Mangroves
Mosquitoes
and
Man
by
Donna Vauqhan
Harbor Branch Oceanographic Institution
JMarine education
funded by
IA. S. Environmental Protection rtgency
Environmental Education grants Program
T^^^^^*^
£7« Cooperation with
the St. Cucie County Mosquito Commission
St. Cucie County Schools
The Marine Resources Council
EPA Publication Number: 904-8-97-^902
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D. Supplemental Information on the CD-ROM supplement to the curriculum
The Johnson Marine Education Center' has invested $3500 in the computer hardware and
software including a Motorola Starmax 4000 computer (Macintosh clone) with 406e processor at
200Mhz and 2.5 gigabit Hard Drive; a 8x CD-ROM drive, 32 megabytes of Video Memory, 16-
bit stereo playback, alO basey-T network adapter, a Sony Trinitron Multiscan 100SX Monitor and
a Iomega Zip Drive. Software packages are Macromedia Director 5.0 and Adobe Photoshop 4.0.
\
CD-ROM products are appealing, engaging, fun to use and are better suited to the relatively short
attention span of many students than textbooks and stand alone video. This type of multimedia
can be easily structured to break information into short segments, requiring interactive attention
by the user between sections. The medium also allows material to be organized in a hierarchical
way that allows students to proceed at their own pace and explore topics that most interest them.
In addition, students who learn via multiple sensory channels have been shown to retain more
inforrnatioiffOr longer time periods. Finally, because students typically can move through the
programs relatively independently and 'in-depth' material can be included for advanced students,
so that teachers can be more effective.
In the "Indian River Jones" game, the layout is linear and builds upon itself with 3 progressive
levels of involvement: an information gathering phase, an 'interview' phase and a decision
making phase... This structure gives the student background information and skills before moving
on to a more challenging level where players make decisions about management practices for a
mosquito impoundment. Active involvement by the student will be required to maneuver through
the game. At some points a tentative ear and eye are all that are required, while other sections
require the use of a mouse and/or keyboard.
The first level provides basic facts about the Indian River Lagoon region including history,
biology, geography, climate, and ecology and will be closely linked to the Mangrove, Mosquitoes
and Man printed curriculum materials. In the second and third levels, "Indian River Jones' (and
the student) conducts personal interviews with experts in the field and the game flows into a
"choose your own adventure" section at the end. These interviews include telephone calls, on-
site tours and informal meetings. People from many walks of life are interviewed (i.e. a person
remembering times past, a recreation director, a building contractor, an environmental scientist,
and a mosquito control director). Interviewees have a diversity of viewpoints about the IRL and
how it should be managed. The final adventure module allows the student to choose from a
range of management options and see the results of various decisions.
The CD-ROM includes sounds, descriptions, and visual images of the Indian River Lagoon.
Images have beefi drawn from video obtained in 1996 with IRL license plate funding, digitized
photographs from scientists who have worked in mangrove habitats (ie. Dr. Jorge Rey at the
Florida Medical Entomology Laboratory) and still photographs from the HBOI Photography
Department. Maps of impoundments and mangrove habitat along the shores of the Indian River
lagoon in St. Lucie County are also included.
67
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In the late summer and fall of 1997, the game will be reviewed by scientists and managers to
eliminate factual or conceptual inaccuracies. Reviewers will be Dr. Jorge Rey (UF Medical
Entomology Laboratory), Dr. Grant Gilmore (HBOl) and Mr. Jim David of the St. Lucie County
Mosquito Control District. .
This classroom resource will complement material in the Living Lagoon CD-ROM produced by
HBOI's Multi-meSia Deparfonent in 1996. The Living Lagoon differs from the game in that it is
aimed at the public and allows the user to view seven different topics about the Indian River
Lagoon in any ordeY.
The primary advantage of the game is that it allows teachers to be more efficient in their use of
classroom time and more effective at reaching both ends of the student ability spectrum. Students
who are working below grade-level in reading and quantitative skills (such as map reading) can
'play the game' with enthusiasm and interest while at the same time improving their language,
problem sojying and computer skills in a non-threatening environment. At the other end of the
spectrum, students who are working above grade level can be assigned challenging, independent
work that takes advantage of advanced features nested within the hierarchy of the product. This
advanced exploration can occur while the teacher is focusing on fundamental concepts and skills
with the rest of the class.
68
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Acknowledgments
This project could not have been accomplished without the cooperation and
effort of many individuals. Research and material for the background information
was provided by Julie Lambert (Harbor Branch Summer Intern), Janet Merkt
(Marine Resources Council), Jim David and David Mook (St. Lucie County Mosquito
Control Commission). A special thanks to the expert knowledge of David Mook and
Diane Barile (Marine Resources Council) for their editing for factual validity.
The support and patience of the classroom teachers allowing me to come into
their classrooms once a week to try out the activities with their children was
invaluable. These same teachers have helped in making the curriculum more
"teacher friendly" with their comments and suggestions. The participating teachers
and schools are: C.A. Moore Elementary - Mary Mosley, Principal; Marge
Armstrong, Becky Contois, Carol Wetherington, Traci Jacobson, and from Fairlawn
Elementary - Genelle Yost, Principal; Madeline Bell, Kerri Clark, Pat Priest, Ellie
Baker, and Belinda Buckley. As an addition to the grant, the curriculum was also
tested in Lawnwood Elementary - Michael Hitsman, Principal; Diane Young and
Christine Berger. The same thanks to the nearly 250 students who were in the test
classes.
The field trips were a highlight of the year with the kids. David Mook helped
in making the first trip to the impoundment a memorable one. The second optional
field trip was to Harbor Branch where students were a part of a mangrove
replanting project administered through the Environmental Learning Center in
Vero Beach. Thanks to Camile Sewell for all the materials and help.
Throughout the project I received much encouragement from Dr. Susan Cook,
Director of Education, Harbor Branch Oceanographic and especially from my family,
David and Dee Dee Vaughan.
PROJECT MANAGER; Dr. Susan B. Cook, 561-465-2400
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Table of Contents
Overview , i
Tips on Using the Curriculum ii
Unit 1 -Investigation Techniques 1
1.1 Introduction to the Curriculum 3
1.2 Investigative Techniques 13
1.3 Introduction to the Indian River Lagoon 33
1.4 Field Trip 1 47
Unit 2 - The Indian River Lagoon: An Overview 79
2.1 Geography 81
2.2 Hydrology 113
2.3 Habitats, Flora and Fauna 133
2.4 History / Economics 151
2.5 Past and Present Issues 179
Unit 3 - Mosquitoes 189
3.1 Mosquito Biology: Diversity and Life Cycle 191
3.2 Anatomy of an Adult Mosquito 203
3.3 Mosquitoes and Man - Disease 215
Unit 4 - Issues for the Indian River Lagoon and Mosquito
Control 229
4.1 Environmental Decision Making 231
4.2 Issues and Players - Mosquito Control 241
4.3 Wrap-up: County Commission Meeting 251
4.4 Final Field Trip 259
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Appendix A - Glossary
Appendix B - Field Identification Sheets
Appendix C - The Indian River: An Exceptional Lagoon
Appendix D - Easily Recognized Mosquitoes of Florida
Appendix E - Mosquito Disease Fact Sheets
Appendix F - Sample Questionnaires
Appendix G - Resource List
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MANGROVES, MOSQUITOES AND MAN
Harbor Branch Oceanographic Institution, in partnership with the St. Lucie
County Mosquito Commission, St. Lucie County Schools and the Marine
Resource Council, is developing an innovative 4th grade program on
Mangroves, Mosquitoes and Man. Students will be introduced to the Indian
River Lagoon as a system. Using mosquito impoundments as their hiving
laboratory, they will learn to look at all aspects of an issue and defend the
issue as an informed decision maker. The goal of the program is not only to
teach them about an environment close to home, but to see how this
environment fits into their everyday lives as well as historically into the lives
of others. This will set the foundation for them to be informed future voters
who will be deciding the future of the environment in which they live.
UNIT I
Students will be introduced to the curriculum and the investigation
techniques used by scientists. They will begin their mission of
determining the best management practices for the existing mosquito
impoundments along the Indian River Lagoon.
UNIT II
Students will focus their study of the Indian River Lagoon and
Mosquito impoundments. After visiting an impoundment and
becoming aware of how impoundments work, students will begin to look
at the Indian River Lagoon as a system. They will see how all aspects
of the system fit together and how man's presence has had major
impacts on the Lagoon.
UNIT III
Students will focus their study on mosquitoes. Through the study of
mosquitoes, students will begin to see how such a tiny animal can have
such a profound effect on a large system. They will see the importance
of mosquito control for Florida.
UNITIV
Students will use their knowledge of the Indian River Lagoon
ecosystem, the "players" who have an interest in the Lagoon, mosquito
biology and impoundments to decide what should be done with
mosquito impoundments.
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Tips on Using the Curriculum
This curriculum is meant to be used in addition to your regular
classroom materials. It has many activities which can be worked
into math, writing (Florida Writes activities included), Florida
History, and art. As such, it does not have to be taught in the
order presented. Fit the activities in where most useful.
* This curriculum was written to be used in a 4th Grade classroom
or above. You will want to read through the information before
using it in your classroom. You may find that you need to scale
up or down, depending on the group of students.
* The use of overheads for the Masters is very useful.
* You may find the vocabulary lists difficult for some students. You
are encouraged to use the correct terminology with the students,
however do not get them confused with too much at a time.
* Many of the activities are to be done in small groups. You may
find it useful to do these activities as a whole group with you
directing the class. This is particularly true if your group does not
have many good readers.
* Try to get at least one other classroom in the school involved in the
curriculum. The more opinions you can generate, the more the
students get from it.
* Do not be afraid to call on some local experts to come to your
classroom. The Mosquito Commission and Harbor Branch have
several people willing to come and do presentations. These people
are a great resource to you and your students.
* Most of all, have fun with it. The more you enjoy teaching the
material, the more your students will enjoy learning it.
ii
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1]
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UNIT1
Investigation Techniques
U,
nit 1 introduces the student to the process of arriving at an informed
environmental decision. This unit sets the stage for students to become detectives
looking for some possible answers in an environmental investigation. The lessons
in this introductory unit are the foundation of the techniques used throughout the
curriculum. Students will begin to see scientists as individuals who are constantly
asking questions and seeking ways to find answers to these questions. The
investigative activities will take them out of the classroom and into the field. They
will begin to observe their environment and ask questions such as I wonder why or
what would happen if?
Students will begin to look at things in relation to their world as well as the
entire world around them. They will begin to see that they must investigate as
many considerations as possible before making a decision that will impact the
environment. Students will be introduced to the Indian River Lagoon. They will
take this knowlege into the field on their first field trip.
At the conclusion of Unit 1, students will be ready to begin their investigation
into the Indian River Lagoon, mosquitoes and the future of the Mosquito
Impoundments in St. Lucie County.
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1.1 Introduction to the Curriculum
Background Information
The Indian River Lagoon extends 140 miles and
through 5 counties along the east coast of Florida. It is
a unique and delicate ecosystem which supports more
species and a wider range of species than any other
estuary in North America. It is an important resource
to ever increasing numbers of people: from the water
skier, recreational and commercial fisher and field
biologist to the land developer, motel owner, and
curious child. Along the length of the Lagoon, much of
the shoreline has been altered by man's
intervention. One of these changes has occurred in
much of the wetland areas which support huge
breeding populations of salt-water mosquitoes. These
mosquitoes need mud shorelines to lay their eggs.
When these shorelines are flooded, the eggs hatch and
the mosquito lives out its life cycle. As an
alternative to pesticides and chemicals many of these
areas have been altered from natural wetlands to
mosquito impoundments. These wetland areas have
been enclosed with earthen dikes so they can be
flooded and remain so during the mosquito breeding
season. This technique is quite effective in
interrupting the life cycle sufficiently to control the
numbers of pests. However, the altering of the
ecosystem has come to be questioned as an
environmentally sound practice. This curriculum
will give the students the tools to make an informed
decision about mosquito impoundments and how they
should be managed in an environmentally friendly
way.
UJ Vocabulary IUJ
ecosystem - n. the
relationships between a
community of plants and
animals and their
environment.
species -n. a distinct kind
of plant or animal
estuary -n. a coastal body
of water where seawater
and fresh water mix.
recreational fisher - n.
one who fishes as a hobby
or just for fun.
commercial fisher - n.
one who fishes as a
profession or job.
field biologist - n. one
who studies the origin,
history, characteristics,
habits etc. of plants and
animals in their natural
environment instead of in a
laboratory.
land developer - n. one
who alters the land such as
for houses, parks, etc.
alter - v. change
intervention - n. the act
of coming between to
modify, settle, or change
some action or event.
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LL4 Vocabulary IUJ
life cycle - n. the
continuous sequence of
physical changes that an
organism passes through,
from a fertilized egg to an
adult that can reproduce.
pesticide -n. a chemical
used to kill pests, usually
insects and rodents.
mosquito impoundment
-n. a wetland area that
has been physically
confined by earthen dikes
and in which water is not
allowed to freely flow
between the main body of
water and the wetland.
These areas are used for
mosquito control
earthen dike -n.a wall
or dam that is built to keep
a sea or river from flooding
over land (For mosquito
impoundments the dikes
are used to hold water into
the wetlands so the mud
banks remain covered with
water.)
environmentally sound
practice - n. a practice or
policy which is good for the
environment
Rationale
Section 1.1 is designed to spark the interest of the
students in this program pertaining to the
environment close to their home . Students will be
introduced to the concept of being a detective in
conducting an environmental investigation. Their
mission = to decide what should happen to mosquito
impoundments along the Indian River Lagoon. The
Indian River Lagoon and a basic definition and
description of mosquito impoundments will be
introduced. The students will begin to think about
where they can go to find information for their
investigation.
Students will also be given a pretest so that a
base-line of knowledge of the subject matter can be
established. This test will be repeated at the end of
the program to see how much their knowledge has
increased.
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Objectives
Students will:
Begin their Investigative Notebook
Identify sources for gathering information
Identify areas they may want to investigate
Become familiar with the goals of the program
Take the Pretest
Materials
Student notebooks (can be added to as needed)
Pencils, pens, markers or crayons, scissors, glue
Newspaper issues from a few days prior to the
teaching of the lesson, including that day's.
Pretest for each child (Master 1.1 a)
Master l.lb - Vocabulary
ta Vocabulary ta
Environment - n. all the
things and conditions that
surround a person, animal,
or plant and affect the
health, growth,
development, and
character of such living
things
detective - n. a person,
often a police officer, whose
work is to solve crimes or
get secret information
Investigation - n. the act
of looking into.so as to
learn the facts
mystery - n. something
that is not known or
explained, or that is kept
secret
mission - n. a special duty
or piece of work that a
person or a group is sent
out to do
Lagoon -n. a special type
of shallow estuary with a
small opening to the sea
and small water shed or in
fresh water a shallow lake.
Indian River Lagoon -
n. extends 140 miles and
through 5 counties along
the east coast of Florida
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Teacher Note
Note books should be of the
type that students can add
to as the program
progresses
Teacher Note
You may want to be sure
any worksheets you give the
students are already 3 hole
punched to go into their
journals.
Teacher Note
You may need to suggest
sources to get the discussion
going. Be sure they hit on
sources which they are able
to begin looking and
collecting from
immediately.
Teacher Preparation
Prior to the start of the curriculum, teachers will
request students to bring in notebooks to be used
exclusively as their investigative journals.
Make copies of Masters l.la (optional), and
l.lb.curriculum glossary for each student
Lesson Development
1. Explain to students that they are going to be part of
an investigation of an important Environmental issue
or problem. Tell them their mission is to decide how
people should manage mosquito impoundments along
the Indian River Lagoon in St. Lucie County.
2. Administer the pretest explaining to the students
that they must first see what they already know before
they decide what and where they should begin
investigating.
3. Give the students copies of the curriculum glossary
to place in their notebooks (copies are made directly
from Appendix A). Give them copies of the vocabulary
list for lesson 1.1 (Master l.lb). Have the students
look up the words in the glossary and fill in the
definitions.
4. Begin discussing the vocabulary words, Mosquito
Impoundments and the Indian River Lagoon. Ask
students what they already know about the Indian
River Lagoon and what they would like to know. Make
a list on large poster paper which can be posted on a
bulletin board.
5. Ask students who they feel have an interest in the
Indian River Lagoon and what that interest may be.
As the discussion continues you may want to throw in
a few of your own that students would not ordinarily
think of such as a motel owner, travel agent, home
builder. You may want to list these also on large
poster paper to be posted for future reference.
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6. Lead a discussion with the class about where they
can go to begin collecting information about the subject
of their investigation. As sources are stated by the
students, list them on the board.
7. From the list, highlight those sources from which
they could already begin looking and collecting
information. Demonstrate how much pertinent
information can be obtained from their daily
newspaper by going over the past few days papers.
Discuss why certain articles would be good to keep for
future reference in their investigation.
8. Encourage them to begin collecting newspaper
articles, talking to family and friends, and looking in
their library for information which may be important
to their investigation.
9. Have them get out their notebooks and
label them as their Indian River Lagoon
Journal. Explain that these journals will
be used to. take notes and collect data as
they investigate the Indian River Lagoon
and mosquito impoundments. Encourage
them to begin putting newspaper articles or
any other information they may collect into
their journals. As they do their
investigations in the classroom they will
collect all their investigative report sheets
and "player" lists (those individuals who
have an interest in the issue) for each area
of investigation.
Conclusion
Tell students that this mission will
continue throughout the year. Preview what
the students have to look forward to (field
trips, hands on activities, art activities,
etc.) Impress upon them that there is no
right or wrong answer to their mission. Each of them
may come up with different opinions. This is why we
need to look at as much information as possible before
making our decision.
Teacher Note
You may want to give
students a chance every day
to look through
newspapers. Encourage
them to look for articles
pertaining to all aspects of
the Indian River Lagoon
(major weather events,
development, tourism,
recreational and
commercial fishing,
historical notes, etc.)
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8
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MASTER
1.1a
Pretest
Teacher
Detective
School
MANGROVES, MOSQUITOES
AND MAN
WHAT DO WE KNOW?????????
Instructions:
After reading the question, select as many answers as you think
are correct.
1.
2.
Who will grow up to be a scientist???
G Someone who likes school
G Someone who likes to work
outside
G Someone who gets good
grades
G Someone who likes to ask
questions
G Someone who likes
laboratories
a Me
Whose opinion is important in making environmental decisions???
G Environmentalists G Voting Citizens
G Business Owners G Government Leaders
O Visitors O School Children
G Scientists G Mine
3. Who makes good decisions???
G Someone who decides only what is best for them
G Someone who makes a decision quickly
G Someone who knows a whole lot about the subject
G Someone who investigates the subject
OMe
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4. Where is the Indian River Lagoon???
O The United States O The tropics
G Florida G The Western Hemisphere
G North America G St. Lucie County
5. What is the Indian River Lagoon???
O A Riyer G An Estuary
G A Lagoon O A Lake
G A Bay O Part of the Ocean
6. Who is the Indian River Lagoon important to, now or in the past???
G Indians O People not living in St.
G Early Settlers Lucie County
G Fisherman G Business Owners
O Wildlife O Scientists
O Builders O Me
7. What are mosquitoes???
G Insects G Plants
G Mammals G Good for nothing
G Reptiles G Important to the ecology of
G Birds the Indian River Lagoon
8. What are mangroves???
G Plants that live along the G Important to fish
water's edge G Important to all people in
G Areas where men pick fruit St. Lucie County
G Swamps that are not good G Worth saving
for anything G Beautiful
9. What should we study to learn about the ecology of the Indian
River Lagoon
G Mangroves G Water
G Mosquitoes G Geography
G Plants and animals G Weather
G Economics G Fossils
G History G Habitats
10 What do I think about studying Science???
G It's fun O Boys like it
G It's boring G Girls like it
10
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Detective
Master
Vocabulary
03 Vocabulary
1. ecosystem
2. species
3. estuary
4. recreational fisher
5. commercial fisher
6. field biologist
7. land developer
8. alter
9. intervention
11
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10. life cycle
11. pesticides
12. mosquito impoundments
13. earthen dikes
14. environmentally sound practice
15. Environment
16. detective
17. Investigation.
18. mission
19. Lagoon
20. Indian River Lagoon
12
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1.2 INVESTIGATIVE TECHNIQUES
Rationale
Section 1.2 is designed to help students use their
observational skills to become good investigators. In
section 1.1 students identified resources they could use
to gather information. This section will help them to
see that just by observing the world around them they
are able to gather information. Students need to
recognize that the first step in being a good detective
(scientist) is being a good observer.
They will begin with observing something they
are quite familiar with. A list of what they already
know will be developed. As their list develops, they
should begin to raise questions about what they do not
know but that would be interesting to find out. The
rationale for an investigation will be developed to
answer those questions. They will determine how they
can make observations or measurements and what
variables could affect these measurements. The
independent variables as well as the dependent
variables will be identified. The elements of the
investigation, a hypothesis, a list of materials needed
to complete their observations, a procedure, and a
data table, will be developed. Worksheets for
designing the elements will be used to guide the
students through the process. They will conduct their
investigation and draw conclusions from the
observations they have made. The standard
worksheets which will be used throughout the
curriculum will be introduced. These worksheets will
be included in their investigative notebooks as they
complete their activities.
Students will develop two investigations The
first one will investigate something that is concrete
(the height of 4th graders). In the classroom, there are
not any variables affecting the results of their
LU Vocabulary tU
Observation - n. the act
or power of seeing or
noticing
Rationale - n. the reasons
or rational basis for
something
Variable --n. [something
that is] likely to change or
vary (be different)
Independent Variable -
n. (a variable) not ruled or
controlled by another
Dependent Variable - n.
(a variable) controlled or
decided by something else
Hypothesis- n. an
unproven theory, etc.
tentatively accepted to
explain certain facts
Procedure -n. a way or
method of doing something
data - n. facts and figures
from which something can
be learned
Conclusion - n. an
opinion formed after
careful thinking
13
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lUJ Vocabulary SUJ
Standard - n. something
set up as a rule or model
with which other things
like it are to be compared
Qualitative - adj.
[having to do with] one of
the features that makes a
thing what it is
Quantitative - adj.
{having to do with] an
amount or portion
Trial - n. the act of testing
or trying
Consistent - adj. acting
or thinking always in the
same way
measurements if they are done with a standard
procedure. The second investigation, will have
students observing the flight of paper airplanes. Their
observations and measurements will be either
qualitative (how well does it fly) or quantitative (how
far does it fly). They will also see that each time they
fly the plane their results will vary (unlike the
repeated trials of measuring height) because there are
many variables affecting the flight of the plane. Many
of these variables can be identified; however there are
many that cannot. They will begin to see the
importance of their procedure being consistent every
time they repeat the investigation. Parallels and
contrasts will be drawn between the two
investigations and what they will be doing in their
detective work on the Indian River Lagoon and
Mosquito Impoundments.
Objectives
Students will:
Learn the importance of observation
Develop an investigation technique that is
consistent
Learn the essential elements of a scientific
investigation
Observe and investigate the height of 4th
graders
Observe and investigate the flight of paper
airplanes
Learn how these techniques will be used in their
Mission
14
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Investigation 1.2a
Developing a Procedure
Florida Writes
Activity
Materials
Box of crackers with inner bags unopened
Table knife
Jar of jelly with the lid
Jar of peanut butter with the lid
Paper and pencil for each student
Master 1.2 a - Vocabulary list
Procedure
Teacher Preparation
Copy and distribute vocabulary lists for each student
(Master 1.2a)
Cover a demonstration table with a large piece of
paper. Give each student a paper plate.
Lesson Development
1. Give each student a copy of the vocabulary list
(Master 1.2a). Go over the definitions.
2. Have each student get out a piece of paper and put
their name at the top of the page.
3. Tell them to write out instructions for making a
peanut butter and jelly cracker sandwich. Allow them
about 5 minutes.
4. Collect the papers.
5. Select several students to make a sandwich by
precisely following their instructions as you read them
aloud.
6. If the directions do not tell them to open the box, or
jars first, they should go back to their seats empty
handed. Do not let the students do anything that is
not written as a direction (shift things in their
hands, put things down, open their mouths, etc.). Have
several students try. Most of the students will not get
a sandwich made.
** Teacher Note
This activity has the most
impact when it is done
totally out of context. If
you are planning to use it,
do it as a special treat, not
as part of their science
program.
Teacher Note
You will probably need to
provide enough supplies to
have everyone make a
sandwich.
15
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**Adapted from Students
and Research. 1993.
1. Divide the class into small groups. Have them
repeat the writing exercise. This time allow at least
10 minutes. There will be a great deal of discussion
along the way.
8. Collect the papers and repeat the sandwich making
exercise.
Conclusion
Point out to students how important it is to be very
detailed in writing a procedure. Relate this to then-
designing an investigation. Anyone conducting the
investigation should follow the exact same procedure
as you are using. There should be absolutely no
guessing as to how to do any of the steps in the
investigation. This insures that there are not any
variables changed that may make a difference in the
results.
REFERENCES
Cothron, J. H., Giese, R.N., Rezba, R.J., (1989).
Students and Research: Practical Strategies for
Science Classroom and Competition (1993 Ed.)
Dubuque, Iowa: Kendall / Hunt Publishing Company
16
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Investigation 1.2b (Day 1)
How tall is a 4th Grader
Materials
Measuring device (yard / meter stick, tape measure)
Pencil for each child
Copies of Master 1.2b for each child
Copies of Master 1.2d for each child
Procedure
Teacher Preparation
Make copies of Master 1.2b for each child.
Make copies of Master 1.2d for each child
Lesson Development
1. Review with the students some of the information
sources they had identified in Section 1.1. Ask them to
share with the class some information they have
already gathered as Environmental Detectives. Ask
them how a detective gains information about a case if
there are not any of those sources available to him/her
or if the subject of the case has never been investigated
before. Introduce the concept of observation and begin
the activity.
2. Ask the students how tall is a 4th grader. Begin
listing on the board what they already know. The list
may include such things as: We are all different
heights; Johnny is taller than Susie; Billy is the
smallest in the class; etc. As the list gets larger, start
raising questions about what they say they already
know such as: I wonder if all the boys are smaller than
the girls; I wonder if the older students will always be
taller; etc.
3. Have them select a question they would like to
investigate about the height of 4th graders.
4. Give them copies of the "How Tall is a 4th Grader"
worksheet (Master 1.2b).
Teacher Note
You may want to break the
students up into small
groups to do the
measurements and then
share their measurements
with the entire class or you
may want to keep it as a
whole group activity
calling students to the front
of the class to be measured.
Teacher Note
When developing the
procedure you may want to
review Investigation 1.2a
&* Teacher Note *X
At some point have one of
the students measure your
height. During the second
set of trials, have the
student measure you again
but this time have your
shoes off (works best if you
wear heals that day) so
there is a difference in your
height. Get them to
determine what is the
variable affecting your
height.
17
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Teacher Note
You may want to point out
to students that this is a
great way to develop a
Science Fair Project. The
terms being introduced are
the same that they should
begin to use as scientists.
The report form could also
be used as an outline.
Have the students turn the
report into an expository
writing exercise.
5. Help them design their investigation by going
through the steps on the worksheet. Be sure they
indicate how they will measure the height of the
students (ie. against a wall or holding the measuring
device up to their backs). (See example worksheet.)
6. Have them follow the procedure exactly as they
have stated it. Enter their data into the table.
7. Have them draw conclusions from their
observations.
8. Ask them to measure all the students' heights
again. Check to see if there is any difference. Discuss
what variables affect those results (slouching, tip toes,
etc.)
9. Give each student a copy of the Detective Report
Master (1.2d). Go over each section and relate it to the
worksheet they have just completed. Introduce all the
new terms which are listed on the Report. Explain to
them that in order for an investigation to be
consistent, the steps must always be repeated in the
same way. By designing their investigations following
the steps listed on the Detective's Report they will
always have reliable information.
Conclusion
Tell students that being good observers is very
important to all detectives (scientists). When we
began making our observations, we may have felt that
we knew everything there is to know about the height
of 4th graders. After we began to observe closer, we
found that there were still many questions we would
like answered. We found that we could develop an
investigation to find the answers. Usually, in an
investigation one question answered leads to another
question asked. Point out to students that this is
exactly how we will conduct our mission. We will
observe and investigate the Indian River Lagoon and
Mosquito Impoundments and answer as many
questions as we can so we will be good environmental
decision makers.
18
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Detective Date
Group Members SAMPLE
_ How Tall is a 4th Grader??????
(What do we want to Investigate)
1. What do we already know?????? Rationale
All 4th graders are different heights
Johnny is taller than Susie
is the smallest in the class
2. What do we want to find out????? Purpose
Are the boys bigger than the girls?
3. What do we think we will find????? Hypothesis
\3ous are bigger than girls
4. What can we do to find out if we are right?????? Procedure
Stand a boy against the blackboard.
Use a pencil laid across the top of their head to
mark their height on the board
measure from the floor to the mark
Repeat for all students
5. What supplies and tools do we need to find out????? Materials
Ijard stick
pencil and paper
6. What will be different with each observation or measurement???
independent variable
Whether the person we are measuring is a boy or a girl
7. How will we measure that difference????? Dependent Variable
Height in inches
8. How can we keep a record of what we observe???? Data Table
19
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Use this table to record your observations. Be sure to label what each
column and row represents. If you need a larger table, make your own on an
extra sheet of paper.
Independent Variable
(What is different)
%oy or Q\r[ (name)
boy CJohnny)
girl (Dee Dee)
&* Teacher Note &*
Ask the students if the
results of this one trial are
accurate. Have them
measure a second set of
students (try to select a set
which will give different
results). Suggest that maybe
they need to repeat the
investigation several time to
get better results. You may
want them to line up from
largest to smallest and see if
there are more tall boys than
girls. Ask if they think the
results would be the same for
all classes.
Dependent Variable
(What we measure or observe)
Height in inches
First time
55 inches
46 inches
Second Time
55 inches
46 inches
9. What did our investigation teach us???????Conclusion
We need to measure many boys and many girls in order to get good
results. Vn our class there were more tall boys than girls.
10. What else might we investigate about the height of 4th
graders??????
Do all short 4th graders have short parents????
20
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Investigation 1.2c (Day 3)
Flight of Paper Airplanes
Materials
Copies of Master 1.2c for each child
Copies of Master 1.2d for each child
8.5" X ll"paper (one sheet per child)
Assorted paper clips,
Scissors
Safety goggles
Procedure
Teacher Preparation
Make copies of Masters 1.2b,l-2c
Lesson Development
1. Review the Detective Worksheet with the students.
Emphasize the concept of variables. Explain to the
students that they will be investigating the flight of
paper airplanes. Have them begin to fill in the
Worksheet.
2. Ask the students what they already know about
the flight of paper airplanes. Ask them what they
think makes one plane fly better than another. As
they come up with different ideas, write them on the
board so they can refer back to them in developing the
rationale for the investigation.
3. Have the students make a paper airplane using
only the paper. They may not cut or tear the paper in
any way. The teacher should make an airplane as
well.
4. One at a time, fly the airplanes. Do not attempt to
measure the flight the first time through. Have the
students observe as each plane is flown.
5. After the last plane, ask the students for one
quality of the airplanes that could be observed for all
the flight trials. As these qualities are mentioned,
make a list on the board. Discuss with the students
Teacher Note
You will be using the same
list of materials for the
next investigation. You
may want to make double
copies of the masters for the
students at this time.
Teacher Note
Students can do this
activity in small groups or
individually.
&X Teacher Note &*
Students need to recognize
that the first step in any
investigation is making
observations. From these
observations they will be
able to develop the
rationale for the
investigation.
21
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Teacher Note
You can define the types of
observations before making
the list so you can
categorize their suggestions
as they make them.
Teacher Note
The students may have
some ideas for
modification which require
other materials. Limit
them to what is available
to them in the classroom.
&* Teacher Note &*
You may want all the
students to modify their
planes in the same way so
the results can be compared
or you may want them each
to use their own idea.
Teacher Note
Use your unmodified plane
as an example of a control
trial or one that does not
have the independent
variable changed to see if
that is what is in fact
making the change in the
dependent variable
which observations are quantitative (measured in a
standard scale such as distance or time) and which are
qualitative (descriptive with non-standard
measurement scale). Have them decide what
observation they will use to investigate their airplane.
6. Have the students fly their airplanes again, this
time using their chosen observation to measure its
flight. Have them record this in the "first time"
column on the data table. Repeat the trial again.
Record in the "second time" column.
7. From idea list for what makes planes fly better,
have the students decide on one change they can make
in their airplane to make it fly better. The purpose of
their investigation will be to see if that change will
make their plane fly better. Have them state this as a
hypothesis for their Worksheet.
8. Have them write the procedure for the
investigation. They have already started with their
first observation. They need to include all the steps
they have followed so far.
9. Have them list all the materials they will be using.
10. Point out to the students that the change in the
design of their plane is the independent variable while
the measurement of their observation will be the
dependent variable.
11. Have the students modify their plane in the
manner they have decided to be their independent
variable.
12. The students should each fly their modified plane
again and measure the results. Have them do at least
2 trials.
13. Discuss what their results show. Was their
hypothesis correct?
14. Have the students compare the results of the two
trials for each plane. Have them do several more
trials with their modified planes. Discuss if they
always get the same results. Ask them what else may
have an effect on the flight of the plane other than the
independent variable. Ask them if they could identify
all the other variables. Once the variables are
identified ask the students how they can be controlled.
