identify aquatic macroinvertebrates at your study site.

Materials: G Data packet (pg. 7) G D-Net (D-shaped net on long pole) G Meter stick G Kick net (net stretched between two poles) G Small dip net G Cool Whip collecting containers- large G Plastic tub G Clear ID containers- small G Macroinvertebrate viewers G Identification sheets

SAMPLING WITH THE D-NET

If the river bottom is muddy: 1. Use the meter stick to estimate a

1m x 1m square, or quadrant.

2. Place the mouth of the D-net inside one side of the quadrat (downstream if moving water) and lower it 4 cm into the sediments.

3. Move the net over the 1 x 1 m square and then slowly lift the D-net partly out of the water.

4. Move the bottom of the net back and forth in the water to wash out some of the sediments.

Continue to Step 5

If the river bottom is gravel or sand:

1. Use the meter stick to estimate a 1 x 1 m square.

2. Place the D-net downstream (if moving water) inside and along one side of the quadrat.

3. One student holds the net while another uses their hands to lift the top 4 cm of the substrate and place it into the net. Move the net next to where the student is digging until the whole quadrat is sampled.

4. Slowly lift the D-net partly out of the water. Move the bottom of the net back and forth in the water to wash out the finer sediments.

Continue to Step 5

5. Lift the net out of the water and as the water flows through, make sure no organisms escape by climbing out. One student may have to hold the net itself underneath since it may be quite heavy.

6. Use cool whip container of water to concentrate all organisms and debris at the bottom of the net. Place large rocks back in stream after removing organisms.

7. Grab the bottom of the net and overturn the net carefully to release all of its content into plastic tubs.

8. Sort and identify organisms.

Activity 7: Macroinvertebrate Sampling cont. SAMPLING WITH SMALL NETS AND HANDS:

1. Using a small net and cool whip container with river water, scoop for macroinvertebrates along the river’s edge, under rocks, along the river bottom, or on aquatic plants.

2. Place collected organisms in cool whip container.

3. Only move rocks you can lift with one hand. Remove any organism clinging to the rock. Note: Be sure to carefully place the rock back in the same position in which it was found.

SAMPLING WITH KICK NETS: Protocol from The Pennsylvania State University 4-H Stream Teams 1. Choose a site in the stream where a small riffle occurs (an area where water is

flowing over rocks creating a light churning effect in the water).

2. Enter the water below the study site and approach it by walking upstream so that you don't disturb the study area before the net is in place.

3. Insert the net into the water vertically, standing behind it (downstream), then tip the net downstream so that it is at a 45° angle to the water.

4. If available, place several medium-sized rocks on the bottom of the net to hold it down and prevent debris from flowing under it.

5. Start sampling in the collection area (about a one meter length upstream from the net).

a. First, lift larger rocks in the collection area & scrub underwater with your fingers, to dislodge organisms

b. After scrubbing use your feet to kick & stir up the streambed, in the collection area, for at least one minute.

c. Remove the rocks from the bottom of the net and then lift the bottoms of the poles out of the water (keep the top of the net above water at all times).

6. Carry the net out of the water & lay it on a flat surface or table for macroinvertebrate removal and ID.

7. Afterwards, be sure to rinse the kick-net in the stream, removing any debris.