EPA - 8'f-Z-F -
On behalf of the United States,Fish and Wildlife Service and the United
States Environmental Protection Agency's National Estuary Program,
thank you for showing an interest in the quality of our environment. Public
education and involvement will play an important role in restoring fish and
wildlife, and their respective habitats in and around our estuary. This packet
contains information sheets with activities that present important issues
relating to the area. The goal of this information is to develop an awareness
of the problems, the skills, and the commitment needed to make responsible
decisions that will enhance the productivity of our estuary. We hope you will
utilize this material in your school, club, or organization. Thank you for all
you are doing. Together, we can make a difference.
vvEPA
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ousehold Hazardous Waste
ACTIVITY DESCRIPTION:
Many common
household substances
are toxic to the aquatic
environment.
OBJECTIVE:
The user will become
aware that households
as well as industries are
responsible for our toxic
contamination problems.
• An excersise will help
the user recognize toxic
household substances.
AGE GROUP:
Elementary through
adult.
MATERIALS:
colored circle stickers
(red, orange, blue and
green)
REFERENCES;
The Alliance for the
Chesapeake Bay's
"Daybook"
• Chesapeake Bay
Foundation's
"Homeowner Series:
Guide to Household
Hazardous Waste"
• Adapted from Long
Island Sound Study fact
sheet #10 "Toxic
Contamination in Long
Island Sound" by the
Connecticut Sea Grant
Marine Advisory Program
and the New York Sea
Grant Extension
Program.
Introduction:
Every time we open the newspaper or watch the evening news, we
find out about yet another toxic waste site which is polluting the
environment and endangering humans and wildlife. But there are
hidden hazardous chemical sites which never make the news. You
may even have one in your garage, under your sink, or in your
bathroom!
Common household products often contain chemical ingredients that
are potentially harmful to you and are a threat to our estuary. Sound
environmental behavior starts with recognizing toxic materials in
home products, limiting their use, and finding safer alternatives.
Down the Drain?
Materials poured down drains or flushed
down toilets are carried to your septic
system or a sewage treatment plant (STP).
Neither is designed to completely remove
toxic chemicals from wastewater.
Hazardous materials poured down
stormdrains, or even spread on theland can
enter local waters and our estuary. Pesti-
cides and fertilizers used on plants and
lawns, oil, road salt, and other pollutants
can be washed into storm drains and creeks.
The toxic materials carried in this water
can harm aquatic life.
In the Trash?
Our troubles with hazardous materials don't
end when we dispose of them in the trash
can. If your community uses an incinera-
tor, toxic fumes can be released when
certain chemicals are burned. If your
waste goes to a landfill, hazardous materi-
als could leach into the soil. These may
contaminate bodies of water if they wash
into creeks or seep into aquifers.
The regulations concerning household haz-
ardous waste are few and sketchy. It is up
to us to clean up our own wastes. Hazard-
ous chemicals in our households will poi-
son our environment and us if we do not
take precautions in their use and disposal.
There's a Toxic Dump Under the
Sink!
Examples of Hazardous Substances:
Kitchen; Cleaners for oven, drain, floor;
furniture polish.
Bathroom; Cleansers, medicine, nail polish
remover.
Garage: Used motor oil, antifreeze, car wax,
rat poison.
Workshop; Thinner, varnish, glue, rust re-
mover.
Use the Least Toxic Product
We can often get by with a less harmful
product. For example, a combination of
lemon oil and linseed oil can replace
furniture polish. Buy only what you need
of a chemical, store it in its original
container, and read the label. Know what
you are buying, how to use it, and what the
potential hazards are.
Dispose of Wastes Carefully
Never pour hazardous wastes down the
drain, on the ground, or into gutters. The
best way to dispose of your household
toxins is at a Hazardous Household Waste
Collection Day. Call your county to see if
one is scheduled or contact an expert with
your state or county government.
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What toxic chemicals do you have in
your home?
Label the red stickers as "hazardous", the orange
Stickers as "toxic", the green stickers as "friendly",
and the blue stickers as "safe." Go through all of
your household chemicals and read the ingredient
labels and warnings. Place the appropriate sticker
on each container. Note that the red and orange
Sticker containers require special handling. Any
product listing strong warnings against contact with
skin or eyes must be labeled with a red or orange
sticker. "Friendly" materials are those that have no
special handling and can be safely used at all times.
The blue sticker, "safe" materials are safely used if
you follow the instructions. "Safe" materials may
have warnings about ingestion or inhalation of the
product.
Votttffoollon
t
Discharge into Sound
Biochemical and
photochemical
r •action* In surface
mlcrotayef
Dilution In water
Combination with
other chemicals
Adsorption to
sediment
particles or
Photochemical reaction
Uptake through
skin or gills
Changing by
bacterial action
Ingestion by
filter feeders
Ingestion by
filter feeders
Redox
(•action*/
chemical
»tt«e and
adtofpilon
Resuspenston by
water currents
\oforgonisms
Storage in
internal organs
Release
In feces
0 )
higestion by
predators
Ingestion by ^
sediment eaters
o ao
Burial by new
sediments
Ingestion by
Rlter feeders
Chemical alterations in
sediment pore waters and
sediment water interface
Fate of
Chemicals in
Long Island
Sound
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ACTIVITY DESCRIPTION:
Hypoxia has become a
major problem in our
estuary
OBJECTIVE:
To take the user's
understanding of
nullification a step
further and to examine
the effects of
nullification in a
demonstration.
AGE GROUP:
Elementary through
adult.