Explain that in designing an investigation, one of the
most important aspects is identifying all the
22
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variables. Those that can be controlled should be
identified as either a step in the procedure or as a
standard material used in all the trials.
15. If the students are familiar with graphing, have
the students graph the results of their trials.
16. Have the students complete the Detective Report.
Conclusion
Compare this investigation with the Height of 4th
Graders Investigation. The variables associated with
flying a paper airplane are numerous and difficult to
define. When measuring someone's height, there are
very few variables and those that may exist are easily
controlled (wearing shoes, slouching, etc.). There were
several measurements which could have been used for
the airplane investigation while height could only be
done two ways (metric or US measure). Point out to
the students that investigating environmental topics
is much like the airplane investigation. It is very
difficult to identify all the variables affecting the
results. As we go through our investigation, we will be
looking at many of the variables that affect the Indian
River Lagoon and Mosquito Impoundments. In the
time that we have, we will not be able to cover all
these variables, however our investigation will give us
more information than we now have for making a
recommendation for an environmental problem.
Teacher Note
Be sure to point out that
line graphs are to be used
with quantitative
measurements while bar
graphs are used for
qualitative measurements.
&* Teacher Note &*
If each student decided on
his/her own independent
variable, have them do a
verbal report to the class
using the Detective Report
as an outline.
** Activity adapted from
Students and Research.
23
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Teacher Note
You may want the students
to work together in groups
so they can share their
ideas from the last activity.
The entire class should
work together to design the
investigation.
Teacher Note
As extra credit, the students
could do some research on
paper airplane design.
There are numerous books
available on the subject.
Investigation 1.2c (Day 4)
Flight of Paper Airplanes - Part 2
Materials
Materials
Copies of Master 1.2c for each child
Copies of Master 1.2d for each child
8.5" X IT'paper (one sheet per child)
Assorted paper clips,
Scissors
Safety goggles
Procedure
Teacher Preparation
Make copies of Masters 1.2c,1.2d
Lesson Development
1. Review the completed detective worksheets from
Investigation 1.2b with the students. Ask them if they
learned anything about the design of paper airplanes
and if they would build the airplanes differently if they
were given a second opportunity.
2. Using the same materials available to them the
first time, have the students repeat the same activity
based on their newly acquired knowledge.
Conclusion
Compare the results of this investigation with the
previous one. The knowledge gained from the first
investigation should have lead the students to a much
better design of both the airplanes tested as well as
the experimental design. Relate this "improved"
design to the process investigators go through as they
gain more and more knowledge.
24
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Detective
03 Vocabulary
1. Observation
MASTER 1.2a
Vocabulary
2. Rationale
3. Variable
4. Independent Variable
5. Dependent Variable
6. Hypothesis
7. Procedure
8. data
25
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9. Conclusion
10. Standard
11. Qualitative
12. Quantitative
13. Trial
14. Consistent
26
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Detective
MASTER 1.2b
How Tall
Worksheet
_ How Tall is a 4th Grader??????
(What do we want to Investigate)
1. What do we already know?????? Rationale
2. What do we want to find out????? Purpose
3. What do we think we will find????? Hypothesis
4. What can we do to find out if we are right?????? Procedure
5. What supplies and tools do we need to find out????? Materials
6. What will be different with each observation or measurement???
independent variable
7. How will we measure that difference????? Dependent Variable
27
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8. How can we keep a record of what we observe???? Data Table
Use this table to record your observations. Be sure to label what each
column and row represents. If you need a larger table, make your own on
an extra sheet of paper.
Independent Variable
(What is different)
Dependent Variable
(What we measure or observe)
First time
Second Time
9. What did our investigation teach us???????Conclusion
10. What else might we investigate about the height of 4th
graders??????
28
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Detective
Group Members
Master
1.2c
Detective
Worksheet
Detective Worksheet
1. What do we want to Investigate???? Title or Question
2. What do we already know?????? Rationale
3. What do we want to find out????? Purpose
4. What do we think we will find????? Hypothesis
5. What can we do to find out if we are right?????? Procedure
6. What supplies and tools do we need to find out????? Materials
7. What will be different with each observation or measurement???
Independent variable 29
-------
8. How will we measure that difference????? Dependent Variable
9. How can we keep a record of what we observe???? Data Table
Use this table to record your observations. Be sure to label what each
column and row represents. If you need a larger table, make your own on
an extra sheet of paper.
Independent Variable
(What is different)
Dependent Variable
(What we measure or observe)
First time
Second Time
10. What did our investigation teach us???????Conclusion
11. What else might we investigate about this evidence??????
30
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Detective
MASTER
1.2d
Detective
Report
DETECTIVE REPORT
(Use this as a guideline to write your report)
1. Title:
2. Introduction: Why you did the investigation (rationale)
What you wanted to learn (purpose)
What you thought would happen (hypothesis)
3. Procedure: How you did the investigation
4. Results: Data Table
Graph (Bar graph for categories or descriptions)
(Line graph for measurements with a standard unit)
5. Conclusion: What was the purpose?
What were the results?
Was the hypothesis correct?
Did any other investigators find different results
Can you explain the results?
How can the experiment be improved?
What other questions would you like to investigate about this
topic?
31
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32
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1.3 Introduction to the Indian River
Lagoon
Background Information
The Indian River Lagoon stretches 156 miles along
the east coast of Florida. It passes through 5
counties and contains over 4,000 different species of
plants and animals. In fact, it supports the most
diverse community of plants and animals of any
estuary in North America. (A more detailed
discussion of habitats, flora and fauna, history,
climate, etc. will be included in later portions of the
curriculum.)
The ecological balance of the Indian River
Lagoon has been greatly influenced by large population
increases since the early 1800's. The harsh
environmental conditions - disease, mosquitoes, dense
swamp lands and unfriendly Indians - made this area
difficult to settle even after the first Spaniards
appeared in the 1500's. In fact, in 1825 there were
only approximately 317 people living in the Indian
River Lagoon region. A steady increase in population
continued until the year 1950 when 45,000 people had
settled in this area. Since then, in just 40 years, the
population has exploded to about 750,00 with a
projected population of 1,000,000 by the year 2010
(from Indian River Lagoon: A Fragile Balance of Man
and Nature. Indian River Lagoon National Estuary
Program.)
Part of making this area more inhabitable was
the development of mosquito impoundments. More
than 75% of the salt marsh and mangrove wetlands
along the Indian River Lagoon have been altered or
isolated from the natural system since 1950. Salt
water mosquitoes breed in these wetland areas. They
require exposed soil for depositing their eggs. If the
soils are not available, the reproductive cycle is
sufficiently interrupted so the population of
mosquitoes is considerably reduced. Impoundments
allow these areas to be flooded during the breeding
season, thus covering the exposed soil.
UJ Vocabulary lUJ
diverse - adj. different
community - n. all the
people (or things) that live
in a particular area
ecological - adj. having
to do with ecology
ecology - n. the science
that studies the relations
between living things and
all of the things and
conditions that surround
and affect them.
balance - n. equality
between two things or
between the parts of a
single thing
inhabit - v. to live in or
on; occupy
salt marsh - n. low lying
areas which are often
covered by salt water
during high tide but are
exposed at low tide, they
are dominated by non-
woody plant species such
as grasses or rushes
33
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La Vocabulary ILLS
mangrove -n. a tropical
tree which have adapted to
living in salt water
wetlands
wetlands - n. swamps or
marshes
isolate - v. to set apart
from others
reproductive cycle - n.
the complete set of events
which make up the process
by which animals and
plants produce new
individuals like
themselves.
interrupt - v. to make a
break in; put a temporary
stop to
perimeter - n. the
boundary or distance
around a figure or area
artesian wells -n. a deep
well in which water is
forced up by pressure of
underground water
draining from higher
ground
vegetation - n. things
growing from the ground;
plant life
aquatic - adj. growing or
living in water
Impoundments are constructed by digging a
ditch around the wetland area. The earth removed
from the ditch is used to build a dike along the
perimeter of the wetland. The dike holds in the water
as the interior of the impoundment is flooded either by
artesian wells or pumps. This essentially isolates
the marsh areas from the Indian River Lagoon and can
kill wetland vegetation and keep aquatic organisms
from their natural nursery areas.
Approximately 70 percent of the impoundments
have now been reconnected to the Lagoon using
culverts through the dikes. Some of these culverts
remain closed during the entire breeding season of the
mosquito while other areas choose to open the culverts
periodically while pumping in order to exchange the
water in the impoundment. This method improves the
water quality in the impoundment.
Much of the vegetation found within the interior
of the impoundments are mangrove forests. In fact 20
percent of the mangrove forests of the eastern
seaboard are located in the Indian River Lagoon.
These forests serve as important nursery and
spawning ground for many of the ocean and lagoon
fish. This area is the northern limit for the mangrove
forests. In the northern areas of the Lagoon,
saltmarsh communities become more abundant.
These are areas dominated by non-woody plants such
as grasses or rushes.
There are three species of mangroves found
along the Lagoon. In the deeper areas of the tidal
zone the red mangrove is most prevalent. These
plants are characterized by their aerial prop roots
which give them the appearance of standing on their
toes. These roots trap all sorts of decaying plant and
animal material or detritus. Much of this detritus is
a source of nutrients to the lower organisms in the
food web. These roots also trap eroding soils. As
more and more of this material becomes trapped in
the prop roots, small mangrove islands will begin to
appear or existing islands will grow larger. Another
characteristic of the red mangrove is its relatively
large, dark green, waxy leaves.
34
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Higher up in the tidal zone, in or above the
average high tide zone, the black mangrove begins to
become the dominant specie. Black mangroves are
easily identified by the breathing roots called
pneumatophores. These are finger-like structures
coming around the base of the tree. These
pneumatophores also catch much of the detritus and
soil from the upland areas. The leaves of the black
mangrove are distinctive from the other species of
mangroves because the backs of the leaves are silvery.
Often tiny salt crystals can be seen sparkling in the
sunlight on the underside of the leaves. Generally the
leaves are smaller than those of the red mangrove.
Moving further up the shoreline the white
mangrove becomes more and more prevalent. These
trees do not have prop roots or breathing roots
although the underground root system acts like an
anchor for the soil along the shoreline. The leaves of
the white mangrove can be distinguished from the red
or black mangrove because of a small notch at the tip
of the leaf and two small swellings at the leaf base.
All three species of mangroves are important to
the ecology of the Indian River Lagoon. In many areas
along the Lagoon, exotic plants are beginning to
overtake the natural vegetation. One of these plants is
the Brazilian Pepper. This plant is found along many
of the mosquito impoundment dikes. At first glance
these plants may look like mangroves however they
can be distinguished by the small red berries they
produce and their leaves. Another exotic plant of
concern is the Australian Pine. This is the very tall
pine with the long needles found along many of our
shorelines. Both of these plants can out compete the
natural vegetation which is so important to the fragile
balance along the Lagoon.
IUJ Vocabulary UJ
nursery - n. a place where
young animals can find
food and hide from
predators
culvert -n. a drain or
pipe under a road or dike.
quality - n. degree of
excellence
spawn - n. the eggs or
newly hatched young of
fish, lobsters, frogs, or some
other water animals, v. to
produce eggs in large
numbers
tidal zone - n. the area of
the shoreline where the
water rises and falls due to
the tides
tide - n. the regular rise
and fall of the ocean's
surface due to the
gravitational pull of the
sun and moon.
aerial - adj. of, in, or by
air
prop - v. to lean against
for support
decay - v. to become rotten
by the action of bacteria
35
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UJ Vocabulary IUJ
detritus -n. a mixture of
decaying plant and animal
remains covered with
m icroorganisms.
nutrients - n. elements
necessary for life and
growth
erode - v. to wear away
dominant - adj. most
important
pneumatophores - n.
roots of the black mangrove
which project up out of the
soil
exotic - adj. strange
different of foreign
compete - v. to be a rival
for something
Rationale
Section 1.3 is designed to introduce students to
the Indian River Lagoon before they go on their field
trip to see a mosquito impoundment. They will
understand how and why an impoundment works.
They will also learn about the three types of
mangroves and how to identify each specie and where
they will be found along the impoundment dike. They
will also be introduced to the idea of exotic plants and
how they can begin to harm the ecology of the Indian
River Lagoon.
Objectives
Students will:
Build a model of a mosquito impoundment
Learn how they work
Identify where the different species of
mangroves could be found along the shoreline
Identify some of the problems associated with
exotic plants in Florida
36
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Materials
Master 1.3a - Vocabulary List
Master 1.3b - Impoundment Diagram
Master 1.3c - Impoundment Model Worksheet
One large plastic bin (approximately 12" x 18" x 6") a
large sweater storage bin would work well
Fine sand (sand box sand) - enough to fill the bins
about 1/3 full
2 - 3 straws per group
1 water container per group
Procedure
Teacher Preparation
Divide the class into small groups (3-5 students)
Gather necessary materials for each group
Make copies of Master 1.3a, 1.3b and 1.3c for each
student
Lesson Development
1. Hand out vocabulary list for section 1.3 (Master
1.3a). Have the students look up the words in the
glossary and fill in the definitions. Ask students if
they have found any newspaper articles they would
like to share with the class about the Indian River
Lagoon.
2. Ask the students what they know about the Indian
River Lagoon. Add to their list of facts any that you
feel will help with introducing the Indian River Lagoon.
3. Ask the students what they know about mosquitoes
and how they are important to the ecology of the Indian
River Lagoon. Ask them if they feel mosquito control
is important to their lives.
4. Explain to them the concept of mosquito
impoundments. Hand out Master 1.3b - Diagram of
Mosquito Impoundments.
Teacher Note
Any supplemental
information which you
may have in your
classroom on the Indian
River Lagoon can be used
throughout this curriculum
as you see appropriate.
This is to be used as a
guide for teaching students
about the Lagoon while
also teaching them to be
good decision makers.
Teacher Note
As the students list the facts
they know, you may want
to list them on the board or
a poster which could be
posted in the classroom.
Teacher Note
You may want to do this
activity as a demonstration
instead of group activity
Teacher Note
You will probably want to
do the model outside. The
students will be working
with water.
37
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Teacher Note
Impress on the students
that it is very important to
pour the water into the bin
slowly. If they do it too
quickly their shoreline will
erode away.
Teacher Note
Ask the students what the
ebb and flow of the tide is.
This is not in their
vocabulary list. See if they
can now define for you
what the tidal zone is on
their shoreline.
Teacher Note
You may need to
demonstrate how to build
the dike.
5. Divide the class into small groups. Give each group
a plastic bin filled with sand, a container of water, and
2-3 straws. Based on diagram 1 of the natural marsh
on Master 1.3b, have the students model a shoreline
out of the sand in their box. The shoreline should
extend from one end of the box to the other. Most of
the sand should be piled along one side with a gradual
slope to the other side. Have them identify for each
other which is the Lagoon side of the shoreline.
6. Have them simulate the tide coming in by gently
pouring water along the side of the shoreline
representing the Indian River Lagoon. They should
only pour enough water for the shoreline to begin to be
covered with water. Tell them that this is like low tide
in the Lagoon. Have them write down their
observations on Master 1.3c - Impoundment Model
Worksheet.
7. Have them predict what will happen when the tide
rises to high tide.
8. Point out the gradual slope of the shoreline and
that the mosquitoes will lay their eggs on the muddy
banks where the tide ebbs and flows. Ask them how
this area could be continually covered with water so
the mosquitoes no longer have an area to lay their eggs
9. Have the students look at diagram 2 on Master
1.3b - Impounded marsh. Ask the students to build a
dike in their "shoreline" model. This is done by digging
a trench in the deeper portion of the sand and piling
the dug out sand along length of the shoreline. This
models a mosquito impoundment as seen in diagram
2.
10. After the dikes are built, have the students gently
pour water inside the dike (not on the Lagoon side)
until the level is approximately halfway up the dike.
This is like pumping water into the mosquito
impoundment. Ask the students what is happening to
the water level on the inside of the dike as compared to
the Lagoon side of the dike. The water level will be
higher in the impoundment. Have them record their
observations on Master 1.3c.
38
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11. Looking at diagram 3 on Master 1.3b, ask the
students how they can use the straw to reconnect the
impoundment to the Lagoon. At one spot along the
dike a trench should be cut through to the Lagoon. The
trench should be no deeper then the water level inside
the impoundment so no water is allowed to drain out
of the impoundment. Take the straw and lay it inside
this new trench so one end is in the impoundment and
the other is in the Lagoon. Cover the straw with sand
so the straw is buried where it is crossing the dike.
(Both ends will be sticking out either side of the dike.)
This represents a culvert or pipe in the impoundment.
12. Have the students gently pour more water into
the impoundment. Have them write down their
observations. The water will flow through the straw
into the Lagoon. This is exactly how an impoundment
works
13. Allow the students to build their impoundment
with several straws (culverts) and experiment with
closing some off, having the water on the Lagoon side
get deeper than the impoundment side, etc. Have
them record their observations.
14. Tell the students about the different species of
mangroves and where they can be found along the
shoreline. (See background information.) Have the
students draw a similar diagram as found on Master
1.3b of their impoundment. Tell them to include a
drawing of each of the different type of mangrove and
where it would be found along their shoreline.
15. Have the students predict what will happen to the
ecology of the shoreline if the exotic plants are not
controlled.
Teacher Note
Give the students some
time to figure out how they
can use the straw. If they
are having trouble,
demonstrate with one of the
groups.
Teacher Note
If at all possible, have
some examples of
mangrove leaves available
for students to look at
while you are explaining
the differences in the
species. There are many
good references which will
show the difference in the
leaves if you are unable to
collect some true examples.
Teacher Note
A small hole can be put in
the bottom of the bin. By
covering it with plastic
wrap, it will seal the hole.
The wrap can be removed
and the water drained to
simulate a falling tide.
39
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Conclusion
Tell students that in a few weeks they will be visiting
a mosquito impoundment. These impoundment areas
are not hard to find since more than 75% of the salt
marsh and mangrove wetlands along the Indian River
Lagoon have been altered to
build mosquito
impoundments. Each county
in the state of Florida has
their own Mosquito Control
Commission. These scientists
and technicians manage their
mosquito problems as they
see best for their area. For
this reason, many areas have
different strategies for
controlling their mosquito
populations. Throughout the
rest of their mission the
students will be learning
about the Indian River Lagoon
and mosquitoes. When they
have completed their
investigation, they will be
expected to make a decision
about how the impoundments in their county should be
managed.
Remind students to continue looking for
newspaper articles about the Indian River Lagoon and
how the people around the Lagoon are impacting its
ecology.
40
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Detective
1. diverse -
2. community
3. ecology.
4. salt marsh
5. mangrove.
6. wetlands
Master
1.3a
Vocabulary
CQ Vocabulary
7. reproductive cycle.
8. perimeter.
9. vegetation.
41
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10. aquatic.
11. culvert
12. spawn.
13. Tide
14. decay
15. detritus
16. nutrients
17. erode
18. dominant
19. phematophores
20. exotic
42
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Master
1.3b
Impoundment
Diagram
Natural Marsh
Ebb and Flow of the tide
naturally covers and uncovers
marsh
Lowl/vater
Lowl/vater
Impounded Marsh
Marsh Isolated from Lagoon
Loss of vegeatation
Upland
ater
Lagoon
Reconnected Marsh
Culvert (pipe) reconnects
impoundment to Lagoon
JCulvert
ater
Upland
43
-------
44
-------
Detective
Impoundment Model Worksheet
Master
1.3c
Impoundment
Model
Worksheet
Natural Shoreline: The small amount of water in
your model represents low tide. Without adding any more
water, predict what would be different at high tide.
2. Impounded Marsh: Your model now represents the
impoundment at low tide with the impoundment pumped
full of water to cover the muddy banks so the mosquitoes
cannot lay their eggs. Without adding any more water,
predict what will happen to the level of the water in the
impoundment at high tide.
3. Reconnected Marsh: Your model now represents the
reconnected impoundment at low tide. Without adding
any more water, predict what will happen to the level of
the water in the impoundment if the tide rises above the
level of the culvert.^_
45
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4. Try using more straws as culverts in your impoundment.
How can the straws be used to move the water around in
the impoundment? (Hint: block off some straws while
leaving others open)
5. Draw a picture of your impoundment. Add the three types of
mangroves where they would be found growing along the
shoreline.
46
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1.4 FIELD TRIP 1
Bear Point Mosquito Impoundment
Rationale
Field Trip 1 is designed to introduce the students to
mosquito impoundments and their environment. In
section 1.1, students discussed ways they could collect
information or clues for their overall investigation of
mangroves, mosquitoes and man. One of the sources
they identified was the actual study site or mosquito
impoundments along the Indian River Lagoon. They
talked about some of the things they could observe
while at the site. During Field Trip 1 students will
engage in activities which will require them to observe
the area in very specific ways. As they work on the
activities they will be making observations which will
help reinforce the upcoming classroom investigations
of the Indian River Lagoon wetlands and Mosquito
Impoundments. In this way, students will be able to
visualize the concepts they will be studying.
There will be 4 basic investigations. Each
investigation will be introduced to students during the
field trip prep and orientation day. This day will
prepare the students for what they will be doing during
the field trip. The results of their field investigations
will be discussed the week following the field trip in
class.
The four investigations are as follows:
* Flora and Fauna Survey - Students will
identify and record plants and animals as they
see them throughout the field trip. They will use
field survey sheets to record their observations.
Materials for identification will be provided to
each group.
UJ Vocabulary lUJ
observe - v. to see watch or
notice
data - n. facts and figures
from which something can
be learned, information
flora - n. all the plants of
a particular place or time
fauna-n. all the
animals of a
particular place or
time
47
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UJ Vocabulary Ui
marine - adj. of the sea
debris - n. the scattered
remains of something that
has been broken, destroyed,
or thrown away; rubbish
survey -v to look over
something in a careful way;
(n.)a detailed study or
inspection, made by
gathering information and
analyzing it
scavenger -n. 1. a person
who gathers things that
other people have thrown
away; 2. an animal that
feeds on rotting meat and
garbage
transect -n. a cut across a
specific area
elevation - height above
sea level
* Marine Debris Survey - Each group of
students will have a large trash bag for collecting
marine debris while they are engaged in the other
activities. Before leaving the study site, they will
record what they have found on their Marine
Debris Survey sheet. This data will be shared
with the entire class in the field trip follow-up.
* Scavenger Hunt - The students will have a list
of items they are to collect while on the field trip.
The items collected will be used in the classroom
during their classroom investigations.
* Transect of the Impoundment Dike - Students
will do a band transect (a Wide transect) from the
water's edge of the Indian River Lagoon, up over
the dike, and down to the water's edge inside the
impoundment. Students will record the
elevation changes as well as the flora, fauna, and
debris found within the transect band. This will
reinforce the student's models of how an
impoundment actually works. The transect will
also show students how water availability and
tide levels effect all the plant and animal
communities in the Indian River Lagoon area.
The field experience will help the students
visualize the concepts they will be learning in their
investigation of the Indian River Lagoon.
-------
Objectives
Students will:
Become familiar with the wetland environment
of a. mosquito impoundment on the Indian
River Lagoon.
Learn to identify some of the flora and fauna
found along the Indian River Lagoon and the
mosquito impoundments
Become aware of the issue of marine debris as
an impact of man on the study site
Develop good observational skills by looking for
and identifying items on a scavenger hunt
Become familiar with the collection of physical
data and why this data is important to their
investigation
Develop an understanding of how
impoundments work by doing a band
transect from the water's edge of the Indian
River Lagoon, over the dike and down to the
water's edge inside the impoundment.
Develop an understanding of land elevation and
water availability and how this effects the
plant and animal communities
1.4a Field Trip
Preparation and Orientation
Materials
Road map of St. Lucie County
Pencil and paper to record directions to study site
Overhead of Detective Worksheet
Master 1.4a - Vocabulary
Master 1.4b - Impoundment sheet
Master 1.4c - Classroom Transect
Graph Paper,
Overhead of Graph Paper
Master 1.4d - Transect Data Sheet
Master 1.4 e - Field Transect
Master 1.4f - Flora and Fauna
Master 1.4g - Marine Debris
Master 1.4h - Time Line
Master 1.4i - Scavenger Hunt
Master 1.4j - Information Sheet
Teacher Note
There will be three days
associated with the field
trip.
Day 1 • Orientation
Day 2 - Field Trip
Day 3 - Wrap up
Teacher Note
If you have a bulletin
board you could designate
for this investigation, you
may want to display the
map and have the students
mark the best route. As the
investigation continues,
you may want to add
information and clues to
the bulletin board
49
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Teacher Note
The students will be doing
other mapping
investigations in Unit 2,
section 2.1
&* Teacher Note &*
Some students may have
local knowledge about the
best way to get to the site.
Have them share their
knowledge with the class.
Point out what a great
source of information local
experts can be.
Florida Writes
Activity
Have the students write out
the directions to the study
site.
Procedure
Teacher Preparation
Make one copy per child of:
Masters 1.4a, 1.4b, 1.4c, 1.4e, 1.4f, 1.4g, 1.4h, 1.4i
Make two copies per child of Master 1.4d
Make overhead transparencies of all data sheets as
well as the classroom transect diagram
Several pieces of graph paper per child
Find Bear Point on the St. Lucie County map and
mark for the students. It is located on A1A just
north of FPL on the east side of the Indian River
Lagoon.
Be sure to review the transect activity. You will
probably need to try it once so you are familiar
with it before you start the explanation to your •
students.
Lesson Development
1. Review the vocabulary words for 1.4 (Master 1.4a).
2. Review with students all the activities they have
completed up to this point in their investigation.
Review with the students some of the sources they
identified for gathering information or clues for their
investigation. Ask students to share any newspaper
articles they have collected about the Indian River
Lagoon Introduce the field trip and review why it is
important for them to visit their study site as the first
real step in their investigation.
3. Using the street map of St. Lucie County, have the
students find their school. Bear Point (the study site)
has been marked on the maps. Point out where Bear
Point is located and have the students find the best
way to get to the study site.Have the students write
down their best directions. Save these directions to
share with the bus driver on the day of the field trip.
50
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Classroom Transect Activity
1. Give each student a copy of Master 1.4c (Detective
Worksheet, classroom Transect). Go over the steps on
the worksheet to help develop a good investigation for
finding out how to do a transect. Define what a
transect is and why this is a good technique to use for
their investigation. Have them look at Master 1.4b
(SWIM Fact Sheet). Explain that the diagrams are
actually profile lines developed by doing transects.
This is what they will be doing on their field trip. To
help them understand this, they will do a transect
across their classroom. Go over the procedure outlined
on the Detective Worksheet (Master 1.4c) Use the
overhead of the classroom transect to help them
through the steps.
2. Using an overhead of Master 1.4d, go over each of
the sections of the data sheet. Fill in the data as it is
collected.
3. Using the graph paper overhead, plot the data
points for the classroom transect. Each square on the
graph paper will represent 1 square centimeter (or
inch). You will need several sheets of the gaph paper
in order to graph the entire transect.
Flora and Fauna Survey
1. Give each student a copy of Master 1.4f (Flora and
Fauna Survey) Using the overhead, explain how this
data sheet is going to be used in the field.
2. Ask them about what they know about the behavior
of animals they might see in the field. Go over basic
principals of observation, for instance, they will want
to be as quiet as possible while in the field.
3. Remind students that they are not to take any live
animals from the study site. They may observe them
while at the site but there are no facilities back in the
classroom for maintaining live organisms. They will
not be permitted to take animals home.
4. See if the students have any predictions about
animals they may see.
Teacher Note
This activity will be the
main focus of the field trip.
It is essential that the
students get a good
understanding of this
procedure before going to
the field.
&* Teacher Note &*
You may want to divide the
students up into groups for
this activity. It does
require good skills at
following directions.
Teacher Note
Start a bulletin board for
their observations. After
the field trip, they can add
pictures of what they see on
the field trip. They could
also draw an enlarged
profile of the dike and add
their observations to the
profile where appropriate.
51
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Teacher Note
The, discussion on Marine
Debris will be followed up
in the Wrap up Day
Teacher Note
The collections may be put
on a bulletin board for
display.
Teacher Note
This sheet should go home
with each student to be
returned with the parent's
signature
Marine Debris Survey
1. Give each student a copy of Masters 1.4g (Marine
Debris Survey) and 1.4h (Marine Debris Time Line).
Define for them what Marine Debris is and discuss
whether this is an issue for our investigation. Ask who
are the players.
2. Using the overhead, show them what data they will
be collecting about Marine Debris on the field trip.
3. Be sure to stress to the students that they are not
to collect anything that could cut them such as, fish
hooks, rusty metal, or glass.
4. Share with the students the Marine Debris Time
Line (Master 1.4h)
Scavenger Hunt
1. Hand out Master 1.4i to each student. Explain that
these items are things that we will bring back to the
classroom to start a collection.
2. Using the overhead, explain each section of the data
sheet.
3. Remind students that they are not to bring back
anything that is still alive or was alive when found.
Field Trip Information Sheet
1. Give each student a copy of Master 1.4j (Field Trip
Information Sheet).
2. Go over the information. When discussing rules,
come up with consequences for breaking the rules.
These consequences will be strictly enforced.
52
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1.4b Field Trip
Bear Point
Materials
Mater 1.4d (Students need a second transect data
sheet for_their field data)
Master 1.4e
Master 1.4f
Master 1.4g
Mater 1.4h
Master 1.4i
At least one set of identification sheets per group
(Appendix B)
Field notebooks with masters
extra notebook paper
pencil
One large garbage bag per group (for collecting marine
debris)
2 - 3 large ziplock bags for scavenger hunt items
2 transect poles per group
1 length of rope per group marked off in meter
increments (approximately 50 meters each)
1 tape measure (centimeters) with a weighted end per
group
1 sheet of notebook paper hole reinforcement sheets
Procedure
Teacher Preparation
Be sure each student has copies of all the necessary
masters in their notebooks.
Be sure the information and rules (Master 1.4j) have
been returned and signed by each student and
their parents.
Be sure all the data sheets have been introduced to
students before going to the field.
Divide the students into 2 groups per classroom.
Teacher Note
These Masters should
already be in their
notebooks before going on
the field trip.
Teacher Note
If you have enough
volunteers to split the class
into smaller groups the
transect goes much easier.
More students will be
involved in the activity
53
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Teacher Note
Once arriving at the site,
keep students on board the
bus for further instructions.
Teacher Note
Have as many adults with
each group as possible.
Allow them to see the
procedure sheets for the
transect so they may help
with the activity. You may
want them to have data
sheets of their own to record
their observations.
Teacher Note
Be sure to keep a close
watch on students so they
are not going into the
water. Any students not
handling animals gently
will be removed from the
activity.
Lesson Development
1. Once the students have arrived at the field site,
remind them of the activities they will be doing
throughout the field trip. Stress that they are here to
gather evidence for their investigation into Mangroves,
Mosquitoes, and Man and not to play.
2. Quickly go over the identification sheets. Have
them pay particular attention to the differences in the
types of mangroves. If possible, have examples of the
leaves and seeds to show them at this time.
3. Explain that the transect poles have been set for
each area. Assign each group their site number.
4. Have each group select students who will do the
measuring for the profile line and students who will do
the survey along the profile line. Explain that they can
share their information when they get back to the
classroom.
5. Walk the students out to the transect sites. Stop
along the way and show them one of the culverts and
allow them to observe the water flow.
6. Point out any birds, animals, or plants of interest to
the students. Have them record their observations.
7. Once at the transect sites, allow the students to
begin their transect. Remind them that they have a
copy of the procedure in their notebooks to which they
can refer.
8. Once the transect is complete, students must roll
up the ropes and return the ropes, measuring tape and
paper clips to their group leader.
9. Allow the students to look for any scavenger hunt
items they may not have found.
54
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1.4c Field Trip
Wrap-up
Materials
Field Note Books with all field trip data sheets
Graph paper
Overhead of graph paper
Teacher Preparation
1 piece of graph paper per child
Master 1.4h - Time Line
Lesson Development
1. Plot the results of the transects done on the field
trip. (See classroom transect diagram for set up of
graph paper.) There will be two sets of data to graph.
2. Add into the profile all the items found along the
profile line survey. Ask the students to share their
observations.
3. Go over all the observations students made on their
flora and fauna survey. If any of the observations were
made in areas which could be included on their profile,
have them added. Discuss any animal behaviors
which may have been observed. Talk about the
animal's adaptations to the environment.
4. Go over the Marine Debris Survey data sheets.
Using Master 1.4h, have the students fill in the "Time
needed to decompose" column. Discuss dangers to the
environment for each of the items listed.
5. Go over the scavenger hunt data sheet. See how
much was collected. Ask students for anything else
they may have collected while they were on the field
trip.
Teacher Note
You may want to plot one
of the profiles on a large
sheet of paper. This profile
could be added to a
bulletin board and the
items found on the profile
line survey could be drawn
in or, if they were collected
on the scavenger hunt,
pasted on to the sheet.
Teacher Note
With most of the activities
we will be doing a
Detective's Case Study.
Students may want to keep
all of these together in one
section of their notebooks
for future reference.
55
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Conclusion
The purpose of the field trip is to familiarize the
students with the environment they will be studying.
As their investigation continues, they will be able to
visualize some of the areas, plants, and animals we
will be learning about. Observation skills should be
emphasized throughout the investigation. Encourage
students to share their experiences with their families.
56
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Detective
Master
1.4a
Vocabulary
Vocabulary
1. observe -
2. data-
3. flora-
4. fauna-
5. marine -
6. debris -
7. survey-.