MATERIALS:
• 9 garden seeds (corn,
peas, or beans)
9 3 six inch plant pots or
other growing pot
• sterile potting soil
• liquid fertilizer mixed
in two concentrations -
(1) according to
directions and (2) double
strength
REFERENCES:
Adapted from the Long
Island Sound Study
Status Report and
Interim Actions for
Hypoxia Management,
1990, by the Connecticut
Sea Grant Marine
Advisory Program and
the New York Sea Grant
Extension Program.
Introduction:
Hypoxia is the scientific term for low dissolved oxygen levels in the water. Generally, 3 parts
per million (ppm) is considered to be the lowest dissolved oxygen level that can sustain marine
life. When dissolved oxygen levels drop below this, hypoxia exists and marine organisms may
become sick, die, or move to areas with more oxygen.
Hypoxia can occur naturally in the summer
when the water stratifies, or forms distinct
layers. Oxygen is added to the surface
waters by wave action, but it is unable to mix
into the lower levels of the water column. In
the fall, the conditions change so that oxy-
gen is restored to the deep water.
In recent years hypoxia has
become so severe that there
appears to be cause for con-
cern. Surveys on marine life
have resulted in no fish being
found in any of the samples. Of the bottom
samples, 80% of the bottom dwelling inver-
tebrates such as starfish and crabs were
dead.
Hypoxia periods coincide with algae
"blooms"-situations where floating algae
are so abundant that they color the water
surface a deep red-brown. Natural algae
blooms are short lived because they use up
the nutrient resources around them and
consequently die. However, in our estuary,
nearly a billion gallons of treated sewage are
discharged into the water daily, renewing
the nutrients. The millions of tiny plants that
die each day sink into the bottom waters and
decompose. Decomposition uses up oxygen
and creates the severe hypoxia.
Human-made sources of nutrients to our
estuary exceed natural inputs of nutrients. In
fact, 56% of nitrogen loading is "unnatu-
ral." Human waste from sewage treatment
plants and septic systems, increased runoff
resulting from land development in the wa-
tershed, and over-fertilization of lawns and
agricultural fields all contribute to elevated
levels of nutrients in the system. Identify-
ing the source of nutrient enrichment has
lead to a "no net increase" policy on
nitrogen input. Nitrogen is the nutrient
fueling the algae blooms, and over half of
that nitrogen originates from point source
pollution. Holding nitrogen input to cur-
rent levels will stem the in-
crease of hypoxia. Non-point
source pollution contributes
to the nitrogen loading, as
well. This is harder to control,
but attempts are being made to curb this
source of nutrients.
Combined sewage systems are a point
source for nitrogen loading. The redesign
and restructuring of these systems are
major public works projects, involving
massive allocations of money, long con-
struction periods, and inconvenient dis-
ruptions in service. Nonetheless, efforts
are ongoing for the better operation of
sewage treatment plants and stricter en-
forcement of laws regulating discharge.
Non-point Source
Pollution...You can help!
Non-point sources of nitrogen are difficult
to identify and to manage. They are often
caused by individuals rather than indus-
tries and that is why everyone in our
watershed can help to lower non-point
sources of nitrogen loading.
Limit the use of chemical fertilizers on
your lawn and garden. Decrease run-off
from your lawn and yard by planting native
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•\\V-T: Thrives on nutrients
Oxygen used up by
^ j microorganism respiration
*•? Oxygen trapped abo_
pycnocttne
OXYGEN
Created by wave action,
plankton growth
SOURCE
FOR NEW
OXYGEN
feove^f
.. , t
•v>.~. • • Oxygen
Decomposition
Oxygen
HYPOXIA
FISH
Able to move
from Hypoxla
PYCNO-
CLINE
ADVECTED
OXYGEN
plants that hold soil and nutrients in
place and do well in your area without
heavy fertilizing and extra care.
Faulty septic systems can increase the
input of nutrients into our estuary.
What goes into your septic tank even-
tually comes out of it in one form or
another. Make sure that septic systems
are working at maximum efficiency.
Monitor your septic system and have it
pumped every three years. Do not
poison your septic system by adding
harsh chemicals to your waste water.
Use soaps, particularly laundry soap,
dint is quickly biodegradable. Some
advertized biodegradable soaps take
two years to degrade! During that time
the soap is reacting with paper to create
a gummy froth that can damage the
septic field.
Be an advocate! Support efforts by
your community to upgrade waste treat-
ment facilities.
Do nutrients really make a
difference?
Plant three seeds in each of three pots.
Label the pots as (1) "fertilized", (2)
"2X fertilized", and (3) "control".
Water pot #1 with the fertilizer mixed
in water according to directions. Water
pot #2 with a double dose of fertilizer
mixed in water. Water pot #3 with
plain water. Keep the soil moist and
warm until the plants appear. Make
sure that you fertilize the plants at least
weekly. After the plants are several
inches tall, measure them to see which
plants are growing the fastest. You
may wish to continue the experiment
and measure the plants several times
over a few weeks.
This activity works best if each student has three pots. The larger sample size will make up for experimental error.
If you are near a freshwater tributary, add a fourth pot to the experiment and water it with tributary water. How do
the plants in the fourth pot compare to the other plants?
.,..._ NUTRIENTS
, i/iiA.y; Released by bottom sediments
SHELLFISH
Unable to move •'•'••'&
from Hypoxia '•
Oxygen consumed by
sediments
Decomposition of organic matter
Illustrations y Sandra Koch
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A PRECIOUS RESOURCE
An overnight assignment
to record the amount of
water you use.
OBJECTIVE:
To learn why water
conservation is
important.
2 clean gallon jugs (i.e.,
milk jugs) per student
(available at home)
Introduction:
Do you ever think about how much water you use? 183 gallons are.treated every day
for each person in the United States. We all need water to carry on our daily functions.