8. scavenger -_
57
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9. transect -
10. elevation -
58
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Fact Sheet
Rehabilitation of impounded salt marshes
will benefit Florida's Indian River Lagoon
This is how a natural salt marsh looks. Fish and other
aquatic animals find shelter and food in the marsh.
Impounded Marsh
LowWfcttrt
Dikes built to control mosquito breeding isolate the
marsh from the lagoon and also kill vegetation.
Reconnected Marsh
Lo«rWM«r4
A culvert allows fish and other aquatic animals to
Travel between the marshes and the lagoon.
The Indian River Lagoon system, which stretch-
es from New Smyrna Beach south to Jupiter Inlet,
acts as a breeding ground and nursery for aquatic
animals. It has the highest species diversity
of any estuary (where salt and fresh waters mix)
in North America, with more than 4,300 species
of animals and plants. The lagoon's salt marshes
and mangrove swamps provide nursery areas for
many species of aquatic animals. Fish, crabs and
birds are provided abundant food and protection
from predators in the periodically flooded vegeta-
tion of the marsh. But because most of the marsh-
es are now impounded, they are shut off from the
many fish and other animals in the lagoon.
The problem
Since 1954, more than 40,000 acres of salt
marshes and mangrove swamps have been diked
off and flooded to prevent salt marsh mosquitoes
from laying their eggs in the mud. Unfortunately,
isolation of the marshes from the 156-mile
lagoon system adversely affected fisheries and
wildlife habitat.
Scientists now know that only a few inches of
water are needed in the marshes to control
mosquito breeding. And those water levels are
only necessary during the summer mosquito
breeding months.
As a part of the Indian River Lagoon SWIM
(Surface Water Improvement and Management)
Plan, thousands of acres of impounded marshes
in Brevard and Indian River counties are to be
reconnected to the lagoon, in an attempt to
partially restore the ecological function of the
marshes without compromising mosquito control
effectiveness.
continued
-------
The St. Johns River Water Management
District, Florida Department of Health and
Rehabilitative Services, Florida Medical
.Entomology Laboratory, U.S. Fish & Wildlife
Service and mosquito control districts in Brevard
and Indian River counties are now working
together on this ambitious project.
Their coordinated, long-range management
plan will mean significant improvements in fish
and wildlife resources as well as water quality
while maintaining mosquito control. Reconnect-
ing impounded marshes has never been
attempted on this scale.
How reconnection solves the problem
Culverts with flap gates (and in some cases,
pumps) will be installed in approximately 43
impoundments in Brevard and Indian River
Counties. Culverts will allow water, nutrients,
fish and other aquatic animals to travel between
the impounded marshes and the lagoon. The
culverts will remain open except during the
summer months when they will probably need
to be closed for mosquito control.
Costs dependent on land values
Total cost of the five-year project is estimated
at $9.4 million. Purchase and installation of
culverts, flapgates, pumps and other water
control structures, together with planning and
permitting, is estimated to cost $2.4 million.
Land acquisition potentially accounts for the
largest single expense for this project, estimated
at $7 million. Many of the impounded marshes
are privately owned and may have to be
purchased if the owners don't consent to
having culverts installed..
Benefit-Cost ratio more than 5-to-1
The Indian River Lagoon serves as a nursery
ground for estuarine and ocean fish,
accounting for half of the $300 million east
Florida fish catch each year. This project will
enhance the lagoon's fisheries because juvenile
fishes will now have access to these marshes.
According to a 1989 University of Florida
study, reconnecting only 4,600 of the 40,000
acres of isolated salt marshes to the lagoon
would benefit commercial and sport fisheries by
up to $50 million. This figure is conservatively
estimated and does not include shellfish or total
economic benefits (fish processing, purchase or
rental of boats, gear, tackle and lodging).
Even after factoring in land acquisitions,
the benefits to fisheries alone are more than
five times the cost for the entire project
Additionally, reconnecting these impounded
salt marshes to the lagoon will enhance water
quality. Several studies indicate enhanced
water quality and environmental improvements
could increase the potential value of these
marshes by as much as $44 million per year.
This project also will provide alternatives to the
management of stormwater runoff, improve
aesthetics and recreation, and increase habitat
for non-fisheries species.
For more information
about the Indian River
Lagoon SWIM program,
call Marty Smlthson
at (407) 984-4940
or the District's Division
of Public Information
at (904) 329-4540.
What is SWIM?
SWIM stands for the Surface Water
Improvement and Management Act passed
by the Florida Legislature and signed into
law in 1987. SWIM provides for the clean-
up, restoration and protection of Florida's
vital water resources.
In passing the SWIM bill, the Legislature
noted that pollution and destruction of
natural systems have Jeopardized some
functions pf many of Florida's important
water bodies, such as the Indian River
Lagoon.
The lagoon was one of six water bodies
the state targeted for immediate attention
by the SWIM program. Reconnecting
impounded salt marshes to the Lagoon is
just one of the many SWIM projects which
will benefit the Indian River Lagoon.
iriDIATi
RIVER
LAGOON
-------
MASTER
1.4c
Detective Worksheet
Classroom Transect
Detective
Date
Group Members
Detective Worksheet
Classroom Transect
Materials
2 Transect poles
1 string marked off in meters (elevation line)
3 levels
Tape measure with one end weighted
clothes pins
data sheets
pencil
graph paper
Procedure
1. Set up the transect poles ([1] on the Classroom Transect Measurement
Diagram) across the classroom
2. Tie the elevation line to one
transect pole. This line has
been marked off in meters.
Stretch the line across the
classroom to the other transect
pole making sure the rope is
not blocked by or touching any
object in the room. (See [2] on
the Classroom Transect
Measurement Diagram.) With
a student at each transect pole,
pull the elevation line tight
between the poles so there is no
bend in the line as it goes
across the classroom. Using
Centering line
To be sure the
linear elevation
line is level use
the level this way.
Vertical level
Be sure the
bubble is in the
exact center
between the
lines.
To be sure the
transect poles and
meter sticks are
perfectly straight
up and down use
the level this way.
61
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the level as shown, adjust the level of the string so that it is parallel or level
with the floor. You may need to wrap the line around the poles in order to get
the poles standing up straight. (You may check this by using the level
vertically along the poles.) Be sure the first meter mark is at the transect
pole where you will start your measurements so all other meter marks are
still exactly whole meters away from the first pole. Hold the poles as straight
as possible. Take turns with other students so everyone gets a chance to do
each job.
3. Using the tape measure, allow the weighted end to touch the floor.
Measure the distance from the floor to the line each time there is a large
change in elevation. Any large objects such as desks and chairs should be
treated as though they are part of the floor. Smaller objects such as pens,
books, and paper will be recorded in the survey of the transect line. Your
transect will be more accurate the more measurements you take. (See [3] on
the Classroom Transect Measurement Diagram.) Record the measurements
on the data sheet. (See sample on data sheet, column B) Keep checking that
the transpect poles are as straight as possible and the line is pulled tight
when making the measurements.
4. At the place where the measurement is taken, fold and stick a notebook
paper hole reinforcement circle over the elevation line ([4] on Classroom
Transect Measurement Diagram.) This will mark the distance from the
transect pole where you took the elevation measurement.
5. After taking all the elevation measurements, go back and measure how far
the reinforcement stickers are along the elevation line from the transect pole.
(Remember each meter is marked off on the line so you do not have to
measure from the transect pole each time. Count the number of meter marks
from the transect pole and add the portion of a meter or centimeters from the
last meter mark.) Record the distance from the transect pole on the data
sheet next to the correct elevation measurement. (See sample on data sheet,
column D).
6. Go back to the beginning of your transect line and record all the smaller
objects which are along the line. Be sure you record them at the correct
measurement from the transect pole. If the object is 2 meters from the pole,
record it as being that distance away from the pole.
7. Determine which elevation measurement was the greatest and record in
column A. Subtract each measurement (column B) from this number
(column A) and record on data sheet as actual elevation from point 0. (See
sample on data sheet, column D.) In the classroom transect, this will be the
distance from the actual floor to the elevation line.
10. Using a sheet of graph paper, plot your elevation data. See Classroom
Transect Profile. Connect all data points.
11. Along the elevation line on your graph, either draw or write in the objects
as they occurred in your survey.
-------
transect pole
OOcm
(1 meter)-
Classroom Transect
Measurement
Diagram
linear elevation line placement of clothes pins for
[2]
meter mark along
linear elevation line
linear measurements
[3]
200cm
(2 metersK.
(B)
elevation
measurement
• ope marked
.off in meters
profile line
Elevation in
m
meter mark
along profile line
Classroom
Transect Profile
200cm
I20.an.-.
__ 100 cm
100cm 200cm
300 cm 400 cm 500 cm
Distance in cm.
600cm
700cm
-------
MASTER
1.4d
Transect data
Detective
Date
Group Members
Transect Data Sheet
Time
Weather
A
Largest
measurement
sample
200 cm
200
B
Distance
from
elevation
line to
ground
200 cm
(2 meters)
80cm
C
A-B = C
Actual
Elevation
0 ,
120cm
D
Distance from
Transect pole
to
measurement
mark
; 100cm
(1 meter)
130cm
E
Profile line survey
paper, pencil,
65
-------
A
Largest
measurement
-
B
Distance
from
elevation
line to
ground
C
A-B = C
Actual
Elevation
D
Distance from
Transect pole
to
measurement
mark
E
Profile line survey
66
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MASTER
1.4e
Detective Worksheet
Field Transect
Detective
Date
Group Members
Detective Worksheet
Field Transect
Materials
2 Transect poles
1 string marked off in meters (elevation line)
3 levels
meter sticks
clothes pins
data sheets
pencil
graph paper
Procedure
Centering line
Bubble
Horizontal level
Vertical level
Bubble
To be sure the
transect poles and
meter sticks are
perfectly straight
up and down use
the level this way.
To be sure the
linear elevation
line is level use
the level this way.
Be sure the
bubble is in the
exact center
between the
lines.
1. Set up the transect poles on
either side of the dike at the
edge of the water on both sides.
2. Tie the elevation line to one
transect pole. This line has
been marked off in meters.
Stretch the line across the dike
to the other transect pole
making sure the rope is not
blocked by or touching anything
across the dike. With a
student at each transect pole,
pull the elevation line tight
between the poles so there is no
bend in the line as it goes
across the dike. Using the level
as shown, adjust the level of
67
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the string so that it is parallel or level with the horizon. You may need to
wrap the line around the poles in order to get the poles standing up straight.
(You may check this by using the level vertically along the poles.) Be sure the
first meter mark is at the transect pole where you will start your
measurements so all other meter marks are still exactly whole meters away
from the first pole. Hold the poles as straight as possible. Take turns with
other students so everyone gets a chance to do each job.
3. Measure the distance from the ground to the line each time there is a large
change in elevation. Your transect will be more accurate the more
measurements you take. (See [3] on the Classroom Transect Measurement
Diagram.) Record the measurements on the data sheet. (See sample on data
sheet, column B) Keep checking that the meter sticks are as straight as
possible and the line is pulled tight when making the measurements.
4. At the place where the measurement is taken, fold and stick a notebook
paper hole reinforcement circle over the elevation line ([4] on Classroom
Transect Measurement Diagram.) This will mark the distance from the
transect pole where you took the elevation measurement.
5. After taking all the elevation measurements, go back and measure how far
the reinforcement stickers are along the elevation line from the transect pole.
(Remember each meter is marked off on the line so you do not have to
measure from the transect pole each time. Count the number of meter marks
from the transect pole and add the portion of a meter or centimeters from the
last meter mark.) Record the distance from the transect pole on the data
sheet next to the correct elevation measurement. (See sample on data sheet,
column D).
6. Go back to the beginning of your transect line and record all the smaller
objects which are along the line. Be sure you record them at the correct
measurement from the transect pole. If the object is 2 meters from the pole,
record it as being that distance away from the pole.
7. Determine which elevation measurement was the greatest and record in
column A. Subtract each measurement (column B) from this number
(column A) and record on data sheet as actual elevation from point 0. (See
sample on data sheet, column D.) This will be the distance from the lowest
water level to the elevation line. The water levels can be different if the
impoundments are flooded at the time of the field trip.
10. Using a sheet of graph paper, plot your elevation data. See Classroom
Transect Profile. Connect all data points.
11. Along the elevation line on your graph, either draw or write in the objects
as they occurred in your survey.
68
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Master
1.4f
Detective Worksheet
Flora and Fauna Survey
Detective Date
Group Members
Detective Worksheet
Flora and Fauna Survey
Materials
Field identification Sheets
Data sheets
Field note book
pencil
Procedure
Using identification sheets given to each group, identify and record as much
flora (plants) and fauna (animals) as possible while on the field trip. If you
cannot identify something take detailed notes on its description.
Remember to stay as quiet as possible when making observations
69
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Use this table to record your observations. Be sure to label what each
column and row represents. If you need a larger table, make your own on
an extra sheet of paper.
Observation
Great Blue Heron
Location
Water's edge
Behavior
looking for food
Notes
use its beak to
catch fish, very
fast, strange call
when it flew
away
Draw pictures of anything you are unable to identify
70
-------
D etective
MASTER 1.4g
Detective Worksheet
Marine Debris Survey
Group Members
Detective Worksheet
Marine Debris Survey
Materials
Large Garbage bag for each group
Data sheets
Field note book
pencil
Procedure
In a large trash bag, collect any marine debris found during the field trip. Do
not pick up any fish hooks, rusty metal, or glass. This is for your safety. Be
sure to record these items along with all you have collected.
71
-------
Use this table to record your observations. Be sure to label what each
column and row represents. If you need a larger table, make your own on
an extra sheet of paper.
Marine Debris
Item
Six Pack rings
Location
Collected
Water's edge
Time Needed
to Decompose
400 years
Danger to the
Ecosystem
animals can get
caught in the
rings
72
-------
MARINE DEBRIS TIMELINE
MASTER 1.4h
Marine Debris
Time line
VixH Photodo-
HUk iridnblo
Corton G-pk.rln| DloJcirodnblo
nonths C nontht diaper Pointed Voodin
Stick
Aluninua com
200 ;ooro
Dlipot«bl«
4SO inn
Clti) bocdci/jtri
undclirntntO
-------
Detective
MASTER 1.4i
Detective Worksheet
Scavenger Hunt
Detective Worksheet
Scavenger Hunt
These items are to be collected by the group. They can all be brought back
to the classroom for further study. Use your identification materials to help
in finding these items. Put the items in the zip lock bag to carry back to the
school. Each group only needs to collect one of each item.
Item
Red Mangrove leaf and
seed
White Mangrove leaf and
seed
Black Mangrove leaf and
seed
Oyster shell
Clam Shell
Crab Claw shell
Barnacle shell
Sea Grape leaf and fruit
Australian Pine Branch and
cone
Bird Feather
Drawing of an animal track
Anything of interest
Anything of interest
Anything of interest
Location Collected
Notes
75
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76
-------
Field Trip Information Sheet
Bear Point
Detective Teacher,
Date of Field Trip
MASTER 1.4J
Field Trip
Information
We will be taking a field trip to Bear Point (just north of FPL on A1A) as part
of our Mangrove, Mosquitoes and Man investigation. We will be making field
observations of this mosquito impoundment.
What To Wear.
Long Pants and a Long Sleeve shirt flight in color if possible)
Shoes which can get wet and muddy
Hat (if protection from the sun is needed)
Sun Screen (apply at home)
What to Bring
Investigation Notebook with Detective Worksheets
Pencil
Lunch (there will be no place to purchase a lunch)
Rules
1. Students are not to go into the water.
2. Students will not run, push, shove, or yell at anytime during the field trip.
3. Do not abuse or destroy any plants or animals. The only things to be
removed from the site are those on your scavenger hunt list or those
approved by your teacher.
4. If these rules are not followed, these are the consequences:
student's signature parent's signature
Parents are welcome to join us. Please let us know.
I will attend -,-,
-------
78
-------
a
Q
I Q
79
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UNIT 2
THE INDIAN RIVER LAGOON:
AN OVERVIEW
17.
nit 2 is an investigation into the Indian River Lagoon. Using
the techniques learned in Unit 1, students will study physical, biological, ecological,
historical, and economic aspects of the Lagoon. They will begin to learn to look at
the system as interdependent on each element. After visiting an impoundment and
becoming aware of how impoundments work, students will see how all aspects of the
system fit together and how man's presence has had major impacts on the Lagoon.
As the study develops, students will identify players (groups of people) who have an
interest or stake in the future of the Indian River Lagoon.
80
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2.1 Geography / Climate
Background Information
Geography
The word geography can be broken into two
parts. The "geo" part of the word means "Earth" and
the "graph" part means "to describe". Thus, geography
is the study of describing the Earth. In simple terms,
geography asks (and hopefully answers!) questions
that people throughout the world need and want to
know:
Where am I?
How can I get from here to there?
What will be there when I get there?
Explorers wanting to know the answers to all these
questions were responsible for discovering places that
no one had ever been before. It was their investigative
skills that solved the mysteries of unknown places in
faraway lands.
Maps can help find where we are now, where we
want to go, and how to get there. People use maps not
only to find their way around, but also to learn more
about that location. Maps come in different scales.
The scale you will choose will depend upon the
information you will need. A large scale map shows
more detail than a small scale map. For instance, a
street map is an example of a large scale map where a
world map is an example of a small scale map. If you
were interested in finding the best way to get from
your house to the school, you would want to use a large
scale map of St. Lucie County showing all the streets
and roads (and their names), the parks, schools,
shopping areas, railroads, airports^ and important
buildings. In fact this map could help you find
anything in St. Lucie County. But if you were
interested in finding the best way to get to California,
you would want a smaller scale map of the United
States showing all the major highways.
Vocabulary
Geography - n. 1. the
study of the surface of the
earth {or any place in the
universe} and how it is
divided into continents,
countries, seas, and other
parts. Geography also
deals with the climates,
plants, animals, and
resources of the earth. 2 the
natural features of a
certain part of the earth
[the varied geography of
China]
Maps - n. a drawing or
chart of all or part of the
earth's surface for any
place in the universe],
showing where countries,
oceans, rivers, cities, and
other features are located.
Scale • n. the way that the
size of a map, drawing, or
model compares with the
size of the thing that it
stands for [Example:
1 meter = 200 meters
means one meter measured
on the map equals 200
meters as measured on the
ground]
81
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Vocabulary
Topographic map - n.
map showing the surface
areas of a certain region
latitude - n. distance
north or south from the
equator. Latitude is
measured in degrees
longitude - n. distance
that is measured in degrees
east or west of an
imaginary line running
north and south through
the town of Greenwich,
England
Navigate - v. To steer, or
control the course of [a
ship, vessel, or any mode of
transport]
peninsula -n. a long
piece of land almost
completely surrounded by
water.
coastlines - n. the outline
or shape of the land along
the sea [or other body of
water]
If we wanted to know about the place we are in,
there are different types of maps that would tell us
different information. We've already talked about
street maps showing roads, parks, schools, shopping
areas, etc. Topographic maps, made by the United
States Geologic Survey are used by people who want to
find information about a larger area. They show major
streets and roads, rivers, streams, canals, railroads,
parks, types of vegetation and elevations of the land.
They also include latitude and longitude
designations.
Aerial maps give a "bird's eye" view of what's on
the ground. They differ from street maps and
topographic maps in that they are photographs taken
from airplanes or helicopters. They can be used to see
exactly what is on the ground at that moment in time.
Navigational charts are used by boaters who
want to know where they are going, where the marinas
and docks are, and what underwater hazards are in
the water, such as rocks, reefs, and shipwrecks. They
also show the water depth.
All maps have an arrow designating which way
is North, as well as a key which includes the scale of
the map and an explanation of the symbols and colors
used on the map.
Florida is an easy place to find on the map. It is
a peninsula that juts out into the water between the
Atlantic Ocean and the Gulf of Mexico. Since
peninsulas are surrounded on three sides by water,
they often have long coastlines. Florida has two
coasts: the East Coast, bordering on the Atlantic
Ocean, and the West Coast, bordering the Gulf of
Mexico.
The Indian River Lagoon is 156 miles long, and
located along the mid portion of the Atlantic Coast of
Florida. The Lagoon spans about one-third of the
Atlantic Coast. It extends from Ponce de Leon Inlet in
New Smyrna Beach on the north to Jupiter Inlet on the
south. Portions of the Lagoon are found in Volusia,
Brevard, Indian River, St. Lucie, and Martin Counties.
It encompasses three major water bodies: Mosquito
Lagoon, Indian River and Banana River.
82
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The Lagoon covers 40% of the east coast of
Florida. The watershed includes all pinelands, scrub
lands, hammocks, fields, pastures and our homes and
cities. The water drains through natural rivers,
streams and canals. The Lagoon's watershed
comprises about 1.5 million acres.
Climate
Weather and climate affect us everyday -- in
what we wear, what kinds of plants will grow in our
gardens, even where we choose to live. Weather
consists of the day-to-day, ever changing events of
precipitation, wind, temperature, clouds, humidity,
and air pressure.
Weather patterns that stray from the norm can
wreak havoc in the lives of residents. Snow storms are
prevalent and expected in northern states, but severe
snowfalls occurring close together in time can affect air
travel, cause traffic jams, close schools and
businesses, and damage power lines, effectively
shutting down a town or city. In the Deep South,
freezing weather can adversely affect crops, creating an
increase in prices for fruits and vegetables in the
grocery stores. On the other hand, a warmer-than-
usual winter in the North can save residents money in
heating bills, and a cooler than usual summer in the
South can save in air conditioning bills. Weather can
also have some deadly effects. In 1993, extreme rains
in the Midwest caused flooding, with billions of dollars
in damage, and left many people without safe drinking
water. Over 400 deaths in the Chicago area were
contributed to the oppressive heat in 1995, with
temperatures over 100° Fahrenheit (37° Celsius).
Many residents there, unaccustomed to long periods of
high temperatures, do not have air conditioners and
the fear of crime kept many from opening their
windows.
UJ Vocabulary UJ
watershed - n. the area of
land drained from a river
system.
canal -n. a channel dug
and filled with water so
that ships {and water] may
cross a stretch of land. In
Florida, canals are dug for
land drainage to drain
wetlands for farms,
development and mosquito
control
Climate - n. the usual
weather conditions of a
place over a long period of
time
weather-n. the
conditions outside at any
particular time and place.
Temperature, sunshine,
and rainfall are important
weather conditions that are
measured
precipitation • n. rain,
snow, or any other
moisture that falls from
the sky.
humidity - n. the amount
of moisture, or water in the
air
air pressure - n. the
pressure of the atmosphere
or compressed air
83
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Vocabulary
Fahrenheit - adj. having
to do with a thermometer
that measures the freezing
point of water as 32 degrees
above zero and the boiling
point of water as 212
degrees above zero
Celsius - adj. of or
describing a thermometer
on which the freezing point
of pure water is zero
degrees and the boiling
point is 100 degrees
centigrade - adj. another
word for Celsius
temperate - adj neither
very hot nor very cold. The
temperate zone is there fore
not very hot or very cold
when compared to all other
areas of the Earth.
tropic - adj. either of the
two imaginary circles
around the earth that are
parallel to the equator and
about 23.5 degrees latitude
from it. The one to the
north is called the Tropic
of Cancer. The one to the
south is called the Tropic
of Capricorn. This region
has a very hot climate.
Subtropic zone - n. the
zone between the tropic
and the temperate zones.
Observations of weather elements over a period
of time lead to the discovery of generalized patterns,
called climate. Florida falls into two distinct climatic
zones. The northern portion of the state is the
temperate region, while the southern portion is
subtropical. The dividing line is approximately the
middle of the state, around the Cape Canaveral Area.
Globally, the temperate zone lies between the polar
and tropic climatic zones. Temperate zone areas
usually experience a greater range of temperatures
than do polar (mostly cold) and tropic (mostly hot)
areas. The subtropic zone occurs just north of the
tropic zone and just south of the temperate zone. Even
though there are two zones, Florida in general
experiences a cold dry season and a warm rainy
season. The dry season occurs from October or
November to May and the wet season from June
through September or October. In addition, the
climate of the Keys area is distinctive because the
differences of the wet and dry seasons largely
disappear.
The two climatic zones can be delineated by the
north to south decrease of the annual temperature
range. Variations in precipitation can be seen as well.
South Florida experiences more extremes -- the dry
season is drier and the wet season rainier than North
Florida. Temperature ranges are wider in the
Northern portion of the state. According to the
government records (National Climatic Data Center,
Asheville, NC), the all time high and low temperature
records for Florida cities were both set in the
Panhandle. The highest temperature was recorded in
Monticello at 109° F., set on July 29, 1931. The lowest
was in Tallahassee on February 13, 1899, with a
temperature of minus 2° F. (Source: Florida Today
from the National Climatic Data Center in Asheville,
NC.) Frosts and freezes are more frequent and of
longer lasting duration in Northern Florida than in the
Southern portion of the state. However, between 1930
and 1979, with the exception of the Keys, none of
Florida escaped below freezing temperatures.
84
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Ft. Pierce is located at 27° 26.8' N latitude and
80° 19.6 W longitude. This is in the northern end of
the subtropics and the southern extreme of the
temperate zone. Because of this location, the plants
and animals and the ecology of the Indian River
Lagoon can be greatly impacted by the extremes in
conditions. Mangroves and coconut palms are species
found in the subtropics. In years with severe freezes,
these plants will die back. The animals which depend
on subtropic species of plants killed by deep freezes
will then suffer as well. In 1989 St. Lucie County
suffered such a freeze. Mangroves were greatly
impacted by the freeze. Many of the subtropic species
of fish were found floating in the Lagoon due to the
severe change in water temperature. Temperature is
affected also by its relation to water bodies. On cold,
still days in the winter, the air temperatures will be
warmer for areas closer to the water. Conversely, on
hot, summer days, the cooler water temperature will
keep the temperatures cooler near the water.
Precipitation is caused by convective clouds,
sea breezes, and tropical storms and hurricanes. Snow
and rain provide fresh water input to streams and
lakes, as well as to ground water via percolation into
the ground. Droughts occur when atmospheric and
climatic conditions do not favor the formation of rain
clouds, and can have devastating effects on crops and
water supplies. Droughts also occur when ground
water supplies are depleted or more water is used
than available from rain or snowfall. Wetlands such
as the mangroves found along the Indian River Lagoon
help store flood waters. Much water is evaporated off
these wetland areas to help in the formation of clouds
and rain.
Florida's location makes it a prime candidate
for hurricanes and other tropical storms. The word
"hurricane" has Spanish and West Indian roots. A
hurricane is a tropical cyclone, most often found in
the Caribbean Sea, Gulf of Mexico, and adjacent
portions of the Atlantic Ocean. Hurricanes obtain
their energy from the recycling of sea water (through
evaporation and precipitation), and usually begin to
Vocabulary
convective clouds - n.
clouds that form by moist
air being heated, rising,
and then cooling
percolation - n. [the act
of] oozing through a porous
substance
Drought -n. a long period
of dry weather, with little
or no rain
*hurricane - n. an intense
tropical weather system
with a well defined
circulation and maximum
sustained winds of 74 mph
or higher. In the western
Pacific, hurricanes are
called "typhoons,"and
similar stortns in the
Indian Ocean are called
"cyclones."
85
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Vocabulary
*tropical depression - n.
an organized system of
clouds and thunderstorms
with a defined circulation
and maximum-sustained
wind speeds of 38 miles per
hour or less.
surge -n.a sudden, strong
rush [A *storm surge is a
rise in tide caused by a
hurricane as it moves over
or near the coastline. It can
be much higher than the
normal tide rise, with
breaking waves on top.)
* Tropical storm - n. an
organized system of strong
thunderstorms with a
defined circulation and
maximum sustained winds
of 39 to 73 miles per hour
* watches - n. alert given
when a storm (either
tropical storm or
hurricane) poses a threat to
a certain area within 36
hours
* warnings - n. alert given
when a storm (either
tropical storm or
hurricane) is expected to
strike a certain area within
24 hours.
weaken as they move from the sea to over a large land
mass. Hence, the prime time frame for tropical storms
and hurricanes is when the ocean water is warmest
and the humidity the highest: This occurs from June
through November, with the peak time during
September and October.
While Florida experiences rain and other effects
from tropical depressions, hurricanes with their
winds of 74 or more miles per hour can have deadly
consequences. At full strength, winds can gust more
than 200 miles per hour. These destructive winds
cause injuries and damage from flying debris, disrupt
electrical power, telephone service, fresh water
supplies, and transportation. Storm surges may
cause water levels to rise 10 feet or more above normal
high tide levels, and high energy, destructive waves
may overcome coastal lowlands or flood towns and
fields. High water levels accompanied by extensive
rainfall can result in widespread flooding. Wetlands
help store floodwaters and protect the shoreline from
erosion, wind and flooding. Since mosquito
impoundments are diked areas which can hold in flood
waters, they are good storm buffers.
During the hurricane season, the National
Hurricane Center in Miami maintains a constant
watch for tropical disturbances that could develop into
destructive storms. By using the longitude and
latitude measurements on the globe, storms can be
tracked or followed on a map. Weather forecasters are
able to make predictions on where storms will have
the greatest affect based on years of collected weather
data and how certain weather conditions will dictate
where a storm will move to in the future. Tropical
storm and hurricane watches and warnings are
issued to alert residents to the possibility of upcoming
severe weather.
* definitions from Hurricanes The Greatest Storms
on Earth: A Preparedness Guide. US Department
of Commerce, National Oceanic and Atmospheric
Administration, National Weather Service, March
1994
86
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Rationale
Section 2.1 is designed to familiarize students with
some basic concepts of geography and climate. From
these concepts students will learn more about the
geography and climate of this area. A brief
background on maps and the information maps can
provide will be discussed. Using several different
types of maps, students will locate their
school and Bear Point and see what
information they can derive from these
maps.
Students will also be given a
background on climate. The climate of
Florida and the Indian River Lagoon will
be discussed. Major climatic and weather
conditions will be introduced, such as
hurricanes.
Issues and players related to
geography and climate will be introduced.
Students begin to list those people who are
most affected or have an interest in the
climate and geography of the Indian River
Lagoon. This list will be expanded as the
students move through the curriculum.
Objectives
Students will:
Become familiar with some basic geography
concepts
Learn about different parts of a map
Become familiar with several different types of
maps and what information can be found on
each
Become familiar with the climate and weather of
Florida and the Indian River Lagoon in
particular.
Identify players and issues involved in the
geography and climate of the Indian River
Lagoon Area.
87
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Teacher Note
The list of maps is a
suggested list. You will
have to do some
investigating of your own to
find maps which will work
with your students. (See
Appendix G - Resource list)
Be sure you are familiar
with any maps you select so
you can give the students
some help in doing the
exercises.
Materials
World Globe
World Map - Flat
Florida Map
Topography Map
Tax assessor's aerial map of school (large scale)
Tax assessor's aerial map of school (small scale)
Navigation Chart - Ft. Pierce Inlet
Navigation Chart - Florida Straights
Navigation Chart - Sebastian Inlet to Jupiter Inlet
Geological Survey Map
Nautical Chart Symbols and Abbreviation Guide
Master 2.la (Vocabulary)
Master 2.1b (Map Scavenger Hunt) &
Transparency
Master 2.1c (Indian River Water Shed)
Master 2. Id (Hurricane Map)
Master 2.le (Hurricane Tracking) & Transparency
Master 2.1f (Ft. Pierce Weather Data)
Graph Paper (transparency)
Master 2.1g (Players and Issues) &
transparency
Overhead Projector
Hurricane Tracking maps (available
from local T.V. stations, newspapers,
and American Red Cross)
Optional -
2. If for each student
Procedure
Teacher Preparation
Read and become familiar with all background
material
Make copies of Masters 2.1a, 2.1b, 2.1c, 2.1d, and
2.1e for each student
Optional - Master 2.If for each student
88
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Lesson Development
Geography
1. Go over the vocabulary words on Master 2.la. Ask
the students if they have any newspaper articles to
share with the group.
2.. Introduce the students to the study of Geography.
Discuss the concept of explorers going out to find new
worlds and how difficult and exciting it must have
been. Ask if there are any new frontiers man is
exploring today.
2. Introduce the concept of maps and mapping.
Discuss the idea of scale and how using maps of
different scale will give the investigator different types
of information.
3. Break the students into groups (one group for each
map you have collected). Give each group one map. As
you are passing out the maps, show the maps to the
class and explain what information is found on the
map. It should be left up to the students to find the
key or legend for the map so they can figure out how
the information can be read from the map. Hand out
one map scavenger hunt (Master 2.1b) to each student.
Allow the students about 10 minutes to see how many
of the items on the map list they are able to find.
4. Go down the list on the scavenger hunt. Have each
group say if they found the item. The students should
record which maps had which items on Master 2.1b.
Go over the questions on the Master.
Teacher Note
Relate the idea of scale to
the drawing produced from
the transect data. To
change the scale of that
map, use a large piece of
butcher block (old news
print roll) to enlarge the
picture. The students
would then be able to draw
more details into the
transect.
Teacher Note
Terrific bulletin boards
can be generated from
maps using string to locate
items of interest to your
students.
Florida Writes
Activity
Have the students imagine
they were exploring an area
which had never been
explored before. They have
no maps. Describe what
the adventure is like not
knowing where you are
going and what you might
encounter.
89
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Teacher Note
Have the students use an
atlas to find a climate map
for the world.
Teacher Note
Many classroom maps
have climate maps
included with the Florida
map. If your classroom is
equipped with such a map,
be sure to use it in your
discussion of climatic
differences in the state.
Teacher Note
If at all possible, get
hurricane tracking maps
for all the students.
Teacher Note
Have the students research
the track of some of the
famous Hurricanes which
have hit Florida. After
tracking the storm, they
can report to the class what
damage was done by that
particular storm.
£n Teacher Note £$
There are many books
available that discuss the
formation of a hurricane.
This may make some
interesting research projects
for students
Climate
1. Introduce the students to the study of weather and
climate. Be sure students understand the difference
between weather and climate.
2. Site several instances where the weather has
strayed from the norm and what were the
consequences (See background information).
3. Using a globe, show students where the temperate
zones are located (North - between the Arctic Circle
and the Tropic of Cancer; South - between the Tropic of
Capricorn and the Antarctic Circle). Explain that
where the tropic and temperate zones meet, there is a
zone called the sub-tropic zone. This is an area of
transition between the zones. Using a map of Florida,
show the students where the dividing line occurs
between the temperate and sub-tropic zones in Florida
(band from Cape Canaveral to Vero Beach and
Northern St. Lucie County). Have the students
discuss where they see coconut trees or mangrove
trees. Point out that these are tropical plants and are
greatly impacted by freezes.
4. Discuss some of the seasonal climate patterns in
Florida. Show the students that as one moves through
the state from north to south there are variations.
Using a map of the United States, point out to the
students how the peninsula of Florida is surrounded
by water having an effect on the climate throughout
the state.
5. Begin a discussion of hurricanes in Florida. Have
the students look at the map of Hurricanes from 1885-
1980 (Master 2. Id). The students should be able to
locate the Indian River Lagoon on this map. Have
them make some general observations about the
occurrences of hurricanes along the Indian River
Lagoon as compared to the rest of the state.
6. Using the hurricane tracking map(s), show the
students how to track a hurricane. Ask them to
determine the latitude and longitude of Ft. Pierce.
Using Master 2.1e, have the students plot the track of
the storm.
90
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7. Hand out Master 2. If. Using a piece of graph
paper, have the students graph the monthly average
rainfall and temperatures for Ft. Pierce. Have them
also plot the temperature for 24 December 1989 along
with the December average. Have them answer the
questions on the Master.
Conclusion
Students should be able to discuss players and
issues relating to the geography and climate of the
Indian River Lagoon. Using Master 2.1g, have the
students identify some of the players and issues
relating to the geography and climate of the Indian
River Lagoon. These should include:
Residents - strong desire to live along the shores of
the Indian River Lagoon for water views, beach
access, boating access, fishing access, and
privacy
Developers - want to build houses and
condominiums to sell.
Real Estate Brokers - want to sell more land
Boaters, Fisherman, and water sport enthusiast -
want access to lagoon and beach
Tax Collectors and government administrators -
developed land increase the tax base for the
county and cities.
Mosquito Control District - control mosquitoes by
keeping marshes impounded
Environmentalists - development along the lagoon
can have negative effects on the ecology of the
Indian River Lagoon because of habitat
destruction, poor water quality, etc. Severe
weather can damage plants at their most
northern range allowing fast growing nuisance
plants (Brazilian Pepper) to become quickly
established. High levels of precipitation can
cause the salinity of the Indian River Lagoon to
lower affecting the flora and fauna.
Teacher Note
Some units will conclude
with a discussion of issues
and players. Students
should be developing their
lists to refer to at the end of
the curriculum. They may
want to designate a
particular section of their
notebooks for their player
lists.
Teacher Note
Use an overhead to help the
students make their lists.
91
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Teacher Note
Always be sure to ask
students if their families
represent any of the players
listed
Farmers - the subtropic climate allows St. Lucie
County to be one of the largest citrus producing
areas of the State. The port allows their crops
to be shipped all over the world. Severe weather
can damage crops
Port Workers - Inlet allows for shipping out of Ft.
Pierce
Tourists - the warm winter climate attracts
thousands of tourists each year who are looking
for "fun in the sun" and enjoyment of everything
this environment has to offer. Increases in
tourists mean more development.
Construction workers - there is plenty of building to
accommodate all those wishing to live in the
subtropical climate along the Indian River
Lagoon. The amount of concrete and blacktop
increases as buildings are constructed and
parking lots installed.
Every time a square
foot of lawn is covered
with blacktop, we
increase the
temperature of that
square foot by more
than 40 degrees on a
sunny day. The
moisture transpired by
the lawn, shrubs, and
trees produce cooling of
the air during the
growing season. An
average deciduous tree
with all of its leaves
has a cooling effect equal to twenty one-ton air
conditioners. In addition, every time we remove
a tree, we are increasing the air temperature in
the area by many degrees*
* From an article "Man, the Great Modifier" by E.
Ario Richardson, as appeared in The State
Climatologist. July 1982.
92
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Optional Activities
1. Using the weather data reported in the newspaper
everyday, begin plotting temperature, rainfall,
humidity and other measurements on graphs. See if
you can obtain-recent data from the local weather
office. Compare local data for some other area of the
country. Maximum/minimum temperature are
reported for areas throughout the country.
2. Use a rain gauge to determine amounts of rainfall
levels in school locations as compared to "official"
readings at airports and weather center.
3. Review poem (Master 2.1g) and discuss which
circumstances are probably myth or "old wives tales",
and which could have been used in the past to forecast
weather.
Florida Writes
Activity
You are watching an
approaching hurricane on
the weather channel. You
must evacuate and can
only take with you what
you can carry. Describe
what you would take and
why.
93
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94
-------
Detective
Master
2.1a
Vocabulary
Vocabulary
1. Geography-,
2. Scale-
3. Topographic map -_
4. latitude -.
5. longitude -.
6. Navigate-,
7. peninsula -
8. watershed-.
95
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9. Climate -
10. weather -
11. precipitation-.
12. humidity-.
11. air pressure-.
12. Fahrenheit -
13. Celsius -
14. temperate-.
15. tropic -
16. Subtropic zone-_
96
-------
17. convective clouds -
18. Drought -
19. hurricane
20. tropical depression -_
21. storm surge
22. Tropical storm -
23. watches -
24. warnings -_
97
-------
Detective
Group Members.
Master
2.1b
Map Scavenger
Hunt
MAP SCAVENGER HUNT
VOCABULARY:
Topographic Map - map showing the surface features of areas
Latitude - distance north or south from the equator
Longitude - distance that is measured east or west of an imaginary line
running north and south through the town of Greenwich, England
INSTRUCTIONS
Look on your group's map for the items listed below. If you find the items, mark
them on the list by writing in the second column the type of map you are using.
When the class has completed the list, you will report which items you found. As
everyone makes their reports, list the type of maps used to find the items you were
unable to find. There may be more than one map for each item. When you have
completed the scavenger Hunt, answer the following questions.
What type of map would you use if you wanted to find:
A street in Ft. Pierce???
A place to dock your boat???
An area to study mangroves???
The shortest distance from New York to China???.
The best soil for planting Citrus???
An exact picture of the school grounds???.
99
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Key
Scale
Arrow
Pointing North
Longitude
Latitude
Elevation
Above Sea
Level
Railroad
Airport
Creek/Rivers
Intercoastal
Waterway
Tidal Flats
Wetlands
Bear Point
Impoundment
Dike
County
Boundaries
Picture of
Houses
Water Depth
Marina
Mangroves
Tide
Information
Ft. Pierce
Harbor
Ship Wrecks
Indian Ocean
Check here
if found on
your map
Maps where found
(write in the names of maps from
entire class)
100
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Pone* d« L«on InUI
N«w Smyrna B«ac
/CdgcwoUr
SEGMENT 1A
UOSOUITO UCOON
M.rrlll bland
BANANA RIVER LAGOON
SEGMENT IB
ATLANTIC OCEAN
SaUIIII* Btach
INDIAN RIVER LAGOON
ORT CANAVERAL INLET
Cocoa B«ach
SEGMENT BOUNDARY
COUNTY BOUNDARY
SJRWMP. ST. JOHNS RIVER
WATER MANAGEMENT DISTRICT
SOUTH FLORIDA
WATER MANAGEMENT DISTRICT
CITY AREAS
] LAGOONS. INLETS. WATERWAYS. ETC.
Master
2.1c
> Indian River
Water Shed
so.ooo n. 100.000 rt.
i . i
ATLANTIC OCEAN
Jupil*r InUt
^/oodword-Clyd. ConiullonU
>
-------
Hurricanes
A significant fraction of the total rainfall occurring in
Florida is associated with hurricanes and tropical storms,
-specially during late summer and early fall. Hurricanes
iave maximum wind speeds of 74 miles per hour or greater
^-d tropical storms have maximum wind speeds of 39 to
m jiles per hour. These storms often have rain areas as
la, 6c as 300 miles across and are relatively slow-moving so
that a station could remain under the influence of an in-
dividual storm for three days or longer. The amount of
rainfall is not closely related to the strength of the storm
(measured by the minimum surface pressure or strongest
wind speeds). One of the highest rainfall totals in the state
(35 inches in 48 hours) occurred at Trenton in October
; 941 as a weak tropical disturbance moved inland near
Cedar Key (Bradley 1972). On the other hand, some hur-
ricanes are relatively dry as illustrated by the famous
Miami case, also in October 1941, when winds of 123 miles
per hour were recorded and the total rainfall during the
storm passage was only 0.35 inches.
From: Water Resources Atlas of Florida, 1984.
September Rainfall from
Hurricanes and
Tropical Storms
Hurricanes from 1885-1980
29
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Detective
Tracking a Hurricane
Master
2.1e
Tracking
Hurricanes
1. Look on the Hurricane Tracking Map. What is the
approximate Latitude and Longitude of Ft. Pierce.
Latitude
Longitude
2. Track the following storm on the Hurricane Tracking Map
Date
1 September
2 September
3 September
4 September
5 September
6 September
7 September
8 September
9 September
10 September
11 September
12 September
13 September
14 September
Latitude
14°
14°
15°
19°
20°
22°
22°
24°
26°
26°
27°
28°
29°
31°
Longitude
55°
57°
60°
62°
64°
65°
71°
72°
75°
79°
80°
80°
78°
77°
105
-------
Detective
Master
2.1f
Ft. Pierce
Weather
Data
Ft. Pierce Weather Data
1. Using a piece of graph paper, graph the monthly average
rainfall and temperature data. Put the months across the
bottom of the graph and put temperature or rainfall on the
side. You will make two graphs, one for temperature and one
for rainfall.
Month
January
February
March
April
May
June
July
August
September
October
November
December
Average Temperature**
64
60
64
70
75
74
75
76
75
70
62
61
Average Rainfall in
inches**
4
6
4
7
6
6
13
3
6
5
1
2
2. Do these numbers surprise you. Remember, they are
averages of both night time and day time temperatures.
** Data provided by the St. Lucie Chamber of Commerce.
107
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Detective
Date
Geography / Climate
Players and Issues
Player
Benefit
Burden
Master
2.1g
Issues and players
-------
Player
Benefit
Burden
-------
Detective
Master
2.1h
Fact or Fiction
Fact or Fiction
Many proverbs relate to weather forecasting. A few of these were put together in
rhyme, supposedly by Dr. Jenner, discoverer of the vaccination for smallpox. See if
you can figure out which are fact and which are fiction. Underline the ones you think
are fact.
"Last night the Sun went pale to bed,
The moon in halos hid her head,
The boding Shepherd heaves a sigh,
For see! a rainbow spans the sky;
Hark how the chairs and tables crack!
Old Betty's joints are on the rack;
Her corns with shooting pains torment her,
And to her bed untimely send her;
Loud quack the ducks, the peacocks cry,
The distant hills are looking nigh;
How restless are the snorting swine!
The busy flies disturb the kine,*
Low o'er the grass the swallow wings;
The cricket, too, how sharp he sings!
In fiery red the sun doth rise,
Then wades through clouds to mount the skies.
'Twill surely rain, -1 see with sorrow,
Our jaunt must be put off tomorrow"
* "kine" is an archaic word for cows or cattle
Borrowed from an article by E. Ario Richardson, entitled "The Long Range
Forecaster". It was printed in the publication The State Climatologist. January
1982.
111
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Other Popular Proverbs
The American Indians had a very gruesome proverb: "When the locks turn damp in
the scalp house, surely it will rain". This was a valid application of scientific
knowledge since the high humidity that caused the scalp locks to become damp also
favored rain. This may have been a forerunner of our hair hygrometer that has been
used for generations.
"Red sky in the morning, sailors take warning; red sky in the night, sailors delight"
is another proverb used by sailors in their attempt to predict fair skies and
favorable winds for sailing.
What proverbs do you know?????????
112
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2.2 Hydrology / Water Quality
Background Information
In order to understand the hydrology of the Indian
River Lagoon, there must be a clear understanding of
the water cycle. A cycle is a continuous set of events
that keep repeating over and over again. The water
cycle is, therefore, the continuous and repetitive
movement of water from the earth into the atmosphere
and back to the earth again. Approximately 80% of
the earth is covered by water. Since the beginning of
time, water has been cycled from the land to the air
and back to the land again. The water we use has been
used by generations before us and will continue to be
used long into the future. No one is making new water.
We just keep recycling it over and over again.
When the water on the earth's surface is heated
by the sun, some of the water becomes warm enough to
change into a gas or vapor as the process of
evaporation occurs. The vapor rises into the air until
it begins to mix with the cooler air in the atmosphere.
The vapor begins to create moisture or condensation.
Initially this condensation can be seen in the
atmosphere as clouds. When the moisture becomes
too heavy it falls to the earth as precipitation in the
form of rain, hail, sleet or snow. Precipitation can
either evaporate, flow off the land into a body of water,
or it can seep through the soil into the aquifer below
ground. The area of land which the water flows over
into a particular body of water is called the
watershed. In other words, it is the area of land that
sheds the water to that body of water. Many factors
determine the movement of the water.
The slope of the land is one factor which will
determine how quickly the water will flow off the land.
If there is very little or no slope to the land, the water
will move very slowly or not at all over the land. This
will allow the water to evaporate or soak into the
ground. As the slope becomes greater, the water will
begin to flow faster. In areas with steep drainage
basins or water sheds, there tends to be more flooding
UJ Vocabulary UJ
hydrology - n. the study of
the earth's waters, their
distribution, and the cycle
involving evaporation,
precipitation, etc.
water cycle - the process
of water moving from the
earth into the atmosphere
and back to earth again
evaporate - to change into
a vapor or gas
condensation - droplets
of water that have
condensed [to make or
become thicker or more
closely packed together as
water going from gas to
liquid] from the air onto a
window or other surface
precipitation - rain,
snow, or any other
moisture that falls from
the sky
aquifer - an underground
layer of porous rock, etc.
containing water
watershed - a ridge
dividing the areas drained
by different river systems;
the area drained by a river
system
drainage - the act or
process of draining off
water or other liquid
113
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UJ Vocabulary UJ
basin - a wide, shallow
bowl for holding a liquid. 2
all the land that is drained
by a river and by all the
streams flowing into the
river
runoff - something that
runs off, as rain that is not
absorbed into the ground
transpire - v. process by
which plants pump water
from the ground through
their roots, trunk and
leaves
evapo-transpire - v.
process by which plants
pump water from the
ground through their roots,
trunk, and into the air
through their leaves.
Usually more important in
the water cycle than
evaporation. This is the
reason you feel cooler under
the shade of a tree than the
shade of an umbrella
wetland - swamps or
marshes [land where the
soil is very wet or soaked
with water most of the
time]
filter - a device that makes
air, water, or other fluid
clean or pure. The fluid is
passed through sand,
charcoal, or some other
material that keeps back
dirt or other unwanted
substances.
decompose - to rot or
decay
because the water flows so quickly it fills up the
drainage basin faster than it is able to drain.
Water that is able to seep through the ground is
actually filtered by the soil and sediments. Since the
flow of the water is very slow as it is filtered, any
chemical pollutants it may contain will have a chance
to break down or absorb onto the soil particles before
reaching its final destination, either the aquifer below
ground or another body of water such as the Indian
River Lagoon.
The rate of flow is also affected by objects in the
path of the runoff. Plants such as trees and grass
help to slow the water. Water flows much more
quickly over bare or paved surfaces. There is nothing
to slow the progress of the water. The fast moving
water is able to carry with it debris and pollutants
(chemicals, oil, gasoline, pesticides and fertilizers)
present on the ground. If the water begins to slow
down, the objects will settle out of the water if they are
too heavy for the water to continue carrying them. As
the water begins to slow down, it is able to evaporate,
be evapo-transpired by vegetation, or seep into the
soil. The obstructions and the soil then, act as filters,
both by slowing the progress of the water and by
obstructing the movement of the debris.
The best example of this is wetland areas.
These areas are flat, low lying areas. The soil is very
wet or soaked with water most of the time. Wetlands
are abundant with plants and wildlife because of the
amount of water and rich food supply. Along the
Indian River, wetlands are a major ecological feature.
They act as filters for the surface water runoff into the
Lagoon. The vegetation slows the water allowing
wastes and sediments to settle into the soil. The soil
contains natural substances that will begin to
decompose the debris and pollutants. The water
then flows into the Lagoon leaving behind the debris
and pollutants. Wetlands are, therefore, very
important to the health of the Indian River Lagoon.
114
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Florida receives an average of 54" of rainfall a
year. Of that 15% (approximately 1/7) flows over the
land, 19% (approximately 1/5) seeps into the ground
and 66% (approximately 2/3) evaporates or evapo-
transpires. When the rainfall occurs as many smaller
storms, the runoff moves more slowly and has more
time to seep into the ground or evaporate. When there
are severe storms, such as hurricanes and tropical
storms, which produce large amounts of rain, the water
rushes to the Indian River Lagoon quickly, carrying
with it larger amounts of debris and pollutants.
In 1780 .there were nearly 20 million acres of
wetlands (fresh and salt water) in Florida. By 1980
only 11 million acres remained. Much of these
wetlands were the salt marshes, fresh water marshes
and mangrove wetlands of South Florida. The loss of
these areas has had major consequences on the
ecosystems of all of South Florida, including the Indian
River Lagoon. The filtering effect of the wetlands and
habitats for fish and birds is lost, causing much of the
upland pollutants to flow into the Lagoon. It is very
important to realize what happens when land use is
changed and the change impacts the water systems.
The Indian River Lagoon has another source of
water besides the runoff from the surrounding land.
The Indian River Lagoon is not a river at all. It is
actually an estuary. An estuary is a body of water in
which salt water and fresh water mix forming
brackish water. The source of the salt water is from
the flow of salt water from the Atlantic Ocean, through
the inlets and into the Lagoon. The flow is caused by
the tides and circulation of the water moved by the
wind. The Lagoon is a wind driven system. The tides
have a major influence only near the inlet, elsewhere
wind moves the water and mixes the fresh water and
the salt water. Estuaries support a large diversity of
plants and animals. The salt water wetlands and all
the plants and animals living in and around the
Lagoon, depend on the flow of salt water as well as the
flow of fresh water from the lakes, streams, and rivers.
A delicate balance of this mixing is necessary for
survival.
fetf Vocabulary fe4J
estuary - the wide mouth
of a river where the tide
flows in [ a body of water
in which salt water and
fresh water mix]
brackish - salty [water
which is a mix of salt and
fresh water]
tides • the regular rise and
fall of the ocean's surface
about every 12 hours
diversity - the condition of
being different or varied;
difference or variety
115
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UJ Vocabulary UJ
flushing - to empty out
with a sudden flow of water
exchange - to give in
return for something else [
as with tidal exchange - to
change salt water for fresh
as the tide rises or fresh for
salt as the tide falls]
salinity - the amount of
salt
Teacher Note
The Waterways curriculum
cited at the end of this
section is highly
recommended. It offers
many additional activities
and information which
would support this section.
Along the 156 miles of the Indian River Lagoon
the five inlets provide flushing and tidal exchange
only to a small area near the inlets themselves. The
salinity along the river changes as the distance from
the inlets change. A change in the species of plants
and animals also occurs with the change in salinity.
The balance of the salt and fresh water flows are
therefore very important to the ecology of the River.
The water quality of the Indian River Lagoon is
dependent on the ability of the system to handle the
runoff and the sediments and pollutants it carries.
Along the Indian River Lagoon water quality ranges
from poor to very good. The areas with the poorest
water quality are near cities, towns, big drainage
canals or places with many septic tanks.
Development, and high runoff potential seem to be
major factors impacting water quality. It is in these
areas where much of the adjacent wetlands have been
either destroyed or disturbed allowing freshwater
runoff to flow directly into the Lagoon. Development
decision makers must keep these concepts in mind
when looking at how communities should use the areas
surrounding the Indian River.
For more information refer to Indian River Lagoon: A
Fragile Balance of Man and Nature. Indian River
Lagoon National Estuary Program publication
Rationale
Section 2.3 is designed to get students to begin
thinking of the Indian River Lagoon as a system of
interdependent parts: uplands, forests, marshes,
farms and cities. Students will see that decisions
made for one area along the Indian River will impact
the entire system. Students are now familiar with the
geography and climate of the Indian River and how the
system was formed. They will now look at the water
which supports the system and how man is impacting
the ability of the water to keep the system healthy.
Students will begin to develop opinions for where
priorities in decision making should be placed.
116
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Objectives
Students will:
Become familiar with the concept of the water
cycle and how important it is to the
ecosystems of the Indian River Lagoon
Look at different types of drainage basins and
how changes in runoff can impact the
ecosystems of the Indian River Lagoon
Learn how a wetland acts as a filter to freshwater
runoff before it enters the Indian River
Lagoon
Become familiar with how wind and tides work to
move water in the Lagoon.
Learn that the Indian River Lagoon is an estuary
because of its shape and the degree of mixing
of fresh water and salt water.
Begin to look at how man's impact on the area
surrounding the Indian River Lagoon relates
to water quality and the ecology of the area.
Materials
Master 2.2a - Vocabulary
Tide Demonstration
Hula Hoop
Chalk
black board
string
Activity 1 - The Water Cycle
One copy of Master 2.2b for the first group
1 wide mouth glass jar
1 large rubber band
gravel
top soil
one or 2 small plants or seeds to plant
spray bottle with water
plastic wrap
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Teacher Note
Each of these activities
could be done by all the
groups instead of having
each group do a different
investigation.
Activity 2 -Water Shed
One copy of Master 2.2c for the second group
a plastic box approximately 1 foot by 2 feet in size
two one gallon bags of sand
two paper cups
chocolate syrup
grass plugs or pieces of astroturf
water
Activity 3 - Wetlands
One copy of Master 2.2d for the third group
two coffee filters, soaked and allowed to dry over
night
one colander
clear plastic wrap
tape
small piece of moss
pencil
container with a lid
water
sand, leaves and vegetation debris
Activity 4 - Estuary
One copy of Master 2.2e for the fourth group
graduated cylinder
2 paper cups
food coloring
salt
dropper
Activity 5 -Whole group
Master 2.2f
Master 2.2f transparency
Overhead
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Procedure
Teacher Preparation
Read and become familiar with all background
material
Make one copy of Masters 2.2b, 2.2c, 2.2d, and
2.2e (each group gets only one of the activities)
Make one copy per student of Master 2.2a and
2.2f
Lesson Development
1. Go over vocabulary on Master 2.2a. Ask if there are
any students who would like to share newspaper
articles with the class.
2. Introduce the concept of the water cycle to the
students. Explain what a watershed is and how it can
impact the Indian River Lagoon. Describe a wetland
and give some local examples of wetland areas the
students would be familiar with (field trip location).
Define an estuary and point out why the Indian River
Lagoon is an estuary and not a river.
3. Demonstrate the concept of tides using the hula
hoop. The hula hoop represents the layer of water (all
the oceans) covering the earth. Have four students
come forward and stand around the hoop at the 12:00,
3:00, 6:00 and 9:00 positions. Have two more students
come forward to represent the sun and moon. The
student representing the sun will remain behind the
student stationed at 12:00. The student representing
the moon will move around the circle. As the moon
comes to each of the quarters of the moon, have the
students at those locations pull gently on the hoop.
When the sun and moon are directly behind one
another, the tides are at the new moon. When they are
opposite, the tides are at the full moon. At the other
locations, the moon is at quarter phase. Using the
string and chalk, draw a circle on the board. At each
phase of the moon, draw what the circle (water) is
shaped like as the gravity from the moon and sun pulls
on the circle. Ask the students when the tides will be
the highest (full and new moon phases).
Teacher Note
When the activities are
completed, copies of the
masters could be made for
each student to include in
their notebooks for future
reference.
Teacher Note
Be sure to use any
supporting materials
already available in your
classroom
Teacher Note
Tides are a difficult
concept. You may want to
get tide charts from the
local fishing supply stores
to show the difference from
one day to the next
Teacher Note
From local tide data
students can graph the tide
heights against the phases
of the moon.
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Teacher Note
Try to be sure you have at
least one good reader and
writer in each group.
Teacher Note
Only the materials
manager is allowed to
leave the group
References:
WaterWays: a Water
Resource Curriculum.
1991
Division of Public
Information, St. Johns
River Water
Management District.
(All activities have been
adapted from this
curriculum) This can be
obtained from South
Florida Water
Management District. To
obtain copies, teachers
must attend a training
session.
4. Divide the students into 4 groups. Assign students
within each group certain responsibilities:
materials manager - only student to be able to
leave the group to get supplies
principal investigator - will read instructions to
the group and be sure the correct procedure is
followed
recorder - will take notes on investigation and
observations
reporter - will report to the class what the group
has observed
5. Give each materials manager the investigation for
the group (Masters 2.2b, 2.2c, 2.2d 2.2e). The group
should read through the investigation. If there are any
questions, they should be addressed before the
materials manager begins getting the supplies.
6. Allow approximately 30 minutes for the group to do
their investigation.
7. The groups will report to the class their
investigation by explaining the following:
materials
procedure
observations
conclusions (answers to questions listed on
investigation sheet)
8. After all investigations are reported, give each
student a copy of Master 2.2f. Go through each of the
problems and help the students to identify the players
impacted by each.
Conclusion
The concept of the Indian River Lagoon as a
system should be clear to students. After going
through the list of problems and players on Master
2.2f, students should begin to see that solutions for
one problem may create problems for other parts of the
system. As it specifically relates to this section,
students should begin to realize the water they use
today is the water that will be in the Indian River
tomorrow.
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Detective I Master
2.2a
Vocabulary
Vocabulary
1. hydrology-.
2. water cycle -
3. evaporate -
4. condensation -
5. precipitation -_
6. aquifer-
7. watershed •
8. basin •
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9. runoff-_
10. transpire -
11. evapo-transpire -_
12. wetland -
13. filter-.
14. decompose -
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Master
2.2b
The Water Cycle
Group Members :
Material Manager:
Principal Investigator:
Recorder:
Reporter:
Detectives:
THE WATER CYCLE
Vocabulary
water cycle - the process of water moving from the earth into the atmosphere
and back to earth again
evaporate - to change into a vapor or gas
condensation - droplets of water that have condensed [to make or become
thicker or more closely packed together as water going from gas to liquid]
from the air onto a window or other surface
precipitation - rain, snow, or any other moisture that falls from the sky
terrarium - a glass container holding a garden of small plants, or one used for
raising small land animals
evapo-transpiration - process by which plants pump water from the ground
through their roots, trunk, and into the air through their leaves. Usually
more important in the water cycle than evaporation
Materials
1 wide mouth glass jar
1 large rubber band
gravel
top soil
one or 2 small plants or seed to plant
spray bottle with water
plastic wrap
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Procedure
1. Put 1/2 inch gravel in the bottom of the jar.
2. Cover this with 2 inches of topsoil.
3. Plant one or two small plants in soil.
4. Using a spray bottle, water soil lightly. Be careful not to water too much.
(The soil should be damp but there should not be any puddling of water.)
5. Cover top of jar with plastic wrap and secure with a rubber band.
6. Place terrarium on a table or shelf away from direct sunlight. After about
an hour, observe for signs of the water cycle at work. Check terrariums
periodically over several days. Note any changes you see.
Hypothesis -What do you think will happen???????
What do these clues mean??????
1. What changes do you see in the bottle?
2. Did condensation form???? If so, explain where, why and how it formed.
3. Unlike plants in a pot, you don't need to water a terrarium. Why????
4. What would happen to a terrarium without water????
5. Draw the water cycle in your terrarium. How does it compare to the water cycle of
the Indian River Lagoon?????
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Group Members :
Material Manager:
Principal Investigator:
Recorder:
Reporter:
Detectives:
Master
2.2c
Water Shed
Water Shed
rf r W*
Vocabulary
aquifer - an underground layer of porous rock or sand containing water
watershed - a ridge dividing the areas drained by different river systems; the
area drained by a stream system
drainage - the act or process of removing water from land surfaces usually
through canals, channels or pipes
basin - (1) a wide, shallow bowl for holding a liquid. (2) all the land that is
drained by a river and by all the streams flowing into the river
runoff - something that runs off, as rain that is not absorbed into the ground
Materials
a plastic box approximately 1 foot by 2 feet in size
two, one gallon bags of sand
two paper cups
chocolate syrup
grass plugs or pieces of astroturf (can use small pieces of a welcome mat)
water
Procedure
1. Pour sand into plastic box. Make a river channel through the sand from one
corner to the opposite corner (diagonally). Scoop sand from the middle of the
box up on the sides to form river banks. Make a steep slope on one side of
the river and a gentle slope on the other side.
2. Place several grass plugs on the side with the gentle slope. This represents
vegetation.
3. Position one detective on each side of the "river" holding a cup of water.Very
slowly pour water on the river banks. Observe which runoff flows faster and
drains into the river first.
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4. Repeat Step 3 using about 1/4 cup of chocolate syrup. The syrup represents
storm water pollution. Observe what happens.
5. Repeat step 3 again using about 1/2 cup of water. Observe what happens.
Hypothesis -What do you think will happen???
What do these clues mean?????
1. What part of this investigation represents storm water runoff????
2. Which side of the river had the fastest runoff??? Why???
3. What effect did the grass have on storm water runoff??? On pollution???
4. Did the chocolate syrup "pollution" stay in one place??? How does water pollution
affect fish and wildlife???
5. List several things that determine the speed of runoff in a drainage basin.
6. What are some of the things we can do to help clean up the water in the Indian
River Lagoon???
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Group Members :
Material Manager:
Principal Investigator:
Recorder:
Reporter:
Detectives:
Master
2.2d
Wetlands
WETLANDS
Vocabulary
wetland - swamps or marshes [land where the soil is very wet or soaked with
water most of the time: mangrove forest, fresh or salt marsh, some
hammocks, cypress swamps
filter - a device that makes air, water, or other fluid clean or pure. The fluid is
passed through sand, charcoal, or some other material that keeps back dirt
or other unwanted substances.
decompose - to rot or decay
aquifer - an underground layer of porous rock or sand containing water
Materials
two coffee filters, wet these the night before and allow to dry out
one clear glass bowl
one colander
clear plastic wrap
tape
small piece of moss
pencil
container with lid
water
sand, leaves and vegetation debris
Procedure
1. Cut two pieces of plastic wrap about 1 1/2 feet long. Put one piece of plastic
on top of the other in the shape of a cross. Use this to line the inside of the
colander, making sure all the holes are covered. Fold edges over the outside
of the colander and tape securely. The colander represents the soil of in a
wetland.
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2. Use a pencil to punch six or eight holes through the plastic wrap and
colander holes at the bottom of the colander.
3. Put two coffee filters together and place them in the colander. Put a small
piece of moss on top of the filters, representing wetland plants.
4. Set the colander and filters in the glass bowl. The bowl represents the
aquifer.
5. Put sand, leaves and vegetation debris in a container of water. Put the lid
on the container and shake the contents. Slowly pour it into the coffee filter.
The dirty water represents rain and storm water runoff.
6. Observe what happens to the dirty water.
Hypothesis -What do you think will happen?????
What do these clues mean???
1. How do the wetland plants help filter pollutants and debris from the water???
2. Why are the wetlands important to the Indian River Lagoon???
3. How do wetlands improve the quality of water in rivers, lakes, and streams???
4. How would you expect the water quality in the Indian River Lagoon near a city to
compare to the water quality in an undeveloped area of the River.
5. Is it important to preserve wetlands???? Why????
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Group Members :
Material Manager:
Principal Investigator:
Recorder:
Reporter:
Detectives:
Master
2.2e
Estuary
ESTUARY
Vocabulary
estuary - a coastal body of water where salt and freshwater mix
brackish - slightly salty [water which is a mix of salt and fresh water]
tides - the regular rise and fall of the ocean's surface about every 12 hours
diversity - the condition of being different or varied; more kinds of different
things
flushing - to empty out with a sudden flow of water
exchange - to give in return for something else [ as with tidal exchange - to
change salt water for fresh as the tide rises or fresh for salt as the tide falls]
salinity - the amount of salt
density - the condition of being dense, thick or crowded; the number of things
found in a specific size space
Materials
graduated cylinder
2 paper cups
food coloring
salt
dropper
Procedure
1. Fill the graduated cylinder half full of water. Pour the water into the paper
cup.
2. Add approximately 1/4 teaspoon of salt and 3 drops of food coloring to the
water in the cup. Mix well. This represents salt water flowing into an
estuary.
3. Pour the mixture into the graduated cylinder.
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4. Put fresh water into the other cup. This represents the fresh water flowing
into an estuary. Fill the dropper with some fresh water from the cup.
5. Hold the dropper at an angle so the open end touches the inside of the test
tube. Squeeze the dropper very slowly and carefully. Let the water
trickle down the side of the test tube. Do not shake or move the test tube
when you are adding fresh water.