We must remember that the water we use every day is the same water that many people
reuse to drink, cook with, and bathe. It is also the same water hi which we fish and
swim as it reaches our estuary.
People and Water - It
Adds Up
• A toilet flushes 5 gallons
• A dishwasher uses 16.5 gallons
• A bath uses 30-50 gallons
• A shower uses 5-10 gallons/
minute
• Washing clothes uses 40-60
gallons (permanent press uses
12-18 more gallons)
Water, Water
Everywhere?
People today use much more water
than they did in times past. Did you
know the amount of water in the world
today is the same as it was billions of
years ago? While from a spaceship, our
Earth looks like it is mostly water, only
one percent of all water is freshwater
we can use. Cities, industry, and agri-
culture have huge water demands. Our
streams and rivers have limited amounts
of water during dry weather. Some of
our streams contain mostly treated sew-
age. Since these streams are home for
wildlife and we use them to fish and
swim, cleaning wastewater before it
reenters our streams and rivers is of
vital importance.
Wastewater Treatment
For those of us living in a town,
whenever we turn on a faucet or flush
a toilet, we send water to a sewage
(wastewater) treatment plant. A well-
engineered wastewater treatment plant
that is not overloaded does an excellent
job of cleaning wastewater. It is impor-
tant to think about what you pour down
the drain because wastewater treatment
plants cannot take out all harmful things.
Examples include paint products, sol-
vents, or gasoline.
Human waste is also a big problem.
Some homes use septic systems to handle
their sewage. But if the septic tank is
not cared for, it can overflow with
nutrient-rich sewage. In more popu-
lated areas, human waste is treated at
sewage treatment plants to produce
clean water. Some sewage treatment
plants clean the water well before re-
turning it to our rivers, but some do
not. These rivers, often containing nu-
trients, eventually flow into our estu-
ary.
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Clean Water = Clean Estuary
With so many people using
water, some treatment plants
have become overloaded. So
much water is coming into
these plants that it cannot be
adequately cleaned. Remem-
ber, everything you pour
down the drain goes to your
septic system or a wastewater
treatment plant, which may
not be able to take out all of
the harmful things. As a re-
sult, the water that enters our
estuary is not clean and can
even be unhealthy.
Why Conserve Water?
As droughts of past years
have demonstrated, our wa-
ter supply is not limitless. In
many areas, water is difficult to obtain. And as pointed
out above, wasted water is wastewater, which must be
treated at no small expense. One solution is to build
more treatment plants. But this is very costly and does
not get at the root of the problem. Instead, we must be
more careful with our precious resource. By conserv-
ing water, using it wisely, and not polluting it, we can
ensure a safe and adequate supply for the future.
Every Drop Counts!
How Much Water Do You Use?
We live in a country where finding clean water is not
a daily difficulty. But this often leads us to take water
for granted. To make you more aware of your water
use habits, try this activity for an evening.
Fill two clean gallon jugs with water. This is your
allowance for the night. Whenever you brush your
teeth, drink a glass of water, or wash your hands, use
only water from your jugs. Keep track of other uses as
well—remember that flushing a toilet uses five gallons!
What do you think? Did this activity change how you
use water? In what ways? How much water do you
think you use in a regular day? Where can you cut back
and save water?
Water Conservation Around Your
Home
By using less water yourself and helping others
eliminate wasteful water practices, you can re-
duce the amount of water that must be treated by
wastewater plants. This, in turn, will reduce
water pollution and help restore our estuary.
Water Tips
• Don't let water run when you are brushing
your teeth or washing dishes.
• Place a plastic jug filled with water in the
toilet tank to reduce the amount of water
flushed.
• Take a quick shower instead of a long bath.
• Make sure leaky faucets are repaired in your
home and school. A steady drip can waste
20 gallons or more each day.
• Use the dishwasher and clothes washer only
when they are full.
• While waiting for tap water to warm up,
collect the cold water that flows and use it
to water plants.
Illustrations by Sandra Koch
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isNeeNurserieoo!
ACTIVITY DESCRIPTION:
Learn basic biology of
several types of coastal
fish and why nursery
areas are important.
OBJECTIVE:
To learn about the life
cycles of several types of
coastal fish (spot,
croaker, flounder, and
menhaden).
• To learn what a
nursery area is and why
it is important.
• To exercise skills in
science, language arts,
and art.
• Paper
• Crayons or colored
pencils
Introduction:
Fish are many things to many people. Some types offish are important sources of food.
Commercial fishermen and tourist-related businesses depend on fish. Most of us enjoy
thinking that our estuary and ocean are full offish, even if we do not enjoy fishing or
depend on fish for our jobs. Because fish are so important, we should learn about them
so that our activities will not harm them.
Several common types offish including
flounder, spot, croaker, and menhaden
depend on nursery areas within our
estuaries and rivers. These are places
for tiny young fish and shellfish to
mature and grow before they are large
enough to be caught or have families of
their own.
like a delivery room in a hospital,
where you were probably born. After
you were born, you were taken to a
nursery. Currents take these tiny fish
toward the coast where they travel
through inlets in the outer banks such
as Oregon Inlet, Hatteras Inlet, and
Ocracoke Inlet.
During the cold winter months, floun-
der, spot, croaker, and menhaden travel
in the ocean toward the Gulf Stream.
The Gulf Stream is a large current of
clear, warm water flowing up from the
tropics. It is located approximately 25
to 50 miles off the North Carolina
coast. Near the Gulf Stream, during the
coldest time of year, the adult fish lay
their eggs. The eggs are fertilized and
drift in the ocean where they hatch. The
ocean is like a big delivery room-much
After entering the sounds the tiny fish
travel with the currents to coastal
streams, rivers, bays, and grass beds.