6. Continue adding fresh water until you have about an inch layer on top of the
salt water. Allow water in the test tube to sit for a few minutes. Are there
more than two layers of water????
7. Cover the test tube opening and shake. Observe what happens.
Hypothesis -What do you think will happen?????
What do these clues mean???
1. Which is more dense, salt water or fresh water??? How do you know???
2. In an estuary, does fresh water float on top of salt water??? Why or why not???
3. What part of this investigation represented the tide going out???
4. Compare this investigation to what happens in an estuary. What do we call a
mixture of salt water and fresh water???
5. Where do fresh water and salt water in an estuary come from??? Is the Indian
River Lagoon a river or an estuary???
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Detective
Group Members
Water Quality
-r-k - t-rr t i ISSUGS
Detective Worksheet
Master
2.2f
Hydrology / Water Quality Issues
Did you know????
*** Florida receives an average of 54" of rainfall a year. Of that 15%
(approximately l/7th) flows over the land, 19% (l/5th) seeps into the ground
and 66% 2/3rd) evaporates or evapo-transpires.
*** In 1780, these were nearly 20 million acres of wetlands (fresh and salt water)
in Florida. By 1980 only 11 million acres remained. Many of these areas
were South Florida mangroves, fresh and salt marshes and cypress swamps
or hammocks.
*** Along the Indian River Lagoon, water quality ranges from poor to very good.
Areas of high development where man has had the biggest impact are the
areas with the poorest water quality.
What are some of the problems and issues which effect the
water quality of the Indian River Lagoon.
Who are some of the players effected by these issues?
(Continue on the back of the paper if needed)
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Player
Benefit
Burden
-------
2.3 Habitats, Flora and Fauna
Background Information
The Indian River Lagoon system supports an
amazing diversity of flora and fauna. Nearly
2,100 species of plants inhabit the watershed
along with more than 2,200 species of animals.
The number of animals is the most in any North
American estuary. There are nearly 700 species
of fish, 68 reptile and amphibian species, 370
bird species and 29 mammal species. More than 125
species of birds breed in the Lagoon while another 170
species winter here. It is also a stopping ground for
millions of birds migrating between North America,
the Caribbean, and South America. It is the only place
in the world where the Atlantic salt marsh snake lives
as well as the submerged seagrass, Johnson's
seagrass. It is also home for approximately one-third
of all the manatees living in the United States.
This amazing diversity is due to the Lagoon's
location on the east coast of the United States as well
as its long, narrow configuration. The temperate and
tropical climate zones meet in this area. This allows
tropical and sub-tropical species which cannot
tolerate much cold weather, and temperate species
which can survive colder climates to exist in one area.
Thus the climate is able to support a wide range of
species.
The habitats supporting the plant and animal
communities in the Lagoon watershed are varied as
well. The habitats range from inlets which are similar
to those in the near shore ocean areas to very dry
habitats on the upland scrub ridges. These habitats
are each specialized, and are extremely sensitive to
change on site and also to all changes in the
watershed. A drop of rain falling into the upland scrub
area may travel all the way to the Lagoon via aquifers,
runoff, and streams. Each community of plants and
animals is dependent on surrounding systems for
water and nutrients. They are interdependent. These
unique habitats are of critical importance to the 36
U=3 Vocabulary SJJ
diversity - the condition of
being different or varied;
difference or variety
flora - all the plants of a
particular place or time
fauna - all the animals of
a particular place or time
habitats - the place where
an animal or plant is
normally found
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Vocabulary
algae - a group of simple
plants that have no leaves,
stems, or roots. They grow
in water or on wet surfaces.
Most seaweeds are algae.
terrestrial - living on
land, not in water
dominant - most
important or most
powerful [most abundant]
phytoplankton - the
mass of tiny plants found
floating in a body of water.
larva - the young form of
an insect or some animals
without a backbone.
nutrients - any substance
or matter that is needed for
the life and growth of
plants, animals, or people.
Proteins, minerals, and
vitamins are nutrients.
threatened or endangered species of animals living in
and along the shores of the Indian River Lagoon.
The major ecosystems found within the Indian
River Lagoon and its surrounding areas are the
seagrasses, open water, the mangrove forests, and
salt marsh communities, spoil islands, hammock,
scrub lands, and pine flat woods.
Seagrasses
Seagrasses, unlike algae or seaweed, are
underwater plants with roots and flowers just like
terrestrial plants. The seagrass "meadows" or beds
depend on the balance of environmental factors of
light, salinity (salt content of the water) and
temperature. This balance can be impacted by water
coming into the Lagoon.
There are three dominant species of seagrass
found in the Indian River Lagoon, turtle grass,
manatee grass and shoal grass and one specie which is
only found in the Indian River Lagoon, Johnson's
seagrass. Seagrasses produce the major food supply
for all animals in the Lagoon. These areas serve as
hatchery and nursery grounds for fish from the ocean.
Open Water
About 65% of the Indian River Lagoon can be
classified as open water. The open water habitats
include the water column (water above the surface of
the bottom or flowing over the bottom) as well as the
bottom of the Lagoon not covered by seagrasses. The
bottom may either be rocky, sandy, or muddy. Most of
the animals living on or in the bottom (benthic
organisms) are invertebrates (those having no
backbone). The phytoplankton living in the water
column provide the basis for the food chain.
Zooplankton feed on the microscopic algae as do the
larval forms of many species of fish. The small fish
provide food for larger fish and some birds.
The delicate balance of the Lagoon can however
be upset by human activities. During summer rains
nutrients from fertilizers, poorly functioning septic
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systems, businesses and farms are washed into the
Lagoon. The nutrients promote so much
phytoplankton growth, called a. bloom, that the water
becomes cloudy. Light is shaded from the seagrasses
which need light to grow and survive in order to
produce food and oxygen to sustain the food web of the
Lagoon.
Soon the phytoplankton begin to use more
oxygen than the seagrass can produce. As the
phytoplankton begins to die bacteria breaks down the
decaying plant matter and more and more of the
oxygen is used. Eventually there is not enough oxygen
for the other animals in the Lagoon and they begin to
die. It is at times such as these that fish kills can
occur.
Mangrove Forests and Salt Marshes
Mangrove forests and salt marshes are
found along the edges of the Indian River Lagoon.
They are covered by salt water at high tide and
exposed at low tide. The mangrove forests have
three species of mangroves, the red mangrove
(deeper water edges with the high prop roots),
black mangrove (higher upland with air roots
coming out of the sediments) and white mangrove
(higher upland with silvery leaves). These forests
are found in the southern areas of the Lagoon
because mangroves are sensitive to cold weather. Salt
marshes are most abundant north of Merritt Island
where winter freezes occur more frequently. These flat
areas are covered by non-woody plants such as salt
marsh grasses, rushes, sedges and have very few, if
any, trees.
As the tides rise and fall from the mangrove
forests and salt marshes, the water transports much
dead vegetation into the Lagoon. This vegetation
provides a food source to support a large number of
plants and animals. Approximately 80% of the
recreational and sport fish spend some portion of their
lives in these areas. Some animals, such as the dusky
seaside sparrow, have had much of their habitat
destroyed in the Merritt Island area because of
L4J Vocabulary UJ
bloom -n. a period of high
health and vigor. A
phytoplankton bloom
occurs when conditions are
favorable to promote
rapid, uncontrollable
growth of the
phytoplankton.
woody - made up of wood,
the hard material beneath
the bard of trees and
shrubs.
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Vocabulary
forage - to go about
looking for food
roosting - to rest or sleep
on a roost fa pole or shelf
where a bird can rest or
sleep]
spoil - excess soil or sand
removed from one place
and disposed of as unused
turbid - muddy or cloudy
from having the sediment
stirred up
intertidal - the area
covered and uncovered by
the tides
canopy -n. the portion of
the treetops that are the
highest, often forming a
"roof as you walk under
them.
mosquito impoundments. This species is now extinct.
Many species of wading birds forage in these areas for
small fish and insects. The trees also provide areas
for nesting and roosting.
Mangroves and salt marshes also serve as a
filter for water coming into the Lagoon by trapping
sediments and pollutants. They also provide a buffer
from waves along the shoreline, preventing erosion.
Spoil Island Habitats
These habitats are man-made. They result from
the dredging of the Intracoastal Waterway in the
1950's and 1960's. As the bottom was dredged to
increase the depth of the channel, the soil, sand, muck
and clay dredge spoil was piled in the river to form
over 200 islands in the Lagoon. Initially the
environmental impact was detrimental. Areas of
seagrasses were covered and the water became very
turbid and cloudy. Now the islands have stabilized
and have become habitats in themselves. Areas
around the islands have become colonized by
seagrasses once more and mangroves have become
established in the intertidal areas. The higher areas
have become covered with various trees, shrubs and
grasses. The submerged vegetation and intertidal
areas provide habitats as mentioned above. Some of
the islands have bare, sandy areas which provide
nesting sites for terns and other shore birds as well as
recreation areas for humans. Over the years some
islands have provided valuable habitat for the Lagoon
ecosystem. Other islands have eroded away or are
being eroded by storms.
These habitats provide all the necessary
elements to support the diversity seen along the
Indian River Lagoon. The ecosystem depends on the
stability of these areas.
Hammocks
Hammock areas consist of hardwood trees - live
oak, cabbage palms and other trees such as southern
magnolia - which combine to form a dense canopy
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with understory shrubs and ground cover. Other
plants typically found in hammocks include American
holly, fern, beauty berry, coral bean, snowberry and
poison ivy. Animals that use hammock areas are
frogs, squirrels, several kinds of snakes as well as
many species of birds. Hammocks are used by
migrating birds as stopping places to rest and feed.
Hammocks can be found throughout Florida, usually
along streams and rivers. Those along the coast are
known as maritime hammocks (synonyms: coastal
hammock, maritime forest, tropical hammock).
Maritime hammocks are generally mesic (dry to
moist, with soils of clay, silt, and organic material).
They may be located in areas that are hydric (soils
that are very wet and poorly drained) such as
mangrove marshes. Kings Island, a mosquito
impoundment in St. Lucie County, has several places
where the land is higher than the marsh areas. These
higher areas are hammocks. In this situation, animals
can move freely between the two areas, utilizing both
habitats for shelter, roosting and feeding. This
provides for a great diversity of species in these shared
areas.
Scrub
Scrub, a xeric (very dry and well drained)
community, is characterized by the white or light
colored sandy soils, often called "sugar sand." Well
drained and practically devoid of silt, clay, and
organic material, these soils are infertile and very
low in nutrients. The vegetation that grows on scrub is
well adapted to the harsh growing conditions. Some
species of plants grow in no other place. The diverse
scrub contains sand pines, scrub oaks (live, Chapman's
and myrtle), Florida rosemary, saw palmettos, gopher
apple, British soldier moss (actually a lichen) and
cacti. Thirteen are federally listed as endangered or
threatened and twenty-two are listed by the State of
Florida.
UJ Vocabulary UJ
understory - n. shrubs,
bushes and other small
plants that grow under the
canopy
maritime hammocks - n.
hammocks growing along
the coast
mesic - adj. refers to plant
communities and systejns
that are dry to moist, in
soils with clay, silt, and
organic material. Moisture
in these plant communities
is neither xeric or hydric,
but in between.
hydric - adj. refers to
plant communities and
systems where soils are
organic, very wet
(saturated) and poorly
drained. These systems
remain wet most of the
year and often contain
standing water during and
after heavy rains.
sterile - adj. free from
living microorganisms
xeric - adj. plant
communities which are
very dry and in well
drained soils with little or
no organic material.
Xeroscaping is the practice
of planting plants that do
not need much water to
survive.
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lUJ Vocabulary LU&
organic material - n.
material of, like, or made
from living organisms
cache - n. to hide
something secretively
fecal - adj. containing
excrement
pyrogenic - adj. relating
to fire - fire controlled and
adapted.
The animals that inhabit the scrub are also very
diverse and well adapted to the habitat. Scrub is
home to many different species of animals, including
the threatened Florida scrub jay and gopher tortoise.
Other animals that make their home in the scrub
include the Florida mouse, Florida scrub lizard, and
sand skink. A number of larger animals utilize the
scrub, including raccoons, black bear, squirrels, white-
tailed deer, bobcats, and skunks. In addition, a scrub
site is capable (and often does) of supporting several
thousand species of arthropods. However, only some of
those species are restricted to scrub as the only
habitat they utilize.
The condition and development of the scrub
vegetation is critical to wildlife habitat. Scrub jays
require an open or low shrub plants with no or very
little pine canopy. The birds gather acorns from the
oaks and bury them in the open sands for later
excavation and consumption. If the understory layer
becomes too dense, the open sand areas are severely
reduced, leaving no area in which to store food. When
the canopy reaches a certain level, or there is no open
space in which to cache acorns, the jays will abandon
the site.
Gopher tortoise burrows are constructed in the
sand areas, and are home to many insects. The dung
beetle, for example, lives on fecal material from the
tortoises, and these beetles in turn serve as food for
others higher in the food web. Burrows also serve
other scrub animals as protection from predators,
inclement weather and fire.
Fire is important for scrub vegetation. Scrub is
considered a pyrogenic ecosystem. Its survival
depends on regular burning. Historically, lightning
was the means by which scrub fires started. Nearby
ecosystems with great amounts of dry underbrush
(saw palmettos, etc.) would catch fire, and if the fire
was hot enough and the wind was right, would spread
to the scrub. During such a fire, overstories and pines,
if present, are killed outright, while understory plants
are burned and killed back to ground level. The heat of
the fire causes the seed-containing pine cones to open.
New trees will then be regenerated from the seeds now
138
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liberated by the fires. Many shrubs resprout, and
some, such as rosemary, grow from seeds stored in the
sand. Today, with scrub surrounded by urban
development, fires need to be purposely set and
managed to maximize vegetation levels. This creates
complications, as urban areas encroach on scrub. Air
quality and safety concerns are foremost issues when
it comes to burning scrub in urban areas.
One of the most important functions that scrub
serves is its ability to filter water. The well drained
sandy soils allow water to percolate into the ground
with little or no runoff. This water is then available to
enter the shallow aquifers that provide water to
drinking wells for many residents in scrub or near to
scrub areas. As scrub areas are developed, these
recharge areas become lost. Water that enters the
scrub areas may find its way into wells, canals, and
eventually down to the lagoon and ocean area.
Pine Flatwoods
Pine flatwoods were once the most prevalent
ecosystem in Florida and the south eastern US. Much
of the watershed of the Lagoon was covered by these
slash or long leaf pine and palmetto flatlands. The
areas are characterized by their very flat topography.
The highly developable lands have been converted into
pastures, sub-divisions and commercial centers.
Pine flatwoods are on sandy soils prone to some
flooding and the soils do not generally drain rapidly
due to the flatness of the land. During the rainy
seasons, the soil remains wet and poorly aerated.
Pine flatwoods are often interspersed with open
grassy sloughs and marshes. These areas form the
headwaters of coastal streams and creeks.
Plants of the flatwoods include pines and an
understory of palmettos and shrubs, fetterbush,
gallberry, wire grasses and herbaceous plants.
Animals found in these areas include reptiles,
amphibians, birds and mammals. Three large
mammals which are native to Florida, that can be
found in these areas (but not exclusively) are the
white-tailed deer, black bear, and the endangered
Florida panther.
La Vocabulary UJ
percolate - v. to pass
through a porous
substance: filter
recharge - v. to put back
what has been used up.
Water flows into the scrub
sand, and goes back into
the aquifer where it can be
used again.
encroach - v. to lessen the
boundaries or space
between objects
139
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Teacher Note
The Indian River - An
Exceptional Lagoon, has
been included with these
materials. (Appendix C) It
has some great ideas for
activities and worksheets.
The food web activity in
this curriculum was
adapted from one in this
publication.
Rationale
Section 2.4 is designed to introduce the students to the
diverse ecosystem of the Indian River Lagoon region.
By looking at the habitats and the plant and animal
communities, students will begin to see the
interrelationships of the various systems which make
up the entire ecosystem.
Students will build a "food web" based on the
animals living in the Lagoon. They will then begin to
remove portions of that "web" to see how an upset in
the ecosystem's balance can have impacts on the entire
system.
Several worksheet activities will be offered as
reinforcement of the concepts talked about in this
section.
Objectives
Students will:
Become familiar with the various habitats and
ecosystems of the Indian River Lagoon.
Learn how the concepts learned about water
quality and hydrology apply to the ecosystem
as a whole.
Look at the "food web" of the Indian River Lagoon.
Continue to look at the players and issues facing
the Indian River Lagoon and how decisions
impact the ecosystem as a whole.
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Materials
Master 2.3a - Vocabulary
Master 2.3b - Habitats
Master 2.3c - Food Webs
paper strips (approximately 8 1/2" X 1 1/2")
glue sticks (one for every 4 or 5 students)
List of plants and animals of the Indian River Lagoon
from The Indian River - An Exceptional Lagoon.
page 14
Master 2.3d - Habitats, Flora and Fauna
Optional: Worksheets from The Indian River - An
Exceptional Lagoon
Student notebooks
Procedure
Teacher Preparation
Read and become familiar with all background
material.
Make one copy for each student of Masters 2.3a,
2.3b, 2.3c, and 2.3d
Cut strips of paper, 8 1/2" X 1 1/2", enough for
about 10 per student
Lesson Development
1. Go over the vocabulary on Master 2.3a. Ask the
students if they have any newspaper articles they
would like to share with the class.
2. Have students read aloud to the class Master 2.3b -
Habitats. After the reading is completed, discuss
where the students may have seen these habitats.
3. Have the students look in their notebooks at the
list of plants and animals they saw on the field trip.
Have them discuss where they saw them and anything
they remember learning about them on the field trip.
4. Give each student approximately 10 strips of paper.
5. Divide the class into groups of 4 or 5. Have the
groups follow the procedure on Master 2.3c- Building a
Food Web.
6. Lead a group discussion of the questions on Master
2.3c.
Teacher Note
Students could cut their
own strips of paper if time
is permitted. They may
want to use different colors
representing different levels
on a food chain.
Teacher Note
Students may have heard
the term food chain instead
of food web. Have them
explain the difference
between a web and a chain.
Teacher Note
Instead of using glue stick,
you may want to use
staplers or tape. The glue
stick sometimes takes too
long to dry.
141
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Teacher Note
In lesson 1 of The Indian
River - An Exceptional
Lagoon, students can make
a picture of their own
estuary. You may want to
use this concept to make
their own dike using
pictures of animals they
saw along their transect.
Florida Writes
Activity
Have the students become
an animal in a particular
habitat. Describe what
happens when man
threatens to encroach on its
home. Remind them that
the story could have a
happy or sad ending.
Could the animal influence
the actions of
man????
1. Have the students read the facts on Master 2.3d.
Discuss the questions on this master.
8. Optional: Do some of the worksheets and activities
from The Indian River L An Exceptional Lagoon.
Conclusion
Students should now be equipped to draw some
conclusions about the ecological significance of the
Indian River Lagoon. Up to this point they have
learned where the Indian River Lagoon is, how it was
formed, how the watershed works and how this
impacts water quality, the various ecosystems, and
plant and animal communities. Every step of the way
the students have seen how these building blocks are
interdependent on one another.
References
Indian River Lagoon: A Fragile Balance of Man and
Nature. Indian River Lagoon National Estuary
Program.
Benthrup, Diane. The Indian River - An Exceptional
Lagoon Activity Book. Department of Environmental
Protection, The State of Florida.
WaterWays: A Water Resource Curriculum. 1991
Division of Public Information, St. Johns River Water
Management District.
142
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Detective
Master
2.3a
Vocabulary
Vocabulary
1. detritus
2. plankton -.
3. scavengers -_
4. primary producers -
5. consumer -
6. primary consumers -_
7. secondary consumers -
8. tertiary consumers -
9. top predators -
143
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10. diversity -
11. flora -
11. fauna -
12. habitats -
13. terrestrial -
14. dominant -
15. spoil -_
16. intertidal -
144
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Detective
Habitats of
Master
2.3b
Habitats
The Indian River Lagoon
Habitats of the Indian River Lagoon Ecosystem
Mangrove Forests and Salt Marshes -
These wetlands found along the shoreline of the Indian River Lagoon act as a
filter for the water running off the land, hatchery and nursery grounds for sport
and recreational fish, as well as many other animals. Many birds, both
residential and migratory, also use these wetlands for food and to build their
nests. Healthy wetlands are vital to birds migrating from North to South
America.
Seagrass Habitats -
Seagrasses are underwater plants with roots and flowers just like land plants.
They grow in "meadows" on the bottom of the Lagoon, providing protection for
small fish and animals without backbones. . They are the basis of the food web
by converting sunlight to food for the rest of the system, from microscopic
animals to manatees. They are the basis of the food web for most of the animals
living in the Lagoon. They are highly sensitive to losses of sunlight, changes in
the amount of salt in the water, and temperature. Because of their importance
to the ecosystem, they are highly protected by governmental agencies.
Open Water Habitats-
These habitats cover about 65 percent of the Indian River Lagoon. All water
covered sandy, rock, or muddy bottom without seagrasses are open water
habitats. The bottom could be rocky, sandy or muddy. There are many animals
living in the bottom of the open water habitats. Some animals feed on the
microscopic plants (phytoplankton) and animals (zooplankton) drifting in the
water (together the two are called plankton). If a high amount of nutrients
(fertilizers) flow into the Lagoon, the tiny plants will grow or bloom out of control
killing the seagrasses because they get dense they do not allow enough sunlight
145
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to get to the plants. As the plankton begin to die, the decaying organisms use so
much oxygen there is too little for the rest of the plants and animals in the
Lagoon.
Spoil Island -
These habitats are man-made. They were made when the Intracoastal
Waterway (deep channel for boat traffic) was dredged or dug to increase the
depth of the channel. The portion of the bottom that was dug out was piled into
the river making over 200 islands in the River. At first this caused bad problems
for the Lagoon because the water was very cloudy and many seagrass beds were
destroyed. Now the islands have become part of the ecosystem. Along the edges
of many of the islands there are now salt marshes and mangrove forests. The
higher areas of the islands with trees and shrubs provide nesting areas for birds.
The sandy beaches are used by birds for nesting as well as by man for recreation.
Hammocks -
Hammocks are dominated by hardwood trees, forming a dense canopy, with
shrubs and ground lower to the ground. They are primarily found along streams
and rivers. Those found along the coast are called maritime hammocks. The
soils of the hammocks are damp but not always saturated as they are in
wetlands. They can be found as higher areas surrounded by wetlands.
Scrub
Scrub is a very dry habitat. The soils are very sandy (sometimes called sugar
sand) which allow water to drain down to the aquifer very quickly. The plants
and animals living in this habitat are well adapted to the harsh conditions.
Thirteen plants are listed by the Federal government as threatened or
endangered and twenty two are listed by the State of Florida. Fire is very
important for scrub vegetation. Some of the seeds (pine cones) will only open in
the heat of a fire. Once the fire goes through, new plants begin growing
immediately. Up until the 1940 no real conservation efforts were needed for the
scrub. It was thought to be too harsh for agriculture. With increased
development, much of the scrub is disappearing from Florida.
Pine Flatwoods
Pine flatwoods were once the most prevalent ecosystem in Florida. These very flat
areas are covered with pines and palmetto. Because of the flatness of these areas,
they do not drain quickly and during the rainy season stay very wet.
-------
Detective
Group Members
Master
2.3c
Food Webs
Building a Food Web
Vocabulary
detritus - a mixture of decaying plant and animal remains covered with
microorganisms.
plankton - microscopic plants and animals that float in the water.
scavengers - organisms that feed on whatever food they can find; live or dead
animals and plants
primary producers - green plants that use sunlight, water, and nutrients to
manufacture food.
consumer - an organism that obtains its food from eating plants or other
animals
primary consumers - animals that eat the primary producers, they are the
second level in the food web
secondary consumers - animals that eat the primary consumers. They are
the third level in the food web.
tertiary consumers - animals that eat the secondary consumers. They are
sometimes called the top predators.
top predators - consumers that are at the top of the food chain that are not
hunted by other animals. Most top predators have only one enemy - People.
We may not eat all top predators, but we can kill or harm them by polluting
or destroying their habitat.
Definitions from: The Indian River L An Exceptional Lagoon. Written by Diane
Benthrup of the Department of Environmental Protection, State of Florida.
147
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Materials
Paper Strips
glue sticks
pencil or markers
Master 2.4a
List of plants and animals of the Indian River Lagoon (from The Indian River -
An Exceptional Lagoon)
Procedure
1. Each group member will make a food chain. Using the list of Plants
and Animals of the Indian River Lagoon, make a food chain by taking one
strip of paper and writing a producer on it. Make a link by gluing the ends
of the strip together. On a second strip, write the name of a consumer that
would eat that producer. Add this to the first link by gluing the ends
together so that this link is hooked to the first link. Add two more
consumers to your chain making sure they are consumers of the links they
are attached to.
2. The group will make a food web. Using more links, connect all the chains
to one another by hooking the consumers of one chain to what they eat on the
other chains. (You may need to use more than one link to reach all the
consumers from all the chains.)
3. Make habitat links. The group should make four links, each representing
the four habitats listed on Master 2.4a. Connect these links to the food web
where the primary producers growing in each habitat are located.
4. Destroy one link in the web and watch what happens. Select one type
of link in the web an cut it. For example, if you select clams, cut all the links
which are clams. Continue to cut all the links connected to the clams, then
all the links connected to that consumer, and on until you reach no more
links.
5. Answer the following questions with your group members. Take
notes on another piece of paper for your notebook.
What happened??????
What would happen if the entire habitat disappeared???????
What does this mean for making decisions about what should be done with
the Indian River Lagoon and its habitats, plants and animals?????
-------
Detective
Habitats
Flora and Fauna
Detective Worksheet
Master
2.3d
Habitats, Flora and Fauna
Did You Know?????
*** There are nearly 700 species of fish, 68 reptile and amphibian, 370 bird and 29
mammal species living in or around the area of the Indian River Lagoon and a
total of about 2,200 species of animals (including all other groups).
*** There are about 2100 species of plants.
*** More than 125 species of birds breed in the Lagoon area and 170 species
winter here. Millions of birds stop along the Lagoon as they migrate from
North America to the Caribbean and South America.
*** 36 Species of animals have been classified as threatened or endangered.
*** It is the only place in the world where the Atlantic Salt Marsh snake lives
*** The seagrass, Johnson's Seagrass, is only found in the waters of the Indian
River Lagoon.
*** The Dusky Seaside Sparrow is now extinct because of human impacts
including the construction of mosquito impoundments.
*** The Indian River Lagoon is home to approximately 1/3 of all manatees living in
the United States.
What are some of the problems and issues which effect the
plants and animals of the Indian River Lagoon???
Who are some of the players effected by these issues?????
149
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Player
Benefit
Burden
-------
2.4 History / Economics
Background Information
About 6000 years ago, sea level rose flooding the
shallow basin we know today as the Indian River
Lagoon. Before that time this area had been dry and
cool with little water and food to sustain people. The
rich waters of the sea, confined in the Lagoon, formed a
protected nursery for fish, clams, oysters and turtles.
With abundant food supply, more rain and
pleasant temperatures, a tribe of native Americans,
the Ais Indians, established itself along the Lagoon
about 2000 years ago. They lived in large villages,
traveling seasonally between towns making their
homes on the beach or mainland, depending on the
mosquito breeding cycle. Mosquito control consisted of
rubbing their bodies with bear grease or rancid fish
oil. (They may have warded off people as well as
mosquitoes with that cure.)
The population of about 10,000 was
concentrated in villages of up to 2,000 people.
Evidence of the Indians can still be found today in old
shell mounds. Huge piles of discarded shells, bones,
and broken pots accumulated. Some shell mounds
were as high as 70 feet and several blocks wide.
Homes were built on top of the mounds where sea
breezes tended to blow away mosquitoes. When too
much waste accumulated or the shellfish was
eliminated due to overfishing, the whole town moved to
a more pristine site.
In 1513 Ponce de Leon, sailing along the coast,
could see the Lagoon from the top of his ship's mast.
The unfriendly Ais drove him off to the north. Pedro
Menendez de Aviles marched his troops through the
Lagoon area and tried unsuccessfully to establish the
colony of Santa Lucia in 1565. While no permanent
settlement of Spanish occurred, the population of Ais
decreased from 10,000 in 1513 to 80 by 1720 due to
Spanish enslavement, disease and torture. In 1763
HIE
Ml Vocabulary IUJ
Ais Indians - n. first
settlers of the east coast of
Florida, first appearing
about 2,000 year ago.
rancid - adj. having a
bad smell or taste of stale
fats or oils; spoiled
shell mound - n. piles of
discarded shells, bones,
and broken pots from
Indian settlements
enslavement - n. the act
of making a slave out of an
individual
151
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iUJ Vocabulary MJ
Seminoles - n. native
Americans moving to
Florida from Georgia and
Alabama
land grant - n. land given
or transferred to by the
government.
Intracoastal Waterway -
n. Navigable waterway
extending the length of the
Eastern United States
mostly in inshore waters.
many of the remaining Indians were taken to Havana,
Cuba by Spanish officials when Florida became a
British colony.
After the Revolution, American colonists and
Indians from Georgia and Alabama pushed south. The
Seminoles or "runaways" were forced into the back
country west of the Lagoon. Florida remained a
British colony until 1783 when it was returned to
Spain. During the late 1700's and early 1800's the
population of the state grew and many land grants
were made including one to James Hutchinson.
Agriculture began as new technologies in drainage
were employed to begin rice production.
During the Seminole Wars from 1835 - 1842,
American navel forces and land troops stalked the
Indians using the Lagoon waterways because it was an
easy transportation route. The land areas were so
dense with vegetation, much of it palmetto, that land
travel was very difficult. In 1835 the first land route
was established along the present site of U. S.
Highway 1. Mapping of the Lagoon and the interior
was started at about this time. Steamboat travel was
introduced and the Lagoon became the 1880's
equivalent of our Interstate 95. In 1882 the
construction of the Intracoastal waterway was
started. This brought the first push of settlers to the
shores of the Lagoon.
The sandridge paralleling the Indian River
Lagoon was heavily cultivated for pineapples from
1880 until 1916. Pines, as they were called, were
shipped across the US by Flagler's railroad which first
reached Ft. Pierce in 1894. The railroad connected
cities and farms making it easy to get fish, fresh fruit
and vegetables to northern markets. A devastating
fungus and high rail rates made Florida fruit unable to
compete with Hawaii and pineapple plantations were
abandoned after 1916.
While pineapple plantations occupied the high
and dry scrub areas, other farms were often flooded. In
1916 new state laws encouraged land drainage,
moving rainfall and runoff quickly through channels to
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the Lagoon. This made more land available to
pastures, farms and homes but often dumped fresh
water carrying sediments and nutrients into the
Lagoon upsetting the delicate balance.
Mosquitoes and the Florida heat plagued troops
and settlers alike. In 1901, Ft. Pierce was
incorporated as a town. One visitor suggested that
the name be changed to Port Fierce to describe the
attacking mosquitoes. It was because of heat,
mosquitoes and flooding that the population of coastal
Florida remained slow. In 1821 when the United
States took possession of Florida, there were 317
settlers along the Lagoon. By 1830 the population had
grown to 733. During the Seminole wars almost all
settlers abandoned their homes and no one lived on
the Lagoon. After the American Civil War, the
Homestead Acts made free land available to anyone
who would clear and farm it for several years.
Displaced settlers and black Americans found home
sites along the shoreline of the Lagoon and creeks. By
1916 there were 12,603 settlers along the Lagoon,
about 2000 more than that of the Indian Villages of
1513.
In 1925 the St. Lucie County Mosquito
Eradication Association was formed. New mosquito
control practices were tested in this area. In 1927
local leaders had tried to reduce mosquito populations
by draining wetlands with small ditches which
emptied into the Lagoon. Beginning in the 1940's,
DDT was tested for effectiveness against mosquitoes.
It was quite good at killing mosquitoes along with
crabs, shrimp larvae and other organisms vital to the
Lagoon. The 1950's introduced the use of mosquito
impoundments to the Lagoon. More than 40,000 acres
of emergent salt marsh and mangrove wetlands
bordering the Lagoon have been converted to mosquito
impoundments.
During World War II thousands of soldiers were
trained along the Indian River Lagoon. After they left
for the War and eventually returned home, the Lagoon,
its beauty, the kindness of the people, and the great
fishing were etched in the memory of those who visited.
Vocabulary
incorporate - v. to bring
together into a single whole
Eradication - n. the act
of uprooting, destroying, or
stamping out
HIE
DDT- n. a powerful
insecticide
153
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Vocabulary
tourism - n. the industry
of attracting these who
travel, especially for
pleasure.
Florida became the place to live. Land was drained
and inexpensive, great for large housing developments
for returning soldiers needing homes for new families.
Mosquito populations were controlled and air
conditioning made summer heat bearable. Progress,
growth, and new jobs associated with the space
program, the citrus industry and tourism, have
supported population growth to 750,000 by 1990.
Since 1970 there has been increased awareness
of how important the environment is to our lives and
economy. Plans and laws have been written to protect
water, land, plants and animals. Problems in the
Lagoon have shifted from the impact of nature on the
quality of life for the human (heat, flooding, and
mosquitoes) to the impact of mankind on the quality of
life for the plants and animals (pollution, habitat
destruction). All these problems are interrelated just
as the food web is all interrelated and dependent upon
all the parts.
Jobs and economic stability of the Lagoon region
depend on a healthy environment. Citrus, ranching,
farming, fisheries and tourism depend on clean air,
water and productive land. People visit our shorelines
from all over the world bringing dollars to residents'
paychecks and savings. Before the net ban, $300
million in fisheries were landed in the Lagoon. The
shallow, warm waters of the Lagoon are productive
shellfish beds for both natural and farmed or
aquaculture clams. In July of 1995, the State of
Florida enacted a ban on the use of nets larger than
500 sq. feet in any waters within 3 miles of the
shoreline. This included the Indian River. This was
done as a conservation effort to save diminishing
populations of fish from being over fished.
Solutions to the ever increasing population
(projected to be 1,000,000 along the Lagoon by 2010)
and the associated environmental pressures are
always being researched and investigated. As with the
experiments with DDT, we will make mistakes, but
from these mistakes we will learn. By being good
environmental decision makers we can learn to live in
this wonderful area along with a thriving and healthy
ecosystem.
154
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Rationale
Section 2.4 is designed to help students see how the
Indian River Lagoon has changed throughout history.
The students will be broken up into groups to look at a
particular time period in history and draw conclusions
as to what events may have impacted the Indian River
Lagoon. They will make a time line of the events and
compare it to population growth along the Lagoon.
They will then look at some of the industries found in
the Indian River Lagoon region and build webs, similar
to those built previously, to indicate how all the
economic aspects of the Lagoon are also interrelated.
In this way, students will begin to see how economic
decisions will also impact the ecology of the Lagoon.
Objectives
Students will:
Become familiar with the history of development
along the Indian River Lagoon.
Draw conclusions about what events in history
have had major effects on the ecology of the
Lagoon
Build an "economic web" representing many of the
industries found along the Indian River
Lagoon.
Materials
Master 2.4a - Vocabulary
Master 2.4b - Events
Master 2.4c - Population
Master 2.4d - Detective Worksheet
Master 2.4e - Economic Web
Highlighters
Paper Strips - approximately 8 1/2" X 1"
Glue sticks (optional: staplers, tape)
Approximately 100 clothes pins
Clothes line to be stretched across classroom
Teacher Note
This section is to be only a
supplement to the Florida
History curriculum taught
in Fourth Grade. It is
designed to give history a
different perspective for the
students.
Teacher Note
Many of your students may
have living relatives who
could share stories about
how life in St. Lucie
County was when they were
growing up. This is a great
opportunity to bring
history to life for your
students
155
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Teacher Note
As you go through the time
events listed on Master
2.4b, you may want to
delete some of the events
depending on the level of
your class.
Teacher Note
The events with both dates
and years are events taken
from a time line provided
by St. Lucie County
Historical Society.
Students could make a St.
Lucie County Historical
calendar by putting these
notable dates on the days
they occur throughout the
year.
Teacher Note
You may want to allow the
students time to do some
role playing for how their
life may be different in the
different times throughout
history.
Procedure
Teacher Preparation
Read and become familiar with background
material
Make a copy of Master 2.4b (total of 11 pages)
The copies can only be one sided
Make one copy for each student of Masters 2.4a,
2.4c, 2.4e
Make on copy of Master 2.4d for each event you
will be using in the activity
Be sure you have highlighters for each student
Cut plain white paper into strips approximately
1" X 8-1/2" in size
Cut copies of Master 2.4b into strips along lines
Stretch clothes line across classroom for time line
Cut strips of colored paper and mark with year
divisions for use on time line (ie. 100 year
marks, 50 year marks, etc.)
Cut strips of paper out of a third color to use for
population numbers on time line.
Lesson Development
1. Go over the vocabulary on Master 2.4a. Ask if the
students have any newspaper articles they would like
to share with the class.
2. Discuss with the students how life around the
Indian River Lagoon has changed for the inhabitants of
the Indian River Lagoon. Point out how early in the
history of the development life focused on the Lagoon
as the major supplier of transportation, food and
necessities. As development continued, the Lagoon
became less important for necessities. Changes
occurred to make life easier but these changes have
had some severe impacts on the Indian River Lagoon.
3. Give the students the strips of paper with the
events printed on them. Have them answer the
questions on Master 2.4d for each event. Each student
will get more than one event (there are approximately
85 events in total.
156
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4. Explain the clothes line which is going to become
their time line. Using the year divisions, divide the
clothes line up into time period increments. Have each
student bring their events to the time line and discuss
whether the event had an impact on the Indian River
Lagoon.
5. Add the population data to the time line at the
appropriate place along the time line. See if the
students can relate any events on the time line that
may have contributed to increases in population.
6. Divide the class into 8 groups. Give each group
their copies of Master 2.4e - Economic Web. Have the
students get their materials for the activity. Allow
them approximately 10 - 15 minutes to complete their
economic web. You will probably need to get them
started by suggesting they use the jobs of members of
their own families.
7. Allow the students to hook all their webs together.
I71E
Teacher Note
Each student may arrive at
different conclusions about
the impacts of man
throughout history. These
questions are designed to
help generate discussion
between the students.
Teacher Note
You may want each group
to work with different
colored paper links to
identify at a glance how the
economic webs all fit
together.
Teacher Note
If you still have your food
web, you can hook the
economic web to the food
web where the needs and
occupations depend on the
Indian River Lagoon
157
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FIE
Conclusion
Students should have a better understanding of how
man has impacted the ecology of the Indian River
Lagoon. They should see that these impacts have
occurred in more recent history as the population of the
Lagoon area continues to increase.
The relationships of the economics of the area
should become more relevant to the students in their
lives. They should see that the economic web is as
fragile as the food web they built in the previous
section.
References
Personal communication with Dee Dee Roberts, St.
Lucie County Historical Museum Supervisor I.
Indian River Lagoon: A Fragile Balance of Man and
Nature. Indian River Lagoon National Estuary
Program.
Where the Coast is Clear. A Publication of St. Lucie
County Chamber of Commerce.
The Way It Was In St. Lucie County. Second Historical
Calendar, A project of the St. Lucie Historical Society.
George, Dr. Paul S., Florida USA. 1995, Silver Burdett
Ginn, Morristown, NJ. pp. 198 - 199.
158
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Detective
1. Ais Indians -
2. rancid -
3. shell mound -
4. enslavement-
5. Seminoles -
6. land grant -.
Master
2.4a
Vocabulary
Vocabulary
7. Intracoastal Waterway -_
8. corporate -_
159
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9. Eradication -
10. DDT-
11. tour ism-
160
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Teacher Note
Copy next 11 pages single sided
Master
2.4b
Events
Indian River Lagoon Important
Events
6000 years Before Present (BP) - Lagoon Floods as
Sea level rises as polar ice caps melt.
2000 Years BP - Ais Indians inhabit Lagoon and
establish towns
1513 - Ponce de Leon sails along coast
1565 - December 13 - Fort Santa Lucia Constructed
1565 - Pedro Menendez de Aviles establishes colony
called Santa Lucia somewhere between Vero
Beach and Stuart (thought to be the site of Fort
Pierce)
Late 1500's - Spanish leave citrus, cattle and hogs
behind. These become the start of citrus and
cattle industries.
161
-------
1696 - September 23 - Jonathan Dickinson
Shipwrecked
1715 July 31 - Wreck of Spanish "Plata" Fleet: Loss so
great it causes devastation to entire European
economic structure. Does this make us the
Treasure Coast???? Coins are still found on our
beaches today
1720 - most of the original Indian tribes of Florida are
gone because of Spanish enslavement, disease
and torture.
1750 - Creek Indians (later called "Seminoles") begin
moving into Florida at invitation of Spanish
1763 - Florida becomes a British Colony
1778 - Only Revolutionary War battle fought in Florida
occurs near Jacksonville
1784 - Britain returns Florida to Spain.
162
-------
Late 1700's - First drainage control activities for rice
production
1803 - James Hutchinson is awarded Spanish land
grant on Mainland of Florida between Indian
River Inlet and Jupiter Inlet
1807 - Hutchinson requests transfer of grant to offshore
island because Indians are molesting his slaves,
destroying his crops and stealing his cattle. He
dies a short time later during a violent storm.
1818 - First Seminole War begins
1821 - Florida becomes a United States territory and
Andrew Jackson is first governor.
1821 - Beginning of permanent settlement along Indian
River Lagoon
1828 - First commercial orange production Merritt
Island
163
-------
1830 - January 2 - Construction of Fort Pierce
Commenced
1835 - Second Seminole War begins.
1835 - First Inland route established (Capron
Hernandez Trail) which later becomes U.S.
Highway 1
1835 - Great Citrus Freeze
1837 - December 25 - Battle of Okeechobee
1838 - Fort Pierce, a military supply depot, is
established by, and named for, Benjamin
Kendrick Pierce, brother of Franklin Pierce,
14th president of the United States (1853 -
1857)
1841 - May 21 - Seminole War Chief "Wildcat"
captured at Fort Pierce
164
-------
1842 - Second Seminole War Ends
1842 - August 25 - Fort Pierce Abandoned
1842 - August 4 - Armed Occupation Act Established
1843 - December 11 - Fort Pierce destroyed by fire
1845 - Florida becomes the twenty-seventh state
1855 - Third Seminole War begins
1857 - April 30 - Fort Capron Payroll Lost in Indian
River Inlet
1859 - June 14 - Fort Capron Deactivated
1861 - Civil War begins
1865 - Civil War Ends
165
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1868 - December 4 - Post Office established at St.
Lucie
1879 - August 28 - Benjamin Hogg Trading Post
Established
1882 - Steamboat era, Intracoastal Waterway
construction begins
1886 - Sebastian Inlet first constructed
1888 - November 14 - John L. Jensen acquired land
grant
1892 - St. Lucie Inlet constructed
1894 - January 29 - Florida East Coast Railway
(Flagler Railroad) reached Fort Pierce -
pineapple plantations and fisheries flourish
1901 - February 2 -Ft. Pierce Incorporated
166
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1903 - July 1 - Formation of St. Lucie County
1905 - July 21 - First Edition of St. Lucie County
Tribune
1906 - Fort Pierce Board of Trade Established
1908 - February 19 - St. Lucie County Bank Opened
1909 - June 6 - Ground Breaking for St. Lucie County
Courthouse
1912 - November 28 - Fort Pierce received electricity
1916 - Pineapple crops begin to fail
1916 - Drainage Districts formed to drain inland
marshes to the Indian River
1916 - C-44 St. Lucie Canal Construction started;
completed in 1924
167
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1917 - 1918 United States in World War I
1917 - April 1 - William Jennings Bryan spoke in Ft.
Pierce
1917 -August 7 - Okeechobee County Created
1920 - First causeway constructed across Lagoon (New
Smyrna Beach North Causeway
1921 - Fort Pierce Inlet constructed
1921 - May 15 - St. Lucie County's First Political
Election
1922 - Great Florida land Boom begins - towns expand,
land cleared and drained
1924 - November 1 - John Ashley killed in shootout
1925 - June 29 - Indian River County Created
168
-------
1925 - September 19 - St. Lucie County Mosquito
Eradication Association Formed
1927 - August 20 - Bank of Ft. Pierce Collapsed
1928 - Major Hurricane hits Lake Okeechobee
1930 - February 22 - Port of Ft. Pierce opened
1940*8 - DDT use for mosquito control begun
1940 - Frozen concentrate revolutionizes the citrus
industry
1941 - World War II begins- extensive dredging of
Lagoon, Widening of inlets, and military
training along Lagoon
1945 - World War II ends
1947 - Major Flooding throughout Southern Florida
169
-------
1948 - Sebastian Inlet permanently opened
1950 - First missiles are launched from Cape Canaveral
1950 - Flood Control District established
1954 - October 29 - U. S. Customs Port of Entry
Established at Fort Pierce
1957 - January 25 - Florida's Turnpike opened
1958 - NASA begins operations at Cape Canaveral
1961 -April 27 - Port St. Lucie Incorporated
1962 - April 6 - Indian River Junior College Ground
breaking Ceremonies
1963 - November 3 - Formal Dedication of Indian
River Junior College
170
-------
1965 - Environmental protection laws passes to help
protect air and water quality, endangered
species and habitats from being developed
unsensibly; legislation continues today
1971 Walt Disney World opens
1987 - Florida becomes the fourth most populated state
in the United States.
1989 - December 24 - Freezing temperatures kill
many tropical species along the Lagoon
1992 - Hurricane Andrew slams into southern Florida
1995 - July 1 - Net Ban enacted - Use of nets, 500 sq.
feet or larger, outlawed within 3 miles of the
shoreline and all inshore waters in Florida
171
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172
-------
Master
2.4c
Population
Population Along the
Indian River Lagoon
6,000 Before Present
2,000 Before Present
1513
1720
1825
1830
1870
1910
1916
1920
1950
1960
1970
1980
1990
2010
0
10,000
Ais Indians
10,000
Ais Indians
80
Ais Indians
317
733
1,216
8,792
12,603
15,391
45,000
200,000
303,900
439,000
750,000
1,000,000
(projected)
173
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St. Lucie County Past and Projected Population
Jurisdiction
Ft. Pierce
Port St.
Lucie
St. Lucie
Village
Un-
incorporated
Total
1970
29,721
330
20,785
50,836
1980
33,802
14,690
593
38,097
87,182
1990
36,830
55,866
584
56,891
150,171
1994
36,945
68,223
627
60,951
163,192
2010
250,900
Source: 1994 Florida Statistical Abstract and U.S. Census
Bureau
174
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Detective
Master
2.4d
Detective
Worksheet
Detective Worksheet
History along the Indian River Lagoon
Materials:
Highlighter
Event and Population strips (provided by teacher)
Procedure
1. You will be given strips of paper with a year and event printed on it. Decide if the
event had an impact on the ecology of the Indian River Lagoon. If it did, highlight it.
2. For each of the events, answer the following questions. Be sure to have one
Worksheet for each event.
3. After you have answered the questions, take your strip and add it to the time
line.
1. What is your event????
Year Event
2. What, if any, impact did your event have on the Indian River
Lagoon????
175
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3. How does this event impact our life today???
4. As environmental decision makers, what would we have
done differently if we had lived during this time????
5. How would your decision make our lives different than they
are today???
176
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Detectives
Master
2.4e
Economic
Web
Building an Economic Web
Vocabulary
Economics - the study of the way that goods and wealth are produced,
distributed, and used.
Materials
Paper strips
glue stick
pencil
one colored marker or crayon
Procedure
1. You will be divided into 8 groups. Think about the jobs members of
your family or friends have who live in St. Lucie County. Pick two or
three and write each one on a separate paper strip (link for the web).
Each group will give one link to the teacher making sure that there
is only one link for each job. (You will have links that you do not
use. You needed to pick more than one job to be sure there would
not be any duplicates.)
2. The links will be mixed up and your group will pick one of the jobs.
Take a marker or pencil and color both sides of the link.
177
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3. Discuss with your group members what that job is and how it is
important to people living in St. Lucie County. As you are discussing
the job, make a list of all the people who work with or need the
service of the job. For instance, if your job is a grocery store worker,
goods and services are provided to the worker by all the people
producing food such as farmers and fishermen, and the worker
provides goods and services for people buying food in the store
such as residents and visitors..
4. For each person make a link for your chain. Attach all the links to
the first colored link so it will have many links attached to it. From
each of those links, add links to represent people (or things) who
work with these new links. You economic web will begin to look like
a pyramid
5. When time runs out, your group will report to the class who is
included on your web.
6. As each group completes their report, they will attach their web to
the other group's where they mention the same people.
7. Write a brief paragraph about how an economic web is similar to a
food web.
178
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2.5 Past and Present Issues
Rationale
Section 2.6 is designed to show the students how
issues influence management decisions throughout
history. They will see that these issues are actually
what caused many of the events they talked about in
the previous lesson. The activity is designed to help
them visualize how these issues have had an effect on
not only the quality of life for the people living and
visiting the area around the Indian River Lagoon, but
also the plants, animals, and
ecosystem of the Indian River
Lagoon. The students will begin
with a list of issues suggested by
the teacher and then be asked to
add any issues they see as
important. They will talk about
any present day issues they see as
needing solutions.
Objectives
Students will:
Become familiar with the
issues which have shaped
life around the Indian
River Lagoon for its
residents.
Identify what events took place to help resolve
these issues
Identify what effect these events and issues have
had on the ecosystem of the Indian River
Lagoon
Identify some current issues that are of
importance to the quality of life around the
Indian River Lagoon
Propose some solutions to these issues and try to
predict their consequences, both beneficial and
detrimental
IUJ Vocabulary ILL
Issues - something that
needs to be talked over or
decided [in this case, a
problem that needs to be
resolved]
179
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Teacher Note
You may want to use
different colored index
cards for habitats, plants,
animals, people.
Teacher Note
If its a nice day, this is a
great outdoor activity.
Teacher Note
The students could each
have a copy of the time line
used in the previous lesson
to come up with the events
which addressed each of the
issues.
Materials
Master 2.5a - Players
2 packs of index cards, each card cut into 6 pieces
plastic zip lock bags - one for each player card
Master 2.5b - Detective Worksheet
Tape
Procedure
Teacher Preparation
Make a copy of Master 2.5a one single sided
paper
Cut apart each of the Player sections
Place one player card along with the number of
index card pieces indicated on the card in a
plastic bag
Make one copy for each student of Master 2.5b
Optional: Make a copy of page 22 from The
Indian River - An Exceptional Lagoon
(Appendix C) for each student.
Lesson Development
1. Ask the students if there are any newspaper
articles they would like to share with the class. There
is no vocabulary sheet for this section. Be sure the
students understand the term issue.
2. Have the students stand in a large circle. Give each
student one bag of cards and players. Tape the name
of an animal, plant or habitat to each student. Tell
the students that each piece of card represents
hundreds of animals, plants, or acres (if a habitat).
Ask each student if he or she represents a plant,
animal, or habitat. Be sure the students know what
they represent in the game.
180
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3. Give the students the following instructions:
I am going to read some events that have been
important throughout history beginning with 1513
when Spain began colonizing Florida. With each
event, I want you to tell me some consequences,
good or bad,_which may have followed the event.
For each event and its consequences, decide
whether your population (if you are a plant or
animal) or size (if you are a habitat) increases or
decreases.
Each time the events surrounding the issue have
either increased or decreased your population or
size, either add or subtract pieces of card. If your
size or population increased, take your additional
cards from those whose population or size
decreased.
At different times during our activity I will ask
who has increased the number of cards they have
and who has decreased the number of cards.
If you run out of cards you must sit down and say
"I'm in trouble".
4. You will use the issues sheet provided at the end of
this lesson as your guide. If the students are having a
hard time deciding what happened to their population
or size on their own, after stating each event, go around
to each student and have them say what are their
consequences.
5. Continue until you reach the present time.
6. Have each of the students summarize what
happened to the number of cards they had during the
game.
7. Have the students return to their seats.
8. Give each student a copy of Master 2.5b. Go over
each of the questions and allow the students to discuss
their answers.
Teacher Note
You may want to continue
into the future to see if the
students can come up with
some solutions to today's
issues which would not
only benefit those living
and visiting the Indian
River Lagoon but also the
ecosystem.
Teacher Note
You may want to use an
overhead of Master 2.5b to
help the students fill in the
answers to the questions.
Teacher Note
If the students are good at
working in groups, have
them split up into groups
to discuss the answers to
the questions and have
each group report back to
the class. The groups could
either be random or the
groups could be according
to what player they were in
the activity.
181
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Conclusion
This activity is designed to help students see
that the ecosystem of the Indian River Lagoon have
changed throughout history
because of different
management strategies man
has implemented to help solve
problems. As each issue was
addressed and life along the
Indian River Lagoon got easier,
more and more people began to
move into the area. As the
population of people increased,
habitat was destroyed and the
populations of plants and
animals decreased. In recent
history, decisions have been
made which have helped to
protect the environment while also addressing issues.
Students will begin to see that we are becoming better
environmental decision makers and that the damage
done to the environment has now become an issue as
important as all others.
This lesson will set the stage for making their
future decisions for mosquito impoundments along the
Indian River Lagoon.
REFERENCES
Activity adapted from: An Activity Guide for Teachers:
Everglades National Park, Florida National Parks and
Monuments Association, Inc.
182
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Issues Causing Events and their Consequences
Year
1513
1565
Late
1500
Late
1700
1821
1835
1882
1894
1916
1920
1927
1941-
1945
1950
1965
1969
1972
1972
1987
Issue
10,000 Ais Indians living
along the Lagoon
Spanish settle
food
food
begin rice production
settlers decide to stay
transportation routes
transportation routes
shipping
transportation
shipping, tourists,
pineapple plantations
agricultural land
building land
ornamental plants
settle on barrier islands
mosquito population
World War II
Flooding
water quality poor
environmental
awareness
water pollution continues
species decreasing
water for South Florida
Event
Spanish begin to explore
the area
Santa Lucia settled
introduce citrus trees,
hogs and cattle
first drainage control
first permanent
settlements
establishment of first
inland route - now US 1
Intracoastal Waterway
construction started
Henry Flagler's Railroad
extended into the Indian
River Lagoon area
Drainage Control Districts
established
exotics introduced
First causeway
constructed
(turtle nesting grounds)
Mosquito Control Districts
military training, dredging,
widening inlets
Flood Control Districts
Water Quality Act
Aquatic Preserves
established
Clean Water Act
Endangered Species Act
Surface Water
Improvement and
Management Bill
Control of runoff
Consequence
Disease, enslavement,
and torture to Indians
Only a few people settle
on the Lagoon
Indians decrease, small
Spanish increase
increase people
habitat destruction
increase people
decrease food animals
Increase people
habitat
destruction
increase people
increase
development,
Economy exotic
plants (Australian
Pine and
Brazilian
Pepper),
decrease in
native plants
less pollution in Lagoon
Environmental
Protection
Development
impacted with
associated
economic impacts
183
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Year
1990
1992
Issue
Protection of the Indian
River Lagoon
Environmental Protection
Event
Water Monitoring
IRL National Estuary
Program
Indian River Protection
Bill
Upland Acquisition
Program
First survey of plants and
sediments
Consequence
Environmental
Protection
Always ask what is happening to the plants and animals with
each issue, event and consequence. It is important for the
students to realize that all along the way the population of
people is increasing.
184
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Teacher Note
Copy next two pages single sided
Players
Master
2.5a
Players
Seagrass Meadow
(25)
Open Water
(25)
Mangrove Forest
(25)
Spoil Island
(0)
People
(0)
Fiddler Crab
(25)
Scrub Habitat
(25)
Manatees
Mullet
(25)
Snook
(25)
Oysters
(25)
Crabs
(25)
Phytoplankton
(Plant plankton)
(25)
Sea Turtles
(15)
Florida Panther
(15)
Alligator
(25)
185
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Pelican
(15)
Osprey
(15)
Butterfly
(15)
Mosquito
(25)
Seagrasses
(25)
Hammock
Community
(25)
Red Mangroves
(25)
White Mangroves
(25)
Australian Pine
(0)
Saw Grass
(25)
Flounder
(25)
Shrimp
(25)
Pine Flatwoods
(25)
Stingray
(25)
People
(0)
People
(0)
186
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Detective
Master
2.5b
Detective
Worksheet
Detective Worksheet
Players and Issues
1. What happened to the population of people along the Indian
River Lagoon? Is this still happening today???
2. What happened to the population of plants and animals
along the Indian River Lagoon?????
3. How have present day issues changed from issues in early
history?????
4. What have we learned????
5. Are there any issues today which need solutions?? Who are
the players????
187
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Player
Benefit
Burden
-------
189
-------
UNITS
MOSQUITOES
u.
nit 3 introduces the biology and the control of mosquitoes and their
disease transmission potentials. Students will first learn the general anatomy and
life cycles of mosquitoes and then concentrate on the salt water species which are
targeted for control in the mosquito impoundments. The rationale for using
different types of control and how the strategies have changed throughout history
will be emphasized.
Students will relate this information to their knowledge of the Indian River
Lagoon and be encouraged to develop their own opinions on how the impoundments
in St. Lucie County should be managed. From this exercise, students will learn
what problems environmental decision makers must confront to solve the many
problems in ecosystem management. There is no right or wrong answer.
At the conclusion of Unit 3, students will be prepared to develop a
questionnaire to be sent to community leaders about mosquito impoundments.
190
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3.1 Mosquito Biology: Diversity and
Life Cycle
Background
Mosquitoes probably originated in the tropics at
least 200 million years ago during the age of reptiles.
These smallest most primitive mosquitoes obtained
blood from reptiles, amphibians, and lungfish.
Modern mosquitoes appeared 25 to 50 million years
ago after the demise of the dinosaurs when land
mammals became abundant. With the rise of
mammals and birds, many modern mosquitoes
evolved to obtain their blood meals from these warm
blooded animals.
Mosquitoes belong to the order of insects called
Diptera, or the two-winged insects. Other families of
insects included in the order Diptera are flies,
sandflies, lovebugs, craneflies, and blind mosquitoes.
Scientists have identified many genera of mosquitoes
containing over 3450 species worldwide. Three-fourths
of all species live in the subtropics and tropics. The
number of species declines dramatically toward the
higher latitudes, however the number of individuals in
each species may be much greater. In the Arctic there
are less than a dozen species, but the thousands of
square miles of tundra pools produce hordes of
mosquitoes that blacken the sky. As many as 9000
bites per minute have been reported by Canadian
researchers. At this rate, death in humans could
result in two hours after about half of their blood
supply is lost. Seventy-three species of mosquitoes
can be found in Florida and in St. Lucie County, 43
species are represented. (See Appendix D.)
At all stages of their life cycle, mosquitoes are a
food source to many animals. In order to maintain
their population, the insects produce a very large
number of offspring. However only a small percentage
of these young actually make it to the reproducing
adult stage. Once the female mosquito lays her eggs,
she plays no further roll in the survival of her offspring.
fctf Vocabulary UJ
Order -n. a group of
related animals or plants
that is larger than a family
For example, reptiles and
mammals are related
because they both have
backbones but they are
placed in a different order.
ftaxonomically or in the
classification system of
plants and animals]
Genera - n. (plural of
genus) a group of plants or
animals that are closely
related. A genus is divided
into individual kinds,
called species. Dogs and
wolves are different species
that belong to the same
genus.
Class
\
Order
Family
\
Genus
Species
191
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fey Vocabulary UJ
Metamorphosis - n. the
change in form that some
animals go through in
developing. The change
from caterpillar to
butterfly or from tadpole to
frog are examples of
metamorphosis
plural metamorphoses
Egg - n. (l)the oval or
round object that is laid by
a female bird, fish, reptile,
insect, or other animal. A
young animal of the same
kind hatches from it at a
later time. The egg has a
brittle shell or a tough
outer skin. 2. the cell
formed by a female, which
will make a new plant or
animal of the same kind if
it is fertilized.
Larva - n. the young form
of an insect or some other
animals A caterpillar is
the larva of a butterfly.
Pupa -n. a insect in the
stage of development
between a larva and an
adult, generally not
feeding. The chrysalis is
the pupae of a butterfly
adult - n. a plant or
animal that is fully
developed and in the
reproductive stage.
As with many insects, mosquitoes grow through
four stages. This process is called metamorphosis.
The four stages are egg, larva, pupa and adult.
Mosquitoes begin life as an egg. The eggs are
deposited in various environments, depending on the
species. The eggs of all mosquitoes, no matter what
species, require water to hatch. After they develop
however, eggs may hatch within a few minutes or lay
dormant for long periods of time depending on the
availability of water, time of year, or environmental
factors. The genera Culex and Anpopheles lay their
eggs on water. Culex eggs stick together in 1" long egg
rafts of about 100 which float on the water. Some
Culex species prefer their eggs to be deposited in
polluted sites and stagnant water however other Culex
species may utilize cleaner water found in groves and
swamps. The genera Anopheles prefer cleaner water.
The eggs of these two genera hatch in about one to two
days after being laid. Aedes and Psorophora utilize
moist areas for laying their eggs. These areas are not
actually in water but are typically areas just above the
water line or in areas subject to flooding. These eggs
require 5 - 8 days to hatch. However, anytime after
this initial incubation period they will hatch when
flooded. This may occur months or ever years after
they have been laid. This is why after a heavy rain or
very high tides there is often a great increase in the
population of mosquitoes. One square foot of salt
marsh may contain over 10,000 salt marsh mosquito
eggs waiting for a high tide or heavy rain. The genera
Mansonia lay their eggs on the undersides of leaves of
water plants and hatch after a few days. Females of
some species may blood feed and lay eggs several
times during her life span.
The second stage of the mosquito
metamorphosis is the larval stage which resemble
small worm-like animals with no legs. Mosquito larva
live in salt or fresh water, depending on their species.
If the water dries up before they become adults they
will die. Mosquito larva resemble small worm-like
animals with no legs. They are sometimes called
"wigglers" because they move around by jerking their
bodies back and forth. Larval mouth parts are covered
192
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by tiny hairs and are constantly moving as they search
for small particles of food from the water. At the
base of the "tail" the larva have a small air tube or
siphon which they stick out of the water in order to
breathe. The outside skin or exoskeleton, of the
larvae must be shedded or molted as the animal
becomes larger* Under the old exoskeleton there is a
newer one that is soft and able to stretch to fit the
subsequent larger larvae. All species of mosquitoes
molt 4 times. Each of these molt periods is called an
instar. At the forth molt the larvae turn into pupae.
The larval stage of many species last about 5 days in
the summer and longer in cooler weather. In some
species, development may take considerably longer.
After the fourth molt, the wriggler emerges as a
pupae or "tumbler". In this third stage of
development, the pupa looks like a fat comma and has
no eyes. During this stage the pupae do not eat. They
spend most of their time connected to the water's
surface by their two breathing tubes or trumpets and
"tumble " when disturbed. These are located just
behind the head. This stage lasts about 2 days in the
summer.
When the pupa is ready to become an adult it
rests at the water's surface, straightens out its body
and splits the back of the exoskeleton. The new adult
emerges out of the exoskeleton and rests on the water
surface briefly before it flies off to some surrounding
vegetation to rest and allow its new wings to dry.
The main difference in the appearance of the
male and female mosquito is in the antennae. The
males have feathery or hairy antennae while the
females have inconspicuous hairs. The antennae of the
mosquito are used to help detect sound. The males
feathery antennae help them to detect the high-pitched
sound produced by the female's wing so they are able
to find a female with which to mate. The life span of
the males is shorter than the females, only a few
weeks compared to the females which, in some species
can be as much as two months.
IUJ Vocabulary IM
Incubate - v. development
of the larvae mosquito
inside the egg before
hatching
Dormant adj. - not active;
quiet
Siphon - n. tube on the
posterior end of mosquito
possibly used for breathing
or attaching to plants
Exoskeleton - n. any
hard, external supporting
structure, as the shell of an
oyster.
Molt - v. to shed skin,
feathers, hair, or a shell
before getting a new
covering. Snakes, birds,
and insects molt.
Instar - n. each molt
period of a larva.
Adult
Larva
Pupa
193
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Vocabulary
Axis -n. a reaLor
imaginary straight line
about which something
turns. [In the case of
plants, it refers to the spot
where all the leaves emerge
from.]
Nectar - n. the sweet
liquid in many flowers,
made into honey by bees.
proboscis - n. an
elephant's trunk, or any
other similar long, flexible
snout. On a mosquito this
is the mouth parts.
Capillary - n. one of the
tiny blood vessels that join
the arteries and the veins.
Coagulant -n. a
substance which causes a
liquid to become semisolid
such as a blood clot
Many of the mosquitoes living in our area spend
most of their adult Life resting in leaf litter or in dense
vegetation. They are most active just after sunset for
about 1 to 2 hours, however some are active before
sunrise as well. Many times when you are bitten
during the day you may have come close to the resting
place of female mosquitoes. There are also some
mosquitoes which are active during the day. These
tend to be some of the more annoying mosquitoes and
tend to live close to humans. These are the species
which lay their eggs in containers such as rain barrels,
pans, dishes, and old tires holding standing water.
There are some species of mosquitoes which live in the
water contained in the leaf axis of some air plants.
One species of mosquito lives its entire life cycle in
land crab holes.
Some mosquitoes stay in the general area where
they grew as larvae. Other species, such as the salt
marsh mosquitoes, make long flights during the first
night of their life. They may fly as far as 20 miles from
where they were hatched. Most of the males of our
local salt marsh species can be found in swarms as
they fly back and forth over a small tree, bush or light
patch on the ground.
All mosquitoes require nectar for food.
However the female requires a blood meal for egg
development. Blood contains a necessary protein for
the development of the eggs. Many species of
mammals, birds, reptiles and amphibians can provide
the blood meal for the females. Usually only a few
species of mosquitoes in a particular area actually
create a problem for humans. Many species are
specific to other groups of animals for their blood
meals.
In order for the mosquito to be successful in
obtaining her blood meal, she must land on her
"victim" very gently to avoid detection. On the tip of
her proboscis (mouth parts) she has knife-like stylets
which she uses to pierce the surface of the skin. She
pushes her proboscis further into the skin until it
punctures a capillary. Saliva containing an
anti-coagulant is injected into the blood which makes
it possible for her to suck the blood through her tiny
194
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proboscis. The saliva which is left in the host's body
may cause an irritation which we commonly call a
mosquito bite.
Knowledge of the life cycle of the mosquito is
useful for determining what kind of population control
man has used for limiting the number of mosquitoes.
It was with the. first understanding of this life cycle
that these strategies where devised.