These places are called nursery areas
because tiny fish and shrimp stay there
while they are very young. Food and
shelter are plentiful in these areas.
They live in the nursery areas during
the late winter, spring and early sum-
mer and grow very quickly. These
nursery areas are filled with the food
young fish need to grow and prosper.
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From mid-summer to fall, the partially grown fish
and fully grown shrimp leave the nursery areas and
enter the open sounds and the ocean.
It is important to protect these nursery areas for fish
and shrimp living in our estuary and ocean. Several
things we can all do to help include:
* Respect grass beds by not running your boat
through them, which may damage their stems and
leaves. These areas provide shelter and food for the
young fish and shrimp.
* If you live on a sound or river, leave the edge of
your yard in natural vegetation.
* Encourage farmers in your area to: use water
control structures in their ditches; leave natural
areas adjacent to streams and rivers; and use grassed
terraces.
• If you live in a town, visit your sewage treatment
plant and look at the treated wastewater as it is
discharged into the river or stream. Is it clear? Does
it smell? Do you think your town is being a good
neighbor to those of us that fish and swim? Some
wastewater treatment plants do excellent jobs of
cleaning wastewater and some do very poor jobs.
Activity Text:
Have the children close their eyes, sit back in their
chairs, and relax.
Slowly read the following:
Breath deeply and imagine mat you are a tiny fish.
Pretend the air you are breathing is cool, clear water
going through your gills. Wiggle your feet and
imagine they are fins. Slowly move your arms up
and down, up and down; now your arms are fins.
You can swim but you don't have to because you are
in a deep sea of clear, blue ocean water. The current
is gently taking you towards the coast. The water is
filled with tiny, beautiful fish just like you, all
moving together. Imagine the gentle rocking
of the waves as you approach the coastline and
the sandy white beaches near the inlets. Imag-
ine looking up—it's night and you can see a
million twinkling stars and a bright full moon.
The waves are still rocking you gently. The
current slows and you see even more beautiful
little fish. Some of them are a little larger than
you. You are in a grass bed full of food, and
you are glad because you are hungry from
having traveled so far. You have reached the
nursery area. Wiggle your fins and pretend
they are turning back into feet and arms.
Breath deeply and imagine your gills are
turning back into lungs. Slowly open your
eyes. Think about what you saw and how you
felt during your journey. Draw a picture of
what you saw along the way. Explain to the
class what each part of your drawing repre-
sents.
Illustrations by Sandra Koch
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ACTIVITY DESCRIPTION:
Observe the erosion and
sedimentation process,
how it disrupts stream
life, and one method to
prevent it.
OBJECTIVE:
• To gain an under-
standing of what erosion
and sedimentation are.
• To learn why excessive
erosion and sedimen-
tation are harmful to fish
and wildlife.
• To learn ways to
prevent erosion and
sedimentation around our
homes and communities.
• To sharpen skills in
science and language
arts.
uddy Rivers, Murky Sound
Introduction:
Erosion and sedimentation are natural processes. However, due to man's activities these
processes have increased and degraded the quality of water in our streams for fish and
wildlife. The purpose of this activity is to illustrate that erosion problems can be easily
solved.
• One or two large pans
approximately 3 feet
long, and 6 inches deep;
the width can vary
• Enough fine sand to fill
1/2 of the pan to a depth
of 2-3 inches
• Several large dixie cups
• A gallon milk container
filled with water
• A carpet section as wide
as the pan and 4 inches
long, or a similar-sized
block of grass with the
roots and soil attached
(turf)
Erosion and
Sedimentation
The impact of water on land
often changes the landscape.
Rain, stream currents, and
wind-swept waves wear away
sediment (small particles of
soil and other matter) from the
land in a process called ero-
sion. The sediment is then
carried further away, and of-
ten deposited at the mouths of
rivers or other areas where
water flow is slower. This
natural process is called sedi-
mentation. However, human actions which
remove natural vegetation (construction
and development of land, and poor farm-
ing practices) increase erosion and sedi-
mentation in our waterways. In this
way, the land is lost in some places and
gained in others.
Sediments and Toxic
Chemicals
Sediment particles can carry chemicals
on their surface, much like a dog with
burs caught in its fur. These chemicals
can be nutrients, organic materials or
metals. Scientists are particularly wor-
ried about the toxic materials that are
trapped by sediments. A toxin is a
substance that can cause cancer or other
harmful health effects. These chemicals
can accumulate to dangerous levels and
harm fish and wildlife. Bottom dwelling
animals can become contaminated or
killed when exposed to chemicals such
as dioxin and heavy metals like arsenic
and lead.
Cloudy Water, Choking
Sediments
Sediments also harm aquatic life by cloud-
ing the water and covering the bottom.
Submerged aquaticvegetation (SAV) must
have light to survive. Sediments sus-
pended in the -water prevent light from
reaching the plants. When the flow of the
water slows, the sediments begin to settle
to the bottom of our rivers. They can bury
underwater plants, smother fish eggs, and
suffocate clams, oysters, and other bot-
tom dwellers.
The bottoms of rivers are covered by mud
patches, rocks, logs, plants, and shells
which allow many different types of ani-
mals to live in our streams. If silt covers
the different structures, the bottom be-
comes one continuous mud patch, and
animals living on anything other than mud
will no longer have a home. For a river to
be healthy, it must have many different
types of animals living in it—much like our
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towns must have many different types of people
living in them.