Rationale
Section 3.1 is designed to introduce
mosquito biology. This will enable
students to develop an understanding of
mosquito control and why the various
strategies work. Students will learn
where mosquitoes can be found world
wide. The species differences of
mosquitoes will be focused on and how Adult
these differences may impact mosquito
control strategies. Students will learn
the life cycle of the mosquito and some
of the anatomical differences in male
and female mosquitoes.
Objectives
Students will:
Become familiar with the basic principals of
mosquito biology.
Identify where mosquitoes are found throughout
the world and how their densities and
diversities change from region to region.
Identify the different stages in the mosquito's life
cycle
Relate what is learned to how mosquito control
strategies can be developed.
Egg
»
Larva
Pupa
195
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Teacher Note
You may want to make the
copies on sheets ofotag or
some type of paper which is
thicker than regular paper.
Teacher Note
It would be very helpful to
have an overhead of the
masters so you can point
out the areas they need to
cut out.
Teacher Note
Show the students how to
puncture a hole in the
middle of the area to be cut
out so the scissors can cut
along the lines.
Materials
Master 3. la - Vocabulary
Master 3. Ib - Mosquito Life Cycle
scissors
brass brads (one for each student)
tape, glue, or glue stick
pencil
crayons or markers (optional)
hole punch (optional)
Procedure
Teacher Preparation
Read and become familiar with the background
material on mosquito biology
Make one copy for each student of Master 3. la -
Vocabulary
Make one copy for each student of Master 3.1b (be
sure each side is on a separate sheet of paper.)
Be sure each student will have their own pair of
scissors for the activity.
Lesson Development
1. Go over vocabulary on Master 3. la. Ask students if
they have any newspaper articles they would like to
share with the class.
2. Begin the lesson with telling the students about the
density and diversity of mosquitoes. (See background
material.) Relate this information to what is found in
St. Lucie County.
3. Hand out to the students copies of Master 3.1b -
Mosquito Life Cycle. Instruct them to cut out each of
the large circles. These will be the two circles of the
life cycle wheel the students will be making.
4. After they cut out the large circles, they will cut out
the wedge on the circle on the first master sheet. The 2
squares and rectangle which are outlined with dashed
lines are also to be cut out.
196
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5. Using the brass brads (or hole punch), punch holes
in the center of each of the large circles where indicated
by the large black dot. Push the brad through both
holes so the circle with the wedge cut out is on top. The
smaller circles with the life cycle stages on the second
sheet should show through the wedge as the papers
spin around the brad.
6. Begin telling the students about the life cycle of a
mosquito. Tell them to listen carefully to what you are
saying so they can complete their wheels. For each
stage, the students will fill in the name of the stage,
how long the stage lasts, and where that stage can be
found. This information fits into the printed
statements on the top circle. The following is what
should be filled in:
1. Egg picture
This is the Egg stage of a mosquito's life cycle.
Depending on the species and the temperature,
it will be in this stage for 1 to 8 days. Still
Water or Moist soil are the best places to find
this stage.
2. Larva picture
This is the Larva stage of a mosquito's life
cycle. Depending on the species and the
temperature, it will be in this stage for 5 days
or longer. Salt or fresh water are the best
places to find this stage.
3. Pupa picture
This is the Pupa stage of a mosquito's life cycle.
Depending on the species and the temperature,
it will be in this stage for 2 days or longer.
Salt or Fresh water are the best places to find
this stage.
4. Adult picture
This is the Adult stage of a mosquito's life cycle.
Depending on the species and the temperature,
it will be in this stage for up to 21 days
(males) or two months (females). Leaf litter
and dense vegetation are the best places to
find this stage.
Teacher Note
The students should be
able to pull the
information from your
presentation. You may
want to make a master of
all the choices they can
make for the answers.
Teacher Note
The places where
mosquitoes can be found
can also be filled in with
pictures instead of words.
197
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Teacher Note
The students may want to
make a hole in a sheet in
their notebooks to push the
brad through. The Life
Cycle wheel will then
become part of their
notebook for future
reference.
Teacher Note
The July 1991 issue of
Natural History is
completely dedicated to
mosquitoes. This issue can
be obtained from the
magazine for $3.50 by
calling (212) 769-5537 or
writing to Natural History,
Back Issue Dept., Central
Park West at 79th St., New
York, NY 10024.
Egg
Adult
Pupa
7. End the discussion of the life cycle with the
necessity of the blood meal for some species of
mosquitoes. Tell them that the proteins in the blood
are required for the eggs to develop. Mosquitoes can
get their blood meal from not just humans, but also
birds, reptiles, and amphibians. Usually there are
only a few species in a given area which create a
problem for people.
8. Have the students put their wheels in their
notebooks. They will be referring to them in a later
discussion about mosquito control.
Conclusion
The life cycle of the mosquito is what has
determined the strategies used for mosquito control.
Man has discovered several methods of interrupting
this cycle to help with the problems created by the
mosquito. In the next lesson, we will begin discussing
the various diseases which mosquitoes are able to
transmit.
REFERENCES
Wilkinson, Neil, Ponds. Puddles, and People: An
Aquatic Systems/Mosquito Education Unit.
Environmental Education, The School District of Lee
County and the Lee County Mosquito Control District.
Evans, Hedvig Tetens, Mosquitoes in Saint
Lucie County. St. Lucie County Mosquito
District.
arva
Evans, Hedvig Tetens, Easily Recognized
Mosquitoes of Florida. St. Lucie County
Mosquito Control District.
I
198
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Detective
Master
3.1a
Vocabulary
Vocabulary
1. Order -
2. Genera -
3. Metamorphosis -
4. Egg-
5. Larva -
6. Pupa -
7. adult -
8. Incubate -
199
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9. Dormant
10. Siphon -_
11. Exoskeleton -
12. Molt-
13. Instar-
14. Axis -
15. Nectar -
16. proboscis-_
17. Capillary-_
18. Coagulant -_
200
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Master
3.1 b
Mosquito
Life Cycle
This
Stage
nding
osquito1
and the
on the
temperature
species
stage
Teacher Note
Be sure to copy this page and the next
on two separate sheets for students.
201
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Pictures from Ponds. Puddles, and People. Lee County Mosquito District.
-------
3.2 Anatomy of an Adult Mosquito I
Background
Mosquitoes, along with gnats, flies and midges,
belong to the order of insects called Diptera. The
characteristic which distinguishes this order
from most insect orders is the presence of two
wings instead of 4.
Like all insects, the mosquito has three
body parts, the head, the thorax, and the
abdomen. The head of the mosquito is highly
specialized for finding and obtaining food. The large
compound eyes help avoid predators and work together
with the antennae to search for food. A notable
distinguishing characteristic between males and
females is in the structure of the antenna. The
antenna of the male is feather-like and is able to
detect the presence of female mosquitoes by picking up
the high-pitched sound produced by the female's wings.
This is important to enable him to mate. The female's
antenna is much simpler in structure, lacking the
feather-like appearance. The mouth parts or
proboscis are specialized for sucking the plant juices
and nectar all mosquitoes feed on. In females of some
species, it is further specialized for taking the blood
meal necessary for optimal egg development before
they are laid.
The thorax of the mosquito is quite muscular
and has the legs and wings attached to it. The
abdomen contains most of the vital organs including
the area where the blood is stored and digested by the
female.
Rationale
Section 3.2 is designed to familiarize the student with
the anatomy of the adult mosquito. The anatomy,
particularly the structure and function of the proboscis
is basic for an understanding of the ability of the
mosquito to feed.
yj Vocabulary UJ
Anatomy - n. the science
that studies the different
parts that make up an
animal or plant. Anatomy
deals with the tissues,
organs, and systems of a
body or plant. 2 the way a
body is put together
Thorax - n. the part of the
body between the head and
the abdomen, the middle
part of an insect's body
Abdomen - n. the rear
part of an insects body (in
some other animals,
including humans, it is the
part of the body between
the chest and hips; belly. It
contains the stomach,
intestines, and liver.)
203
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Antennae - n. (plural of
antenna) - long, thin,
movable body parts on the
head of an insect, crab,
lobster, or other similar
animal. Antennae are used
for touching and smelling.
Proboscis - n. an
elephant's trunk or any
similar long, flexible snout;
On a mosquito this is the
mouth parts
Teacher Note
Most of these materials are
readily available but some
time must be spent in
preparation of this activity.
Teacher Note
Be sure the glue is a liquid
glue. A glue stick will
probably not work
Teacher Note
It may be very helpful to
have a sample mosquito
made for the students to
refer to while they are
making their model.
Objectives
Students will:
Build a model of an adult mosquito
Identify the basic parts of a mosquito and relate
how it is different from other orders of insects.
Identify distinguishing characteristics of male
and female mosquitoes
Identify other insects in the order Diptera
Materials
Master 3.2a - Vocabulary
Master 3.2b- Anatomy of an Adult Mosquito
Master 3.2c - Mosquito Outline
Master 3.2d - Make Your Own Mosquito
Tag board (heavy paper) 1/2 sheet of an 8 1/2" X
11" sheet
Black markers or crayons
Small thin cocktail drink straws
black pipe cleaners - 3 1/2 per student
glue - one tube for every 4 students to share
5/16" round adhesive labels - 2 per student
pencil
scissors
stapler
Procedure
Teacher Preparation
Read and understand all background information.
Make an overhead of Master 3.2b - Anatomy of an
Adult Mosquito
Make copies of Master 3.2a, Master 3.2c and
Master 3.2d for each student
Gather all other materials for making mosquito
model
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Lesson Development
1. Go over the vocabulary on Master 3.2a. Ask if there
are any newspaper articles the students would like to
share with the class.
2. Begin the lesson with a review of the life cycle of a
mosquito. Have the students use the wheels they
made last week to discuss the various stages and
anything they remember about each of the stages.
3. Pass out to each student a copy of Master 3.2c -
Mosquito Outline. Using the overhead of Master 3.2b
(Anatomy of an Adult Mosquito) describe the different
parts of the mosquito. Explain how most of the parts
are the same for almost all insects. Distinguish how
the order of Diptera are different from most other
insects. Ask the students if they can think of any other
insects which might belong to the same order because
they only have two wings.
4. As you are explaining the parts of the mosquito,
have the students label the parts on their copy of
Master 3.2c - Mosquito Outline.
5. Pass out Master 3.2d - Make Your Own Mosquito,
to each student. While you are passing out the
instructions, have the students get out a pencil, a pair
of scissors and a black marker or crayon. Go over the
instructions with them before handing out any of the
other materials. Once the students understand the
instructions, have them begin. Begin handing out the
remaining materials in the order that they will need
them.
Teacher Note
You may want to have an
overhead of a generic insect
available for comparison
to show the similarities
and the differences.
Teacher Note
The class could be split up
into groups of about 4
students to work together
on their models. Each
student in the group should
still build their own model.
205
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Conclusion
At the completion of this section the students should
have a good understanding of the basic biology of the
mosquito. They should understand where mosquitoes
can be found world-wide, what the life cycle of the
mosquito is, and the anatomy of the adult mosquito.
This understanding will be the basis for future lessons
on disease and mosquito control.
206
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Detective
Master
3.2a
Vocabulary
03 Vocabulary
1. Anatomy -
2. Thorax -
3. Abdomen -
4. Antennae -
5. Proboscis -
207
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208
-------
Master
3.2b
Anatomy of an
Adult Mosquito
head
thorax
abdomen
antenna
proboscis
Male Culex Head
Female Culex Head
-------
Master
3.2c
Mosquito
Outline
-------
Master
3.2d
Make Your Own Mosquito
Materials (for each student):
Master 3.2 b - Mosquito Line Drawing
1 piece-of heavy paper 2 - round sticker labels
black marker or crayon pencil
proboscis tube (small straw) scissors
3 1/2 black pipe cleaners glue
Procedure:
1. Cut out the mosquito outline of the head, thorax and abdomen. (Do
not throw-out or wad up the rest of the outline sheet. You will need
it later.)
2. Trace the outline of the head, thorax, and abdomen on the heavy
paper.
3. Cut out the outline from the heavy paper. (You may throw out the
rest of the paper.)
4. Write your name on the one side of the mosquito body.
5. Color the other side to look like the overhead of the Anatomy of the
Adult Mosquito.
6. Bend the body along the center. (See figure a on back)
7. Carefully use your pencil to make three holes on either side of the
thorax (see figure b on back). This is most easily done by putting
your paper on the floor or some other soft surface and pushing the
point of a ball point pen through at either end of the lines on the
thorax.
8. Push 3 long pipe cleaners through the holes so the matching holes
on either side of the thorax have one pipe cleaner going through
both holes (see figure c on back).
9. Glue the pipe cleaners in place by putting a small drop of glue next
to each hole.
213
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10. Fold the short pipe cleaner in half. Make hole in the head on either
side of the fold. Push the pipe cleaner through the holes from the
bottom for the antenna.
11. Slide the small straw under the antenna pipe cleaner on the
underside of the head. Staple in place.
12. Draw a criss cross pattern on the eyes to make them look compound.
Stick the eyes to the head.
13. Place the mosquito over the spot on the outline page where you cut
out the body. Using the leg lines for a pattern, bend the pipe
cleaner legs with two bends per leg. The first pair of legs bend
upwards and the last 2 pairs of legs bend downwards.
Figure a
Fold in half along
dotted line
Figure b
Make holes in thorax
on place marked with dots
Figure c
Fit pipe cleaners through
holes
14. Cut the wings out of the outline paper.
15. Draw wing vein pattern (see overhead)
16. Glue the wings to the body. They may also be stapled.
214
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3.3 Mosquitoes and Man - Disease
Background
As vectors of disease, mosquitoes have been
responsible for more human deaths than any
other animal (Nielsen, Natural History 7/91:6).
Malaria has killed hundreds of millions of
people and it is believed that there were about
200 million people infected with the disease in
1991. Approximately 100 million new cases are
found each year with the same number of
deaths, primarily children, each year. Other
major health threats in humans are dengue or
"break-bone fever", various types of encephalitis,
Yellow fever and Filariasis (Elephantiasis).
Because mosquitoes take in blood borne
pathogens when blood feeding on a host, they can serve
as vectors for many diseases. In order for a mosquito
to transmit a disease, the disease agent must (1) be
picked up by the mosquito (usually by taking blood),
(2) be able to survive and reproduce within the
mosquito and, (3) be given to another host (usually via
the salivary gland in the mosquito) by injecting saliva
into its body. There are relatively few disease agents
which meet all these requirements. For example, if a
mosquito bites someone with a cold, the cold virus will
be picked up by the mosquito but since the virus
cannot reproduce within the mosquito, the disease
agent is not transmitted. The current research on the
AIDS virus indicates that the same is true if a
mosquito bites a person who is HIV positive. The
virus cannot live within the mosquito body.
Malaria has not been of a significant concern in
Florida since the mid-1950's. Most cases occurring in
the state are acquired outside the US. The 1988 CDC
Annual Summary of Malaria showed 1,023 malaria
cases in the US. Of these, only 32 were acquired in
this country and none of these were in Florida. In 1990
the first case in 42 years of malaria acquired in
Florida was reported. The infected mosquito bit a
woman while she was camping in Gulf County in the
4y Vocabulary iUJ
Vector - n. an animal
that transmits a disease-
producing organism
Pathogen - n.
microorganism, etc.
capable of causing disease
Host - n. any organism on
or in which a parasitic
organism lives
Transmit - v. to cause to
pass through air or some
other substance [mosquito]
CDC - Center for Disease
Control
215
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LLJ Vocabulary U=3
Protozoan - n. any of
various, mostly
microscopic, single celled-
animals
Symptom - n. any
circumstance or condition
that indicates the existence,
as of a particular disease
Epidemic - n. the rapid
spreading of a disease to
many people at the same
time
Virus -n. a form of matter
smaller than any of the
bacteria. It grows in the
cells of other living things
and causes disease in
animals and plants.
Smallpox, measles, and the
flu are caused by viruses.
Strain -n. a group of
animals or plants for
viruses] that have
developed from a common
ancestor
Replicate - v. to repeat or
duplicate
Immune - adj. protected
from a disease
Panhandle. In 1996 there were two reported cases in
Palm Beach County. Malaria is caused by microscopic
protozoa which can be found throughout the world.
They are transmitted from person to person by the bite
of Anopheles mosquitoes. The protozoan is able to
reproduce in the sah'vary glands of the mosquito thus
giving it the ability to be transmitted. The symptoms
start with a headache, aching in the bones, anorexia,
and sometimes vomiting. The initial symptoms mimic
the flu. This would be followed by chills, chattering
teeth and high fever and sweating. (For more
information see Human Malaria, A Florida Mosquito
Control Fact sheet, Appendix E.)
Saint Louis Encephalitis is a problem in
Florida. As of 1990, cases of the disease had been
reported in all but 6 states, Maine, Vermont,
Massachusetts, Rhode Island, Connecticut, and South
Carolina. It was first identified in St. Louis, Missouri
in 1933 with epidemics breaking out periodically
since then. In Florida, major epidemics have occurred
in 1959, 1961, 1962 and 1977. It is important to note
that the virus is present in some South Florida
counties nearly every year even when there is not an
epidemic. The virus, although transmitted in non-
epidemic years, may not cause an outbreak of the
disease. This suggests that an epidemic may be
caused by a particular "hot" strain of the virus. Even
in epidemic years, only a small portion of individuals
infected with the virus become ill. The transmission
cycle of the virus is believed to be linked with the
infection of some bird species. A bird which has been
infected by the bite of a carrying mosquito is able to
support the virus so that it can reproduce enough so
that when another mosquito bites the bird it too can
become infected. After the bird is infected, it takes 1-2
days to for the virus to replicate. The virus rapidly
disappears from the bird 1-3 days later. Once the bird
recovers from the infection, it stays forever immune.
The mosquito however will always remain infected.
An infected mosquito can then transmit the disease to
a human. Humans, however are considered a "dead-
end" host since the virus does not replicate in enough
216
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in human blood for the transmission back from human
to mosquito. As more and more birds become immune
to the virus and the infected mosquitoes begin to die
off, the epidemic will rapidly end. Encephalitis causes
inflammation of the brain which can cause retardation
or death. The symptoms of the disease are high fever,
disorientation, severe headache and stiff neck. The
disease has a higher incidence in older people. Since
the disease appears in bird populations, blood
samples are taken from "sentinel chicken flocks and
tested for the presence of antibodies to the virus. (For
more information see Saint Louis Encephalitis - A
Florida Problem, Florida Mosquito Control Fact sheet,
Appendix E.)
Eastern Encephalitis is also of concern for
Florida. It is a fatal disease in both human and
horses. Typically there are 50-75 cases each year in
horses and only one or two in humans. The
transmission cycle of the virus is similar to St. Louis
Encephalitis and humans are again a dead-end host
for the virus. There is no specific treatment for the
disease in humans and in horses, however there is a
vaccine against the disease in horses. The disease
can be found throughout the eastern United States
and Canada from Mid-July until the first frost (in the
North) or during most of the year in Florida. (For more
information see Eastern Encephalitis - A Fatal Mistake,
Florida Mosquito Control Fact sheet, Appendix E.)
Mosquito-borne Dog Heartworm disease is of
great concern to pet owners in Florida. Until recently
the disease was confined to tropical and subtropical
regions throughout the world. Recently cases have
been reported in almost every state within the United
States and in several provinces of Canada.
Heartworm disease is caused by a thread-like round
worm or nematode. The adult worms live in the
pulmonary arteries and the right ventricle of the
heart. The parasite can only be transmitted from one
dog to another by a vector mosquito species. After
biting an infected dog, the early stages of larva begin
developing in the mosquito. After 2-3 weeks in the
mosquito, the larva migrate to the mouth parts of the
fcfcf Vocabulary IUJ
Antibody - n. a substance
made in the body that can
act against a virus or other
foreign substance. In this
way the body becomes
protected against certain
diseases.
Vaccine -n. a substance
put into the body to help
fight off a disease. It is
made up of dead or
weakened germs that cause
the body to produce
antibodies.
Nematode -n. a long,
cylindrical, unsegmented
worm; roundworm
Pulmonary - adj. of the
lungs
Artery-n. one of the
blood vessels that carry
blood away from the heart
to all parts of the body
Ventricle - n. either of the
two lower chambers of the
heart
217
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Vocabulary
Lesion - n. an injury of an
organ or tissue resulting
in impairment of function
mosquito. When the mosquito takes a blood meal
from a dog, the larva come out of the proboscis and
lay on the skin of the animal until the mosquito is
done with its blood meal. The larva then enters the
host through the puncture left by the mosquito. After
70-90 days and further development from larva to
adult, the young adults reach the heart via the blood
stream. The symptoms from the disease are fatigue,
coughing, and general unthriving. These signs may not
appear until a full year after the initial infection has
occurred. Some breeds of dogs seem to inhibit the
maturity of a smaller percentage of the larva than
others. Heartworm disease is sometimes found in
humans but primarily in the lung instead of the heart.
It is detected as a "coin lesion" with the use of X-rays.
Its clinical significance has not been fully determined.
There have been approximately 80 cases found in
humans in Florida in the past 20 years. (For more
information see Mosquito-Borne Dog Heartworm
Disease, Florida Mosquito Control Fact sheet,
Appendix E.)
Each mosquito-borne disease is carried by only
certain species of mosquitoes. For instance malaria is
only carried by 50 night-biting Anopheles species while
Culex nigripalpus is a common carrier of St. Louis
encephalitis in Florida. Aedes aegypti is the primary
vector of Dengue or Breakbone fever. The Asian Tiger
mosquito is also believed to be a vector of Dengue. Up
until 1985 tiger mosquitoes were only found in Asia
and many islands in the Pacific Ocean. In recent years,
this species has greatly increased its range into every
continent except Antarctica. The larva of this species
inhabit containers with standing water. It is thought
that their spread is due to the shipment of used tires
from Japan or Taiwan into the United States. This is
an example of how important mosquito control efforts
are in controlling the spread of mosquito-borne
diseases. (For more information see The Asian Tiger
Mosquito in Florida, Florida Mosquito Control Fact
sheet, Appendix E.)
The prevalence of mosquito-borne diseases and
their consequences have been a major factor in
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developing mosquito control techniques. Throughout
history the prevalence of these diseases have made a
dramatic impact. It wasn't until the yellow-fever
bearing mosquitoes were brought under control that
the Panama Canal could be completed.
Varying control techniques are used to target
different stages of the life cycle of mosquitoes. At the
egg stage, impoundments are used to eliminate areas
for laying eggs. This technique has been found to be
very cost effective when compared to the use of
chemical controls. The consequences of building
impoundments are still being investigated. Initially,
these impoundments isolated much of the wetland
immediately adjacent to the Lagoon. The
environmental effects of this practice have always
been questioned. In an attempt to return these areas
to the natural balance of the Lagoon, St. Lucie County
is reconnecting the impoundments. The tides are
allowed to flow in and out of the dikes on off breeding
periods (winter, spring, fall). During the mosquito
breeding season, water is periodically drained from the
impoundments. This is often done by draining the
lower layers of the water by opening the culverts at one
end while pumping Lagoon water into the other end.
At the larva stage spraying is used. The
artificial chemical sprays will kill the larval
mosquitoes as they feed. Some of these chemicals,
called larvicides, not only kill the larva of mosquitoes,
but also the larvae of other organisms. The risks to
the environment by using insecticides can be high.
Other forms of larvicide which can be used are natural
bacteria or biochemical compounds which may largely
affect only the larva of mosquitoes. The bacteria
interfere with their digestion and cause their death.
This type of control, while being largely non-
detrimental to the environment, is however very costly
and not completely effective and may cause resistance.
At the pupa stage there are limited numbers of
available techniques specifically designed to target the
larva. (The chemical larvicides however may be
effective to this stage.) For both the larva and pupa
stages, small fish have been introduced to help control
larva and pupa populations. Although
kU Vocabulary UJ
larvicide - n. control
method, either chemical or
natural, used to kill the
larva stage of an organism
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^yr Vocabulary UJ
adulticide - n. control
method, either chemical or
natural, used to control
adult populations of
organisms.
pesticide - n. any
chemical used to kill
insects or weeds.
Teacher Note
This section is presented in
a discussion format. You
may want students to
research the various
diseases and control
techniques and do oral
presentations to the class
mosquito fish or Gambuzia do control these
populations, on a large scale they are not effective
enough because they cannot reach the isolated egg
deposits and larval development sites.
Because larva and pupa require water in order
to develop, individuals can help with mosquito control
by making sure there is no standing water around
house and businesses for mosquito development. The
increased range of the Asian Tiger mosquito since
1985 is a perfect example of how man has impacted
(and could have prevented the spread of) mosquito
populations through used tire importation. It is now
found in every continent in the world except Antarctica.
Adult populations are controlled by the use of
adulticides or chemical pesticides. While these
techniques produce immediate results, they are
artificial chemicals introduced into the environment
and are necessary when other alternatives are not
available..
The need for mosquito control has never been
disputed since the connection has been made to
mosquitoes as the vector for disease and because of
quality of life issues. Control methods are always
being refined to make them more and more
environmentally sound. Because of the cost of using
larvicides and adulticides and their potential impacts
to the environment, mosquito impoundments are an
experimentally researched alternative. In St. Lucie
County, as well as throughout Florida, new
impoundment management practices are constantly
being researched and implemented.
Rationale
Section 3.3 is designed to make students familiar with
the health problems associated with mosquitoes. The
background information is provided so teachers can
present the information in a discussion format. Many
students will have questions regarding the
transmission of AIDS through mosquito bites. This
information is important for students. Students may
be familiar with Encephalitis since it seems most to
be a problem during October. Students may remember
220
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years when they were unable to Trick-or Treat on
Halloween. Teachers must be careful not to scare
students but to give them a clear understanding on the
health factors. The curriculum provides more in depth
information on Fact Sheets printed by the University
of Florida.
Objectives
Students will:
Become familiar with the basic health risks
associated with mosquito borne diseases.
Identify diseases world wide as well as those
which can be found in Florida.
Learn why AIDS cannot be transmitted by a
mosquito.
Make an information brochure about mosquitoes
and mosquito control.
Materials
Master 3.3a - Vocabulary
Master 3.3b - Brochure
Pencils, crayons, etc.
Procedure
Teacher Preparation
Read and become familiar with the background
material on Mosquito Diseases
Make one copy for each student of Masters 3.3a
and 3.3b.
Lesson Development
1. Go over the vocabulary on Master 3.3a. Ask
students if they have any newspaper articles they
would like to share with the class.
2. Begin the lesson telling students about how
mosquitoes actually transmit disease. Go over the
three factors which must be present for a disease to be
Teacher Note
You may want to contact
the St. Lucie County
Mosquito Control
Commission for a speaker
for your class. They may
also provide some
mosquito fish and larva to
the class. Students love to
watch them develop
through the stages. Be sure
to cover the container if you
choose to do this activity.
221
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Teacher Note
You may want the students
to work together making
their brochures,
Teacher Note
It might help students if
you have a sample
brochure to show them.
Reference:
Natural History
Magazine: July 1991.
Reference
Disease and Control
information provided
by David Mook - St.
Lucie County Mosquito
Commission
successfully carried and passed on by mosquitoes. Be
sure to explain that this is the reason why AIDS
cannot be transmitted by mosquitoes.
3. Discuss the various types of diseases which are
transmitted by mosquitoes. Be very careful not to
scare students with this information. 4. Ask students
if they have found any articles on mosquitoes in the
newspaper. Chances are there may have been some
stories, particularly if the curriculum was started in
the fall. If there are any articles, have the class share
them.
5. Hand out Master 3.3b. Have the students get out
their Life cycle wheel (Section 3.1) and fill in the circles
with pictures of the stages of mosquito development.
6. In the second column, fill in the types of control
which are used at each stage of development. You will
need to give the students the information and have
them fill it in.
7. Give the students time to decide for themselves
whether the control technique is good or bad. They
should write their reason in the space provided.
8. From what the students have learned about
mosquitoes, have them fill in the Interesting Facts and
the What You can do .... sections.
9. Post the brochures in the classroom.
Conclusion
It is important for students to see how a tiny animal
such as the mosquito has had major affects on human
history. Man is still battling diseases in some areas
while in others, through advanced technology, many
disease problems have been eliminated.
Mosquito control techniques have also changed
throughout history. In St. Lucie County, one of the
major control techniques is through the use of
impoundments. Students should now be ready to
make some judgments about whether the alteration of
the natural shoreline is the correct alternative to
mosquito control.
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Detective
Master
3.3a
Vocabulary
03 Vocabulary
1. Vector -
2. Pathogen -
3. Host-
4. Transmit -
5. Protozoan -
6. Symptom-
7. Epidemic -
8. Virus -
223
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9. Strain -
10. Replicate -
11. Immune -
12. Antibody -
13. Vaccine -
14. Nematode-
15. Artery-
16. Lesion -
17. larvicide-
18. adulticide-
19. pesticide -_
224
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Master
3.3b
Brochure
Next two
pages
Copy two sided
225
-------
Life
Cycle
Egg
Larva-
\
Pupa
Adult
Mosquito Uontrol
Method used for
Each Stage
Good
OR
Bad???
-------
Interesting
Mosquito
Facts
What You Can
Do
I.
1.
2.
Mosquitoes
and
3.
YOU
4.
5.
-------
air
MBIT
a a a a
229
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UNIT 4
Issues for the Indian River Lagoon and
Mosquito Control
U,
nit 4 gives students the opportunity to put all their knowledge
about the Indian River Lagoon and Mosquitoes to work in recommending solutions
to an environmental problem. Students now have an understanding of the Indian
River Lagoon Ecosystem. They have also studied mosquito biology and learned
about mosquito control techniques. These techniques include the use of chemicals,
impounding areas of wet land, and natural pesticides. The students should be
prepared to look at these forms of control along with issues impacting the Indian
River Lagoon and make recommendations for a course of action. This Unit is
designed to put all their knowledge together and help in the environmental decision
process.
230
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4.1 Environmental Decision Making
Background / Rationale
Section 4.1 is designed to allow students to conduct an
investigation as environmental decision makers.
Throughout this curriculum, students have
investigated the Indian River Lagoon, mosquito
biology, and impoundments. The knowledge they have
gained in these areas will help them develop
recommendations for the management of wetland
ecosystems along the Indian River Lagoon in St. Lucie
County. How these areas should be managed is
currently being debated by environmentalists,
scientists, community leaders, fishermen, and many
who have an interest in the future of the Lagoon.
Students have identified specific events and issues,
past and/or present which may have or had an effect on
the Lagoon. For each issue, they have decided what
key players are/were involved in recommending
responses to these issues. A risk assessment of
these responses has been discussed. Students have
been encouraged to design other investigations within
the subject area which would make them better
decision makers in determining responses to the issue.
They have identified the consequences of specific
responses and how they benefit and/or burden the
players and the environment. From their view point as
a player, they should see what is the best response.
This whole process is called an issues analysis.
This process will be demonstrated for students
with an issue that the students have seen while
watching the newspapers. Using newspaper articles
that have been collected throughout the study,
students will identify the players and their responses
to the event. They will discuss the consequences for all
the players involved. Finally, they will look at all the
burdens and benefits and develop their
recommendations for the issue.
For the purposes of developing a lesson, we will
demonstrate this activity using the net ban. This
event has received a great deal of attention since the
IUJ Vocabulary lUJ
event - n. something that
happens, especially
something that is
important
issue - n. something that
needs to be talked over or
decided.
player - n. a person who
plays a game (in our
context the game is the
process of making an
environmental decision)
response - n. something
that is said or done in
answer (to an event)
risk - n. the chance of
losing, failing, or getting
hurt
assessment - n. [the act
of] deciding or trying to
find out the importance or
value of something
consequence -n. a result
or outcome
benefit - n. something that
is good or helpful
burden - n. anything that
is very hard to bear
231
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Teacher Note
Master 4.1b contains
sections similar to those
used throughout the
curriculum. Students may
want to refer to some of
these sheets to get ideas for
this case study.
nets were banned in July of 1995. Using the articles
and their current knowledge of the issue, students will
be asked to follow the steps outlined in the Detective's
Case Study report (Master 4.1b). After reading and
discussing the newspaper articles, students will
recommend responses to the issue. They will present
their recommendations to the class and the class will
vote on which response, if there should be any at all,
will be the best for the players and the environment.
Objectives
Students will:
Be introduced to the process of environmental
decision making
Use the Detective's Case Study report to identify
the event and issue in question
Recommend responses to the issue
Identify the benefits and consequences to the
players involved in the issue
Vote on which response is the best
Materials
Master 4.la - Vocabulary
Master 4.1b - Detective's Case Study
Set of newspaper articles
Highlighter for each group
Procedure
Teacher Preparation
Make copies of Masters 4. la and 4.1b for each
student
Assign student partners
Read through the articles so you will be prepared
to help with any difficult words or ideas
contained in the articles.
Make a transparency of Master 4.1b
232
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Lesson Development
1. Go over the vocabulary on Master 4. la. Ask
students if they have any newspaper articles they
would like to share with the class.
2. Briefly review with students what they have
learned while investigating the Indian River Lagoon
and mosquito impoundments. Ask them why these
two areas of investigation are important to their lives.
3. Ask them if they know if there have been any recent
decisions which may have an effect of the Indian River
Lagoon. Have them look at their newspaper articles
for some issues. Ask them how they feel about
decisions that have been made.
4. (For purposes of demonstration, this lesson will be
developed as though the students have identified the
net ban. Ask them what they know about the net ban
(or their identified issue) and list any ideas they may
have on the board.
5. Give each student a copy of the Detective's Case
Study report form. Have them fill in the Event space
with their issue.
6. Have each group find all the articles relating to the
identified issue.