Preventing The Problem
Erosion and sedimentation are natural processes, but
today they often occur at unnaturally high rates. Bare
soil is more exposed to the erosive forces of water
than vegetated areas, much like your skin is exposed
to cold on a windy, winter day without a coat. This
loss of soil harms landowners, farmers, and our
estuary. Excessive erosion can be prevented. Trees
and plants growing along the sides of streams are
beneficial in several ways. First, the plant stems and
fallen leaves slow the flow of water and prevent it
from easily washing away soil particles. The plant
roots hold soil together. Finally, the plants absorb
some chemicals and nutrients which can harm aquatic
life while changing others to harmless forms. Both
farmers and landowners can reduce erosion by
simply allowing natural vegetation to grow in areas
bordering rivers and streams. Most construction
projects are required to control sediments. They use
devices such as hay bales and filter cloth. Some
towns are building stormwater detention ponds to
prevent sediments from entering our waters. Rain-
water Is directed into these ponds where the flow
slows. Here sediments and harmful chemicals settle
out and the cleaner water is slowly released into our
rivers. Many other ideas to prevent erosion are
available in a booklet entitled "Sound Advice"
available from WRAL-TV, Raleigh, NC. Erosion
and sedimentation are problems that we can all help
eliminate.
Activity:
Cover the bottom of one-half of a pan with a layer of
sand two-three inches deep. Prop the filled end of the
pan five inches hi the air, creating a downhill slope.
Punch five holes in the bottom of a large dixie cup.
Hold the cup above one end of the pan. Pour water
into the cup to simulate rain. Use at least 1/2 gallon
of water. Watch how the water travels down the pan.
Does the water erode the sand? Notice how the sand
now covers the bottom of the lower section of the
pan. What would happen to things living on the
bottom in that end? To experiment with different
rainstorms, vary the number and size of the holes in
the cup, and the amount of water used.
Now cover the bottom of 1/3 of the pan with a layer
of sand two-three inches deep. In the next section of
±e pan place a piece of turf or carpet to simulate a
vegetated stream border. Add water as in the previ-
ous experiment. Does the "border" trap the sand? Do
you think having grass borders near our waterways
would help prevent sedimentation? Many communi-
ties are establishing parks along their streams. These
parks are called greenways. They offer excellent
recreational opportunities for people, such as bike
paths, trails, and playgrounds. Can you think of any
benefits they provide for for fish and wildlife?
Illustrations by Sandra Koch
-------
uck&Geese
A simulation of the
effects of loss of nesting
and wintering habitats
on waterfowl.
OBJECTIVE:
• To gain an apprec-
iation of the beauty and
economic value of
-waterfowl.
• To identify limiting
factors (problems)
affecting migrating
waterfowl.
• To learn ways to help
waterfowl.
• To exercise skills in
science, social studies,
and physical education.
• Large room or field
70-90 feet long
• Paper plates or carpet
samples—enough for
every three participants
to have two (2) of either
REFERENCES:
The activity was adapted
with permission from
"Migration Headache"
in Aquatic Project
WILD. Copyright 1983,
1985 Western Regional
Environmental
Education Council.
Introduction:
When the explorers from Europe first set foot upon the continent of North America,
the skies and marshes were filled with millions of ducks and geese which the Indians
hunted regularly. Even today, many people in our area enjoy watching ducks raise their
young in a pond or look forward to fall when they can travel to estuarine and coastal
marshes to hunt or watch ducks, geese, and swans. Even those who do not often see
waterfowl like to
know they are out
there, somewhere,
following their an-
cient migrational
paths from north
to south and back
again.
Unfortunately, in
our modern world
this precious natu-
ral heritage needs
our help to sur-
vive and flourish. Numbers of some of our most popular ducks are significantly lower
than they were fifteen years ago and most of the Canada geese no longer migrate to our
area. Millions of acres of wetlands and other vital habitat for ducks and geese have been
lost, and more are destroyed each year.
In addition to the great enjoyment and
beauty that viewing waterfowl may
bring us, these birds are important to
many of our families for income. People
who work at hotels, restaurants, gas
stations, as outdoor guides, and in
vehicle and equipment sales make money
from tourists and hunters during the
seasonal migrations. In order to main-
tain these aesthetic and economic ben-
efits, waterfowl populations must be
large enough to provide enjoyment for
millions of people. Currently, how-
ever, many species of ducks are at
lower population levels than they have
been in decades due to losses of critical
wetland habitat and other limiting fac-
tors. Most of our ducks are raised in
northern areas where many of the wet-
land nesting sites have been plowed
into farmland or developed for homes,
stores, or industry.
Historically, as the harsh northern win-
ters approached, ducks, geese, and
swans, came to our area to eat the
grasses that grew abundantly in our
estuary. In the 1970's, many of the
underwater grasses (submerged aquatic
vegetation or SAV) began dying due to
changes in water quality. Since the
availability of this food source was
limited, many birds did not remain
here. Geese that once wintered here
now overwinter in northern areas such
as the Chesapeake Bay where they find
an abundant supply of corn to eat in
farm fields.
-------
What can we do to reverse these negative trends and
insure that waterfowl populations are protected for
future generations? We can use management prac-
tices which preserve wetland habitat quality and
quantity. These include:
* Maintaining forested buffer strips along waterways
to reduce erosion and sedimentation.
• Observing the proper fertilizer and herbicide/
pesticide application rates in order to reduce the
amount of nutrients entering our streams and im-
prove water clarity for SAV growth.
* Ensuring that sewage treatment facilities do not
release waste that harm our waters.
• Avoid boating through and disturbing shallow
grass beds.
• Finally, habitat quantity can bepreserved if we
support habitat purchasing and conservation efforts
by private organizations, State, and Federal govern-
ments. Federal duck stamps, which support public
lands and inform others about the importance of
wetlands, can bepurchased to show our committment
to protecting these avian treasures for future genera-
tions.
Activity:
Select a playing area 70-90 feet long. Place the paper
plates in a grouping on each side of the area and
designate one side as nesting habitat (north, spring)
and the other side as wintering habitat (south, fall).
Tell the students that the paper plates represent
wetlands which they will migrate to (as waterbirds)
and nest in during the spring and summer or find food
in during the harsh winter. Up to three students may
migrate to a plate. At the end of a journey, a student
must have one foot on a plate in order to be allowed
to continue. The instructor removes plates with each
repeating sequence (change of seasons) to illustrate
the loss of habitat. If a student cannot find a foothold
as plates are removed, they have not found suitable
habitat and must retire to the sidelines. The instructor
may invent a scheme of limiting factors affecting the
habitat and survival of the flock (drought year =
fewer plates, wet year = more plates; oil spill—place
an ink spot on the bottom of the plate and if a "duck"
lands on this plate it can no longer fly). Allow the
"dead ducks" on the sideline to reenter as hatchlings
during good years with an overabundance of nesting
habitat.
Illustrations by Sandra Koch
-------
Nutrients! TOO MUCH OF A GOOD THING
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ACTIVITY DESCRIPTION:
Observe how nutrient
enrichment occurs in
our estuary.
OBJECTIVE:
To gain an under-
standing of what
nutrients are.
• To learn why excessive
amounts of nutrients are
bad.
• To sharpen skills in
science, vocabulary, and
language arts.
• 5 one-quart clear glass
jars
• plant food
' • labels for the jars
• 5 spoons
• aluminum foil
• 1.5 gallons of water
from a stream, pond,
sound, or aquarium
Introduction:
Nutrients occur naturally in our soils and waters. They act as a fertilizer and are a necessity
for plant growth. However like most things, they are harm&l if they are present in excess
amounts. Problems due to excessive amounts of nutrients occur in our waterways. The main
purpose of this activity is to discuss and illustrate this problem.
Sound Soup!
Our estuary is like
a soup with many
ingredients. The
water has many
chemicals dis-
solved in it, such
as salt and nutri-
ents. But just as
too much pepper
can turn a tasty
soup into a ter-
rible soup, too
muchofaparticu-
lar chemical can
harm our waters.
A currentproblem
with the rivers is
too many nutri-
ents.
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What Are Nutrients?
Nutrients are substances which help plants
grow, much like vitamins help us grow.
Two chemicals, nitrogen and phospho-
rus, are importantto plant growth. Lawn
and plant fertilizer and animal waste
(including human sewage) contain ni-
trogen and phosphorus.
How Do Nutrients Get into The
Rivers?
Water which runs off the land into creeks
and rivers can carry materials such as
soil, toxic chemicals, and nutrients. When
it rains, fertilizer and manure can be
washed from fields and lawns into our
streams.
Human waste is also a big problem.
Some homes use septic systems to handle
their sewage. But if the septic tank is not
cared for, it can overflow with nutrient-
rich sewage. In more populated areas,
human waste is treated at sewage treat-
ment plants to produce clean water.
Some sewage treatment plants clean the
water well before returning it to our
rivers, but some do not. These rivers,
often containing nutrients, eventually
flow into our estuary.
What Is Wrong With Nutrients?
Once the nutrients are in the water, they
help plants grow. Buttoo many nutrients
mean too much plant growth, especially
of algae (microscopic floating plants).
When there is too much algae, the water
-------
becomes cloudy and blocks light to underwater grasses,
which are called submerged aquatic vegetation (SAV).
Algae can also grow on SAV leaves, like moss on a tree.
However too much algae can further block light and kill
the grasses. SAV is very important to many estuarine
animals for food and shelter. Without SAV, the ducks,
fish, crabs and other animals are in trouble.
All these algae cannot live forever. When they die and
decompose, they use up a lot of oxygen in the water.
This causes more problems for animals living in the
water. They need oxygen just like we do to breathe. If
too much oxygen is used, the animals can suffocate.
You may have seen dead fish floating in green water
during the summer.
Saving The Estuary!
People are now trying to save the estuary by reducing
the amount of nutrients which enter it. This involves
responsible and limited use of fertilizers, proper treat-
ment of sewage, and preventive measures to keep farm
animal waste out of streams. There is still a lot of work
ahead, but hopefully we can restore the health and
wealth of our estuary.
Algae Soup!
You can be a scientist and see what happens when there
are too many nutrients in the water by creating mini-
estuaries in glass jars and testing the effects of different
amounts of nutrients on algae growth.
Wash the jars, making sure to rinse them well. Fill ajar
with tap water, label it "#1 - tap water" and set it aside.
Fill the other jars with the water collected from a
stream, pond, sound, or aquarium. Label one of these
jars **$2 - no nutrients added" and set it aside.
Following the directions on the plant food label, mix
enough fertilizer with the water in jar #3 to make a
"regular solution" and label it as such. In jar #4, mix
three times the regular amount of fertilizer and label it
accordingly. In jar $5, mix a solution six times stronger
than normal and correctly label it. Cover the jars lightly
with foil to prevent water evaporation. Place all your
jars in a sunny place at normal room temperature (but
not in direct sunlight which will heat the water). Every
two days, stir the water and check for algae growth. Tip
the jar so you can see if any algae is growing on the
glass. It will look like a thin grey or green film. Be
patient; if your sample had only a little algae in it, it
may take weeks for the algae to become visible.
Do all five jars look the same? Which jar has more
algae? Does the water look cloudy? What happens
after 1 week? After several weeks? Does the amount
of fertilizer seem to have an effect? These are good
things to notice while you observe the jars. We would
expect that there would be more algae hi the jars with
more nutrients. There may be a leveling off of algae
density at the higher nutrient samples, since algae can
only grow so fast. In nature, over-enriched bodies of
water produce too much algae. As these algae die they
use oxygen to decompose. This is unhealthy for fish,
plants and other animals. Look at a drop of water from
each jar under a microscope or magnifying glass. Do
you see any small creatures? How do the numbers of
animals differ with the varying amounts of nutrients
in the jars?
Illustrations by Sandra Koch
-------
loatable Debris
ACTIVITY DESCRIPTION
Floatable debris,
including medical waste,
is a controllable problem.
OBJECTIVE:
The user will discover
that floatable debris can
be stopped at its source.
Unlike some forms of
pollution, this problem
begins at home.
AGE GROUP:
Elementary through
adult.
MATERIALS:
• styrofoam pellets
• small wading pool half
filled with water
• various small floatable
and non-floatable
objects.
REFERENCES:
Adapted from Long
Island Sound Study fact
sheet #8 "Floatable
Debris" by the
Connecticut Sea Grant
Marine Advisory Program
and the New York Sea
Grant Extension
Program.
Introduction:
Material that washes up on shores, or "floatables", have washed onto beaches for
years, but only recently have they gained attention as a serious water quality threat.
Floatable debris consists of bottles, paper, wood, sewage, garbage, street litter, and
now the much publicized plastic and medical-related items. Floatable debris can be
stopped.
Municipal garbage has not been legally disposed of hi coastal waters for over 50 years
and illegal disposal is not accountable for the sudden rise in beach debris. The source
of floatables is, surprisingly, common household litter and household waste. This
includes the medical waste, such as insulin syringes, that are flushed down toilets.
Litter washed off streets is carried ei-
ther directly into the water or into storm
sewers. Many storm sewers are com-
bined with sanitary sewers and the
debris passes into the sewage treatment
plants (STP). With a combined system,
moderate rainfall overloads the STP.
Everything, sewage and floatables, is
discharged as raw combined sewer over-
flow (CSO) directly into the water-
ways. CSO's are perhaps the greatest
source of floatables in our area. Power
outages or equipment failures also dis-
able STPs and cause the discharge of
raw sewage.
There are offshore sources of floatable
trash and plastic. Naval, commercial
shipping and fishing fleets have regu-
larly dumped waste into the ocean. In
1989, the US entered an international
agreement to control offshore disposal.
Floatables also enter the water through
mishandling solid wastes that are being
on or offloaded on barges for transport
to landfills. Our area supports a large
recreational vessel fleet, and these plea-
sure boats contribute to the trash prob-
lem. Even beach-goers add significantly
to the problem by littering.
Strong winds can collect floatables into
large slicks that are pushed on-shore or
float in open water masses. Although
we don't always see the floatable de-
bris, it is out there and its volume is
increasing yearly. On top of that, since
1970, our use of plastics has tripled,
increasing the percentage of persistent
plastic in debris. Floatable debris by
itself does not pose a great threat to
human life, but it does threaten wild-
life.
Debris epidemics can have a tremen-
dous impact on the economy of our
estuary. People can't visit the estuary
and are afraid to eat the seafood that
comes from it. Our area economy can
suffer a 1-2 billion dollar loss during a
debris epidemic.
Medical waste
Medical wastes discovered on beaches
in recent years has received much pub-
licity. In reality, the amount of medical
waste on beaches was very small. Insu-
lin syringes originating from CSO and
from intravenous drug users on the
beach were a frightening discovery.
Some isolated incidents of medical waste
debris may have originated from illegal
dumping.
Concern about medical debris stems
from fears of infectious disease. How-
ever, only 1% of beach debris is medi-
cally related. Of that, only 10% of the
debris has been in contact with infec-
tious disease. Many infectious diseases,
including the AIDS virus, are fragile
and cannot survive the harsh ocean
environment. The tremendous dilution
that the ocean offers also decreases the
virulence of the pathogen.
Floatable Debris - What can
you do?
Unlike many pollution problems, the
floatable debris problem and its source
is well understood. Litter control, re-
cycling, and enforcement of existing
-------
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LJL_A* A~
r"-|f—V--
\ IK
Set up q miniature
estuary in a small
wading pool: Put vari-
ous small objects in the
water and use a small fan to
push them around the pool.
What types of objects float?
Which objects sink? What
does wave action do to the
system? Do somethings sus-
pend in the water column
beneath the water surface?
What is buoyancy?
laws are the best controls of floatable debris. Because
storm and combined sewers are a major source of
debris, redesign and restructuring these systems are
major public works projects that are underway and will
greatly Improve the situation. Relative to upgrading
and better operation of STPs is teaching the public to
only dispose of human waste in their sewage systems.
The control of floatables must be incorporated into
management plans for our estuary.
Plastic bag^s, monofilament line, and 6-pack rings can
be deadly in the ocean. Beverage 6-pack holders have
been estimated to cause the deaths of 6 million seabirds
and 100,000 marine mammals annually, and have a life
expectancy of 450 years. Fourteen billion pounds of
garbage are dumped into the worlds oceans every year,
most of it in the Northern Hemisphere. An Interna-
tional treaty (MARPOL Annex V) signed by Congress
now prohibits the dumping of any plastic in our oceans.
If you see illegal (off-site) dumping, pinpoint the
location and record discharge type and time of obser-
vance, as well as the violating vessel's name and ID
number. Report it to the Coast Guard. If you see debris
in the water, pinpoint the location by loran, latitude/
longitude, or visual sightings. Be able to describe the
nature of the material and the extent of the slick.
Fun Facts:
You can be of great assistance in preserving the water
quality of our estuary, so that we can all ensure the
future enjoyment of our most bountiful natural re-
source.
PLEASE:
• Do not discard trash overboard;
• Use reusable containers and limit use of non-
biodegradable materials;
• Retrieve trash found in water;
• Participate in beach clean-ups; and
• Be aware of the dangers of plastics to the
marine environment.
Polystyrene foam looks like food to a sea turtle. When
they eat it they become too buoyant to dive. It also
clogs their digestive systems and they starve to death.
Each American throws away 60 pounds of plastic
packaging every year.
And remember...
STOW IT - DON'T THROW IT!
Illustration by Sandra Koch
-------
ore Than Just A Swamp
To facilitate an
understanding of
wetlands by completing
puzzles.
OBJECTIVE:
• To gain an under-
standing of what a
wetland is.
• To learn what types of
wetlands are found in
our estuarine area.
• To learn why wetlands
are important.
• To sharpen science
and vocabulary skills.
introduction:
Wetlands are very important to the well-being of many plants and animals, including
people. But what are these areas, and what do they do? A wetland is the area between dry
land and open water. It is sometimes covered with a shallow layer of water, but there are
also wetlands which can be dry for part of the year. The plants and animals which live there
are adapted to this watery environment. There are many different types of wetlands.
Wetland Types
Swamp - Wetland where trees and shrubs
grow which are flooded throughout most
of the year are considered swamp.
Bottomland - These are the lowlands
along streams and rivers that experience
both wet and dry periods during the year.
They are often forested.
Marsh - Marshes are the wet areas filled
with a variety of grasses and rushes. They
can be found in both freshwater areas
and in the saltwater areas near our
coast.
Pocosin - These are the wet areas with
evergreen trees and shrubs growing on
peat or sandy soils. Peat is a spongy-
feeling material made up of decaying
plants. The word pocosin comes from
the Algonquin Indian word meaning
"swamp on a hill."
•w
-------
Wetland Functions
flood Control - Excess water from heavy rains is
slowed by wetland plants and stored in the low-lying
areas of wetlands, preventing the waters of nearby
rivers and streams from overflowing and damaging
property.
Storm Buffer - Along our coast, wetlands take a
beating from high winds and waves, yet remain intact.
The thick vegetation buffers the force of storms and
protects the land from erosion.
Water Banks - Wetlands hold water during the wet
season. This water seeps through the soil into our
underground water supplies.
Water Filter - Wetlands help purify runoff waters
which carry pollutants. Silt and soil, which choke
aquatic life, settle out. Wastes are broken down and
absorbed by aquatic plants, as are many harmful
chemicals.
Nurseries - Many fish and animals
use wetlands as nurseries. They pro-
vide an abundant supply of food and
shelter for the young.
Home Sweet Home - Wetlands are
home to many animals. A thriving
wetland probably has more life in it
than any other kind of habitat.
Wildlife Pantry - Wetlands are so
productive, many animals depend on
them for food. Many migrating birds
stopover in wetlands each spring and
fall to rest and feed before continuing
their trip, and some will spend the
winter in the wetlands.
Recreational Opportunities - Wet-
lands provide us with places to watch
birds and animals, and to fish, boat,
and hunt.
Economics - Commercial fisherman
depend on the wetlands to supply us
with crabs and many other types of seafood.
Wetlands in Danger!
More than half of U.S. wetlands have been lost
since the 1600's! They have been drained to
make farm fields, or filled for developments, or
dredged for waterways. Wetlands become
"drylands" when people fill them, build dams,
or divert the water that feeds these areas.
In the past, wetlands were considered useless
wastelands. Now we know that they are very
valuable to people and wildlife. Changing opin-
ions are resulting in new laws to help save
wetlands, but mere is still much work to be done
to stop the destruction and to restore our wonder-
ful wetlands.
Illustrations by Sandra Koch
-------
Wetland Inhabitant Word Search
Search for the types of animals found in wetlands. See if you can find:
beaver
wood duck
crab
mosquito
heron
frog
dragonfly
turtle
shrimp
flounder
clam
crayfish
raccoon
bear
egret
sunfish
mink
salamander
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Wetland's Crossword
Test your wetlands knowledge by completing this wetlands crossword puzzle.
2.
Across
are wetlands that are flooded with water
for most or all of the year, and are vegetated with
trees and shrubs.
3. A use of wetlands for food and cover by young fish
and other animals.
6. A wetland type found along streams and rivers.
They are flooded for part of the year and dry for
part of the year.
7. The type of soil often found in pocosin wetlands.
It is made up of decayed plants.
9. Peat soil feels .
11. Many kinds of use wetlands for
sources of food, resting sites,and cover.
12. Wetlands along the coast may lessen the damage
caused by storms, and protect land from erosion
since they function as a .
Down
1. A use of wetlands by people.
2. Commercial fishermen depend on wetlands to
supply us with to eat.
4. Bottomland wetlands are often .
5. A marsh does not contain salty
water.
8. A wetland type with evergreen trees and shrubs.
This word means "swamp on a hill" to the
Algonquin Indians.
10. Wetlands have the ability to remove, or
out, pollutants from water.
Key:
Across - 2. swamp; 3. nursery; 6. bottomland; 7. peat; 9. spongy; 11. wildlife; 12. buffer
Down -1. recreation; 2. seafood; 4. forested; 5. freshwater; 8. pocosin; 10. filter
Illustrations by Sandra Koch
------- |