7. Have each group identify what players are
represented by the article. They should highlight any
portions of the article which are important. They
should discuss what the benefits or consequences the
player group has experienced since the event. These
should be listed on their Case Study report under
Event. (See Sample Detective Case Study)
8. Each group should select one member to report to
the class about what the group has identified as the
players, benefits and consequences of the event.
9. As the students identify their players, the rest of
the students need to record the players, benefits and
burdens on their Case Study.
10. Introduce the burden the event has placed on one
of the player groups as an issue.
Teacher Note
Some Suggestions:
Port Dredging
New developmejits
Beach Clean-ups
Net Ban
Teacher Note
Be sure each group has at
least one good reader. If
this is not possible, you
may want to do this
activity as a whole group.
You would lead the
discussion about each
article
&* Teacher Note &*
You may want to be
completing the form on the
board or overhead
projector so the students
can see how they are to
complete their form.
Florida Writes
Activity
Have the students think
about what it would be like
to be a particular player.
Have them write about
that player's experience
through the identified
event.
233
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Teacher Note
Ask if any of the students
know any players. Have
them share their knowledge
with the class.
REFERENCES:
Koenig, Dr. Herbert G.
Environment: Events
Assessment. Response.
Middletown, New York, N
& N Publishing Co., Inc.,
1993.
11. Tell the students they must come up with a
response to the issue which they feel would have the
greatest benefit for their player group. Have them list
the possible consequences of that response to the other
player groups.
12. Have the groups report back to the class.
13. Have the class vote on which response they feel
would be the best. Be sure to impress upon the
students the idea that there is no right or wrong
answer.
Conclusion
Review the whole process with the class. Remind
them that when making environmental decisions,
there are often many groups of people (players) and the
environment which will reap benefits or suffer
consequences. Ask them how important investigations
are in the process of environmental decision making.
See if they think voters making decisions such as the
net ban always have enough information.
Explain that they have been selected to be
detectives investigating the issue of mosquito
impoundments along the Indian River Lagoon. Years
ago, scientists were asked to find a way to manage the
enormous populations of mosquitoes. Environmental
decision makers decided to impound or build dikes
around areas which would hold enough water to
destroy the breeding habitats of the salt water
mosquitoes along the Lagoon. Although this method
has worked well for controlling mosquitoes, there is
now some controversy about whether this is a wise
choice for the health of the Lagoon. Environmental
decision makers have now come to you to make
recommendations for managing the mosquito
impoundments.
At the completion of this section students will
be ready to begin their issue analysis. The students
have the background to see how environmental
decisions impact not only the ecology of an area, but
the lives of all those with an interest in the area.
234
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Detective
Date
Group Members
sample
0"
Detective's Case Study
cT
EVENT:
WHAT HAPPENED???
7995 - net ban
CONSEQUENCES
PLAYERS
commercial fisher.
recreational fish.
fish eater
ecologist
me
^> BENEFITS tk
more fish to catch
less pressure on river
more fish to catch
$ BURDENS ^
no way to make money
less fish in market
less fish in market
ISSUE:
WHAT IS THE PROBLEM????
net ban has been too much of a burden to commercial fishermen because they are losing the only
way they know to make money.
-------
POSSIBLE RESPONSES
(WHAT CAN BE DONE?????)
RESPONSE: Limit, the catch of the commercial fishermen
PLAYERS
commercial fishers
commercial fishers
ecologists
t^ BENEFITS tSb
some income
some income
lessen pressures
BENEFITS t^
future income
future increase supply
-------
Detective
1. event -
2. issue -
3. player -
4. response -
5. risk -
6. assessment -
7. consequence -
8. benefit -
9. burden -
Master
4.1a
Vocabulary
Vocabulary
237
-------
238
-------
Detective
Group Members
Master
4.1b
Detective Case
Study
Detective's Case Study
cr" cT a"
CONSEQUENCES
PLAYERS
EVENT:
WHAT HAPPENED???
$ BURDENS <$
•
ISSUE:
WHAT IS THE PROBLEM????
-------
POSSIBLE RESPONSES
(WHAT CAN BE DONE?????)
RESPONSE:
PLAYERS
<8s BENEFITS ^
V BURDENS BENEFITS ^
$ BURDENS
-------
4.2 Issues and Players - Mosquito Control
Rationale
Section 4.2 is designed to get the students to begin the
process of environmental decision making. They will
first identify what they see as the important issues for
the Indian River Lagoon as an ecosystem. They will
narrow the issues down to mosquito control policies
for the area. Finally, they will identify who are the
players that they feel would have important input for
them formulating their final recommendation on
mosquito control and specifically mosquito
impoundments.
From this information, the students will develop
a questionnaire they would like to send to 10 key
players. The responses from these questionnaires will
help in determining their final recommendations.
These recommendations will be presented at a mock
County Commission Meeting in which a board of
Commissioners will listen to the recommendations
and take a vote on which course of action would be the
best.
Objectives
Students will:
Identify the major issues (problems) impacting
the Indian River Lagoon today.
Identify the major issues surrounding mosquito
control
Identify the key players who should have input
into the solutions of mosquito control
Develop a questionnaire to be sent to the key
players
Vocabulary
Issue - n. something that
needs to be talked over or
decided.
Policy -n. a plan, rule, or
way of acting [It is a good
policy to be honest. A
country's foreign policy is
its way of dealing with
other countries]
Player -n. a person who
plays a game (in our
context the game is the
process of making an
environmental decision)
Recommendation - n.
advice; suggestion
Questionnaire - n. a
printed list of questions
used in gathering
information from people.
Mock - adj. not real,
pretend.
241
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Teacher Note
You may want to give each
child a copy of the outline
so it can be included in
their notebooks.
Teacher Note
Make these groups up
ahead of time. It is
important that they work
well together because they
will remain a group for the
next several classroom
lessons.
Materials
Master 4.2a - Vocabulary
Student notebooks as resource information
Outline form (one per group) for questionnaire
development
2 Overheads of Master 4.2b
Pencil or pen
Telephone Book and other resources for addresses of
players
Envelopes
Cover Letter
Procedure
Teacher Preparation
Briefly review all the information covered in the
curriculum
Make copies of Master 4.2b, Questionnaire
Outline Form, one per group.
Divide the class into groups, 3 to 5 students per
group
Lesson Development
1. Go over the vocabulary on Master 4.2a. Ask
students if they have any newspaper articles they
would like to share with the class.
2. Explain to the students they will be involved in a
Public meeting to make recommendations to a mock
County Commission Board about mosquito control in
St. Lucie County. They will specifically be looking at
Mosquito Impoundments.
3. Review with the students the various types of
mosquito control used and how they work. Emphasis
should be placed on mosquito impoundments since
they have been heavily relied upon in Florida. Begin a
discussion of how they feel about mosquito control and
the impacts on the ecosystem of the Indian River
Lagoon.
4. Divide the class into working groups. Give each
group a copy of Master 4.2b. Explain that the outline
242
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is designed to help them develop a questionnaire they
will send to people throughout the community.
5. Using the sample questionnaires provided in the
curriculum (Appendix F), select some of the questions
asked to give the students some ideas to get them
started. Allow the groups a specified period of time to
complete the outline.
6. One member from each group will be selected by the
group to report to the class how they filled out the
questionnaire. Using the overhead, fill in each group's
responses to the outline. Ask them to justify why they
made each of the responses.
7. Using a second blank overhead, have the students
develop the questionnaire using all the group
information.
8. Be sure students include the last three questions
listed on the sample questionnaires.
9. Give the students envelopes to address to each of
the players they identified on the outline form. Ask
them what resources they can use to find addresses for
these people.
10. A master questionnaire will be developed from the
class' work. This will need to be typed and copied so it
can be sent to the identified players along with a cover
letter (Master 4.2c - sample cover letter). Be sure
there is a quick turn around date for the questionnaire
so the students will have plenty of time to work with
them for their final presentation.
11. When sending out the questionnaire, the students
should include information about mosquito control and
impoundments. One of the results of the survey will be
to show students that they really know more about the
subject than most of the people they survey. The
information can either be designed by the students or
from the information they have in their student
notebooks.
12. Students should also be encouraged to pass the
surveys around to friends and family.
Teacher Note
You may need to do this
activity as a whole group
lesson instead of in smaller
groups. If so, use the
overheads to help get
responses from the
students.
Teacher Note
Use some of the Mosquito
Brochures from section 3.3
to send out with
questionnaires.
243
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Conclusion
All of the information they have learned in this
curriculum has been designed to help the students
investigate the problem of mosquito control. The
questionnaire they have developed is based on what
the students feel is of greatest importance in making
an environmental decision. By polling community
members about how they feel about the issues
impacting the ecosystem as a whole and specifically
mosquito impoundments, students will be able to see
the problem from other points of view. This will help
them to see that environmental decision making
impacts more than just themselves, but all members
of the community.
244
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Detective
Master
4.2a
Vocabulary
Vocabulary
1. Issue -
2. Policy-,
3. Player-,
4. Recommendation -
5. Questionnaire-.
6. Mock-
245
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246
-------
Detectives
Making a Questionnaire
Master
4.2b
Outline
1. What do we want to
know about the person????
2. What is most important to you about the Indian River
Lagoon?? (decide on some choices to be selected)
3. What are the most important issues (problems) impacting
the Indian River Lagoon?? (decide on some choices)
247
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4. What do you know about mosquito control in St. Lucie
County? (decide on some choices)
5. How should St. Lucie County manage mosquito
impoundments??? (decide on some choices)
6. Is there anything else you would like to ask?
7. List who you think are important players in this
environmental decision.
248
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Master
4.2c
Sample Cover
Letter
School Letterhead
Date
Name (Player being polled)
Address
Dear Player,
The 4th grade classes at name of school have been studying the Indian River
Lagoon ecosystem and mosquito control in St. Lucie County. The curriculum,
"Mangroves, Mosquitoes and Man", funded by the Environmental Protection Agency
in cooperation with Harbor Branch Oceanographic Institution, The St. Lucie County
Mosquito Control District, the Marine Resources Council, and the St. Lucie County
School Board is designed to help the students understand the process of
environmental decision making. The students have been gathering information so
they can make some environmental recommendations concerning the future
management of mosquito impoundments. The students are learning that when
making recommendations, there are many factors to consider. In the case of
mosquito impoundments, which is more important, mosquito control by the use of
impounded salt water wetlands causing changes in the delicate balance of the
ecosystem, or the benefits of decreased numbers of mosquitoes.
The students have also learned that when making recommendations they
must look at an issue from many points of view. They must consider the impacts of
their decisions on not only people other than themselves, but also the entire
ecosystem. In class they have studied the ecosystem enough to consider the impacts
of the impoundments on the Indian River Lagoon. In forming their
recommendations, they need to see how others in the community feel about the
issue. This is where they can use your help.
The enclosed survey has been designed by name of teacher's class. The class
worked in small groups and then came to a consensus that they needed certain
information to help them get a bigger view of the impacts of mosquito
impoundments on other people. Please help them with forming their
recommendations by filling out the enclosed questionnaire as soon as possible. (We
have included some information about impoundments that may help you). They
need to have the responses back to the school by fill in date. On date, at time the
249
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County Commission Meeting room, the students will be presenting their
recommendations to an elected "mock" County Commission Board comprised of
fellow classmates. As participants in the survey, the students would like to invite
you to the meeting. It will be a great opportunity for our students to participate in
the democratic process while learning how important it is to be good decision
makers.
Thank you for all your help in this project. We hope to see you at the meeting
on date. If you have any questions, please call contact name for the project.
Sincerely
250
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4.3 Wrap-up: County Commission
Meeting
Background
St. Lucie County, which is managed by a
professional administrator, is governed by a
five-member Board of Commissioners.
Commissioners each represent a different
district within the County, however elections are
county-wide. This means that all citizens, no matter
what district they live in, can vote for all district
commissioners. Each Commissioner serves a four-year
term, and the elections are partisan in nature. Their
terms are staggered. The Board of County
Commissioners are the governing body which give the
final approval for the actions of the Mosquito
Commission. This includes the management of control
programs as well as the management of the
impoundments. They base their decisions on the
recommendations from the scientists employed by the
Mosquito Control Commission and input from the
public at large.
The City of Fort Pierce serves as the county
seat of St. Lucie County. It is run by a five-member
City Commission which employs a professional city
manager. A mayor / commissioner is the presiding
elected official. Commissioners serve staggered four
year terms, and elections are non-partisan.
The City of Port St. Lucie is rapidly growing.
Incorporated in 1961, it is governed by a five-member
City Council presided over by a mayor / councilman.
There is also a city manager who acts as the chief
administrative officer and is responsible to the council.
The mayor and the Commissioners serve two-year
terms. Council members are elected city-wide.
The Fort Pierce Utilities Authority is a totally
independent body responsible for administering the
City's electric, water, gas, and sewage services. It is a
five-member policy board consisting of four city
Commission appointees and the Mayor. Each
appointee serves a four-year term.
Vocabulary
professional - adj.
engaged in a specified
occupation for pay
administrator - n. one
who manages or directs
partisan -n. a strong
supporter of a faction,
party, etc. such as a
political party. A partisan
election is one which has
candidates running as
representing specific
political parties.
stagger - v. to arrange so
as to come at different
times.
county seat - n. town
designated withm the
county for all the county
offices and administration
preside - v. to have
control or authority
251
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UJ Vocabulary Ui
jurisdiction - n. legal
authority
public comment - n.
comment made for the use
or benefit of all. Usually at
a general meeting.
expenditure -n. a
spending of money, time,
etc.
St. Lucie Village consists of an elected five-
member Board of Aldermen and a mayor. These
individuals are responsible for governing the small
residential community.
Before any of the governing boards adopt or
change policy for their jurisdiction, they will invite
public comment. At this time, members of the
community as well as experts in the policy area are
given the opportunity to present their support or
objection to the new policies. These individuals would
represent players. They would all have an interest in
the outcome of the decisions made by the Board.
Decisions may create either a benefit or burden to
these players.
This same process is followed when the
Mosquito Commission wants to make a change in
population control procedures. In recent years the
Board of County Commissioners have been trying to
obtain the right to manage mosquito impoundments
which are privately owned. In many instances this
means the expenditure of a great deal of money.
During the summer of 1996, some of the privately
owned lands were not managed by the Commission.
This caused an increase in the mosquito populations
in some portions of the County. Gaining public control
of these lands will ultimately depend on the County
Commission.
Rationale
Students should now have the background to
have an opinion about how mosquito impoundments
should be managed. They should also have the results
of the surveys they have distributed throughout the
community. Students should be able to identify with
specific player groups within the community. After
learning about how the government of St. Lucie County
operates and decides on the management policies for
mosquito control, they will conduct a mock county
commission meeting and vote on future management
practices of mosquito impoundments.
252
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Objectives
Students will:
Become familiar with the government of St. Lucie
County
Identify the process of the Mosquito Commission
for making decisions for mosquito control and
impoundment management.
Identify opinions of player groups represented by
their survey results
Elect a "Mock" County Commission
Prepare presentations for public comment to the
Board of Commissioners regarding the
management of impoundments.
Vote on the best practice for impoundment
management
Materials
Master 4.3a - Vocabulary
Surveys returned from player groups
Procedure
Teacher Preparation
Make copies of Master 4.3a for each student.
Become familiar with background information
Assemble returned surveys for students to review
Lesson Development
1. Go over vocabulary on Master 4.3a. Ask students if
they have any newspaper articles they would like to
share with the class.
2. Discuss how the government of St. Lucie County is
organized. Be sure to emphasize that the County
Commission has authority over the Mosquito
Commission.
Teacher Note
If there are other classes
doing this curriculum, you
may want to combine the
Commission meetings.
The more students
participating, the better the
meeting. When the
curriculum was tested, we
used 9 classrooms from 2
different schools. Each
classroom made their own
presentation and each had
one Commissioner on the
Board.
Teacher Note
It is important for students
to realize that they should
always continue to read the
paper so they will always
know the issues important
to them in making
decisions
Teacher Note
Be sure to ask students if
any of them have an elected
official in their family. If
they do, you may want to
ask them to come to class
and make a presentation
about what they do and
how they were elected.
253
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Teacher Note
If you contact the Office of
Elections for St. Lucie
County, you can get
information regarding how
elections are held.
Teacher Note
You may want to divide
the surveys into player
groups before you hand
them out to the students.
Teacher Note
A school is able to reserve
the County Commission
Chambers for special
programs. You may want
to think about doing your
meeting in the evening
and invite some
Commissioners to the
meeting.
3. Have the students elect a Board of County
Commissioner. Be sure that the students understand
this is not a popularity contest. They need to elect
someone who will represent their opinion when making
final decisions.
4. Hand out the returned surveys. Have the students
divide them according to player groups (ie. recreational
fishermen, tourist trade, scientist, etc.). They will
need to read through the surveys to see what is the
greatest interest by the respondent.
5. Decide on about 5 main player groups.
6. Divide the class among the interest groups. This
does not necessarily have to be evenly divided. One
group may be greater than another. Just be sure there
are at least 4-5 groups.
7. Allow the students in each group to look at the
survey results.
8. Explain to the students that each of the player
groups will be making a presentation in front of their
elected County Commissioners. They are to work
together on developing the presentation. They may use
any format for the presentation (ie. skit, song,
statement, etc.) as long as it gets across their feeling
on how mosquito impoundments and/or mosquito
control should be managed in St. Lucie County.
10. Set the designated date for the meeting. Ask
students to invite parents to the meeting.
11. On the day of the meeting, set the room up so there
is a podium for the speakers and 5 chairs for the
Commissioners. Allow the students to make their
presentations to the Board.
12. After the Board has a brief discussion, have them
vote on the best choice for mosquito control and the
management of mosquito impoundments.
254
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Conclusion
This is the final activity for the curriculum.
Students have gone from knowing very little about the
environmental issue of mosquito control. They have
conducted an intense investigation and become experts
in the field. They have learned that they must look at
all aspects of an issue in order for them to be good
decision makers.
As expert decision makers, the students should
be rewarded with a special field trip. Using the list of
suggested trips in Section 4.4, select one that will
enforce a special area of interest for the students.
255
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Detective
Master
4.3a
Vocabulary
Vocabulary Cfl
1. professional -_
2, administrator -
3. partisan -
4. stagger -
5. county seat-_
6. preside-_
7. jurisdiction -.
8. public comment -
9. expenditure-
257
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4.4 Final Field Trip
Rationale
The final field trip for students
should be used as a reinforcement of the
entire curriculum. The following list is
of suggested trips.
Elliot Museum: 825 N.E. Ocean Blvd.,
Hutchinson Island (225-1961) -
Features a collection of Americana
dating back to 1865. Also included
here are shops, local history
exhibits, Indian artifacts, shell
collection, contemporary art exhibit,
antique and classic automobiles and motorcycles,
bicycles and horse drawn vehicles.
Environmental Studies Center: 2900 Indian River
Dr., Jensen Beach (334-1262) - Operated by the
Martin County School system, the center is one of
Jensen Beach's richest treasures. The center
provides environmental education for students
from kindergarten through eighth grade and
special studies for high school students and
adults. Visitors are welcome to see the saltwater
aquariums, marine life museum, wet lab, fruit
tree grove and native plants.
Florida Power and Light Energy Encounter: A1A,
Hutchinson Island (468-4111) - Enjoy more than
25 interactive displays and exhibits, intriguing
games and demonstrations as well as secrets of
the atom and a look at nuclear power at Florida
Power and Light's St. Lucie nuclear power plant.
Florida Ranch Tours: West of Ft. Pierce via State
Road 68 (467-2001) - Visit a working Florida
cattle ranch and enjoy the natural beauty of
wildlife.
259
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Ft. Pierce Inlet State Recreation Area / North
Jetty Park: State Road A1A - 340 acres on
North side of ft. Pierce inlet. An abundant
variety of birds on 2,200 feet of oceanfront land,
plus 1s,500 feet on the north side of the inlet.
Picnic facilities, showers, restrooms and fishing
jetty
Harbor Branch Oceanographic Institution: 5600
U. S. 1 North, Ft. Pierce (465-2400) - A non-
profit research and education organization
dedicated to integrating the technology of the sea
with the needs of humankind for sustainable
management of the earth's marine resources.
This is also the home port of the Johnson-Sea
Link and Clelia manned
submersibles. Conducted
tours of the 500-acre campus
via open air tram are
available Monday - Saturday
at 10 as, noon and 2 pm,
departing from the Visitor's
Center. Special tours for
school groups can be arranged.
Heathcote Botanical
Gardens: 210 Savannah Rd.
Ft. Pierce (464-4672) - A
living museum of tropical
flowers and foliage, both native and exotic,
including an enchanting Japanese garden.
Educational programs are offered.
Historic Downtown Ft. Pierce: (466-3880) - Take
a walking tour of historic downtown Ft. Pierce
where you'll see such attractions as the river view
marina and the A. E. Backus Art Gallery as well
as visit specialty and novelty shops and dine in
quaint restaurants.
260
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Hobe Sound Nature Center at the Hobe Sound
National Wildlife Refuge: 13640 SE Federal
Highway (546-2067) - A cooperative effort
between a nonprofit organization and the U. S.
Fish and Wildlife Service, this center offers
environmental learning programs, exhibits,
seminars, sea turtle walks, nature walks and
educational camps for all ages.
House of Refuge: 301 SE MacArthur Blvd., Stuart
(225-1875) - The oldest standing structure in
Martin County, the home was originally built to
serve as a rescue and refuge center for
shipwrecked sailors. Now a museum, the home
contains a collection of marine artifacts and life-
saving equipment.
Jack Island State Park:
North Bridge Causeway to
A1A. Go north 2 1/2 miles
to Jack Island Access Road.
a 631-acre mangrove island
and mosquito
impoundment; bird
sanctuary. Walk along
mosquito impoundment
dikes and view abundant
wildlife. Trail leads to a
look-out tower overlooking
the Indian River Lagoon.
Manatee Observation and Education Center: 480
North Indian River Drive (between the City
Marina to the South and A.E. Backus Gallery to
the North) on Moore's Creek (466-16- ext. 3333)
Museum and viewing center where manatees
congregate during the cooler months. The building
is equipped with an open air classroom, viewing
deck, displays and exhibits. Call for prearranged
school tours and programs.
261
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St. Lucie County Historical Museum: 414 Seaway
Dr., Ft. Pierce (462-1795) - Includes a reconstructed
portion of a Spanish galleon salvaged from a 1715
wreck as well as a Seminole Indian encampment,
restored 1907 Gardner House, a 1919 fire engine
pumper and a replica of a Florida East Coast railway
station. Open Tuesday through Saturday, 10 am - 4
pm, Sunday noon - 4 pm.
St. Lucie River Tours: 510 Prima Vista Blvd., Port
St. Lucie (871-2817 or 460-2332) Explore the
wild and scenic St. Lucie River.
The Savannas: 1400 SE Midway Rd., Ft. Pierce
(464-7855) - Made up of 550 acres of five distinct
biological communities, the Savannas include
pine flatwoods, marshes and lakes. Represents
the last fresh water lagoon system existing in the
state of Florida. Activities include fishing,
camping, canoeing, hiking, wildlife exhibit,
playground and picnic areas.
Treasure Coast Wildlife Hospital: 2800 SE Bridge
Rd., Kobe Sound (546-8281) - View and learn
about Florida wildlife at this museum. Call for
hours.
Walton Rocks Beach: South Beach just north of
Power Plant. Great place for shell collecting.
Could be a stop in conjunction with a trip to the
Power Plant.
Listings from St. Lucie County Chamber of Commerce
and the Community Pages of the Phone Book.
262
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Appendix A
Glossary
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Glossary
Abdomen - n. the rear part of an insects
body (in some other animals,
including humans, it is the part of
the body between the chest and hips;
belly. It contains the stomach,
intestines, and liver.)
administrator - n. one who manages or
directs
adult -n. a plant or animal that is fully
developed and in the reproductive
stage
adulticide - n. control method, either
chemical or natural, used to control
adult populations of organisms.
aerial - adj. of, in, or by air
air pressure - n. the pressure of the
atmosphere or compressed air
algae -n. a group of simple plants that
have no leaves, stems, or roots. They
grow in water or on wet surfaces.
Most seaweeds are algae.
alter - v. change
Anatomy - n. the science that studies the
different parts that make up an
animal or plant. Anatomy deals
with the tissues, organs, and systems
of a body or plant. 2 the way a body
is put together
Antennae - n. (plural of antenna) -
long, thin, movable body parts on the
head of an insect, crab, lobster, or
other similar animal. Antennae are
used for touching and smelling.
Antibody -n. a substance made in the
body that can act against a virus or
other foreign substance. In this way
the body becomes protected against
certain diseases.
aquatic - adj. growing or living in water
aquifer - n. an underground layer of
porous rock, etc. containing water
Artery - n. one of the blood vessels that
carry blood away from the heart to
all parts of the body
artesian wells -n. a deep well in which
water is forced up by pressure of
underground water draining from
higher ground
assessment - n. [the act off deciding or
trying to find out the importance or
value of something
Axis -n. a real or imaginary straight
line about which something turns.
[In the case of plants, it refers to the
spot where all the leaves emerge
from.]
balance - n. equality between two things
or between the parts of a single thing
-------
basin -n. a wide, shallow bowl for
holding a liquid. 2 all the land that
is drained by a river and by all the
streams flowing into the river
benefit - n. something that is good or
helpful
bloom - n. a period of high health and
vigor. A phytoplankton bloom
occurs when conditions are favorable
to promote rapid, uncontrollable
growth of the phytoplankton.
burden - n. anything that is very hard to
bear
cache - n. to hide something secretively
canal -n. a channel dug and filled with
water so that ships [and water] may
cross a stretch of land. In Florida,
canals are dug for land drainage to
drain wetlands for farms,
development and mosquito control
canopy - n. the portion of the treetops
that are the highest, often forming a
"roof as you walk under them
Capillary - n. one of the tiny blood
vessels that join the arteries and the
veins.
CDC - Center for Disease Control
Celsius - adj. of or describing a
thermometer on which the freezing
point of pure water is zero degrees
and the boiling point is 100 degrees.
is centigrade - adj. another word for
Celsius
Climate - n. the usual weather
conditions of a place over a long
period of time
Coagulant -n. a substance which causes
a liquid to become semisolid such as
a blood clot
coastlines - n. the outline or shape of the
land along the sea [or other body of
water]
commercial fisher - one who fishes as a
profession or job.
community - n. all the people (or things)
that live in a particular area
compete - v. to be a rival for something
Conclusion - an opinion formed after
careful thinking
condensation - n.- droplets of water
that have condensed [to make or
become thicker or more closely
packed together as water going from
gas to liquid] from the air onto a
window or other surface
consequence -n. a result or outcome
Consistent - acting or thinking always
in the same way
consumer - n. an organism that obtains
its food from eating plants or other
animals
convective clouds - n. clouds that form
by moist air being heated, rising, and
then cooling
-------
corporate - v. to bring together into a
single whole
county seat - n. town designated within
the county for all the county offices
and administration
culvert -n. a drain or pipe under a road
or dike
data - facts and figures from which
something can be learned
DDT-n. a powerful insecticide
debris - n. the scattered remains of
something that has been broken,
destroyed, or thrown away; rubbish
decay - v. to become rotten by the action
of bacteria
decompose - v. to rot or decay
Dependent Variable - (a variable)
controlled or decided by something
else
Detective - a person, often a police
officer, whose work is to solve crimes
or get secret information
detritus -n. a mixture of decaying plant
and animal remains covered with
microorganisms.
detritus -n. a mixture of decaying plant
and animal remains covered with
microorganisms.
diversity - n. the condition of being
different or varied; difference or
variety
dominant - adj. most important
dominant - adj. most important or most
powerful [most abundant]
Dormant adj. - not active; quiet
drainage - n. the act or process of
draining off water or other liquid
Drought -n.a long period of dry
weather, with little or no rain
earthen dike -n. a wall or dam that is
built to keep a sea or river from
flooding over land (For mosquito
impoundments the dikes are used to
hold water into the wetlands so the
mud banks remain covered with
water.)
ecological - adj. having to do with
ecology
ecology - n. the science that studies the
relations between living things and
all of the things and conditions that
surround and affect them.
ecosystem - n. the relationships between
a community of plants and animals
and their environment.
diverse - adj. different
-------
Egg - n. (l)the oval or round object that
is laid by a female bird, fish, reptile,
insect, or other animal. A young
animal of the same kind hatches
from it at a later time. The egg has a
brittle shell or a tough outer skin.
(2.) the cell formed by a female,
which will make a new plant or
animal of the same kind if it is
fertilized.
elevation -n. height above sea level
encroach - v. to lessen the boundaries or
space between objects
enslavement - n. the act of making a
slave out of an individual
Environment - n. all the things and
conditions that surround a person,
animal, or plant and affect the
health, growth, development, and
character of such living thing
environmentally sound practice - n.
a practice or policy which is good for
the environment
Epidemic - n. the rapid spreading of a
disease to many people at the same
time
Eradication - n. the act of uprooting,
destroying, or stamping out
erode - v. to wear away
estuary -n. a coastal body of water
where seawater and fresh water mix.
evapo-transpire - v. process by which
plants pump water from the ground
through their roots, trunk, and into
the air through their leaves. Usually
more important in the water cycle
than evaporation This is the reason
you feel cooler under the shade of a
tree than the shade of an umbrella
evaporate -v.-to change into a vapor or
gas
event - n. something that happens,
especially something that is
important
Exoskeleton - n. any hard, external
supporting structure, as the shell of
an oyster.
exotic - adj. strange different of foreign
expenditure -n. a spending of money,
time, etc.
I Fahrenheit - adj.having to do with a
thermometer that measures the
freezing point of water as 32 degrees
above zero and the boiling point of
water as 21 degrees above zero
fauna - n. all the animals of a
particular place or time
fauna - n. all the animals of a
particular place or time
fecal - adj. containing excrement
-------
field biologist - n. one who studies the
origin, history, characteristics, habits
etc. of plants and animals in their
natural environment instead of in a
laboratory.
filter -n. a device that makes air, water,
or other fluid clean or pure. The
fluid is passed through sand,
charcoal, or some other material that
keeps back dirt or other unwanted
substances.
flora - n. all the plants of a particular
place or time
flora - n. all the plants of a particular
place or time
forage - v. to go about looking for food
Genera - n. (plural of genus) a group of
plants or animals that are closely
related. A genus is divided into
individual kinds, called species.
Dogs and wolves are different species
that belong to the same genus
Geography - n. 1. the study of the surface
of the earth {or any place in the
universe} and how it is divided into
continents, countries, seas, and other
parts. Geography also deals with the
climates, plants, animals, and
resources of the earth. 2 the natural
features of a certain part of the earth
[the varied geography of China]
Host - n. any organism on or in which a
parasitic organism lives
humidity - n. the amount of moisture, or
water in the air
hurricane - n. an intense tropical
weather system with a well defined
circulation and maximum sustained
winds of 74 mph or higher. In the
western Pacific, hurricanes are called
"typhoons,"and similar storms in
the Indian Ocean are called
"cyclones."
hydric - adj. refers to plant communities
and systems where soils are organic,
very wet (saturated) and poorly
drained. These systems remain wet
most of the year and often contain
standing water during and after
heavy rains.
hydrology - n. the study of the earth's
waters, their distribution, and the
cycle involving evaporation,
precipitation, etc.
hypothesis - n. an unproven theory, etc.
tentatively accepted to explain
certain facts
Immune - adj. protected from a disease
Incubate - v. development of the larvae
mosquito inside the egg before
hatching
habitat - n. the place where an animal
or plant is normally found
Independent Variable - n. (a variable)
not ruled or controlled by another
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Indian River Lagoon - n. extends 140
miles and through 5 counties along
the east coast of Florida
inhabit - v. to live in or on; occupy
Instar - n. each molt period of a larva.
interrupt - v. to make a break in; put a
temporary stop to
intertidal - adj. the area covered and
uncovered by the tides
intervention - n. the act of coming
between to modify, settle, or change
some action or event.
Intracoastal Waterway - n. Navigable
waterway extending the length of the
Eastern United States mostly in
inshore waters.
Investigation - n. the act of looking into
so as to learn the facts
is Indians - n. first settlers of the east
coast of Florida, first appearing
about 2,000year ago.
isolate - v. to set apart from others
Issue - n. something that needs to be
talked over or decided.
issue - n. something that needs to be
talked over or decided.
jurisdiction - n. legal authority
Lagoon-n. a special type of shallow
estuary with a small opening to the
sea and small water shed or in fresh
water a shallow lake.
land developer - n. one who alters the
land such as for houses, parks, etc
land grant - n. land given or transferred
to by the government.
larva - n. the young form of an insect or
some animals without a backbone.
Larva - n. the young form of an insect or
some other animals A caterpillar is
the larva of a butterfly.
larvicide - n. control method, either
chemical or natural, used to kill the
larva stage of an organism
latitude - n. distance north or south
from the equator. Latitude is
measured in degrees
Lesion - n. an injury of an organ or
tissue resulting in impairment of
function
life cycle - n. the continuous sequence of
physical changes that an organism
passes through, from a fertilized egg
to an adult that can reproduce
longitude - n. distance that is measured
in degrees east or west of an
imaginary line running north and
south through the town of Greenwich,
England
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mangrove -n.a tropical tree which have
adapted to living in salt water
wetlands
Maps - n. a drawing or chart of all or
part of the earth's surface [or any
place in the universe], showing where
countries, oceans, rivers, cities, and
other features are located.
marine - adj. of the sea
maritime hammocks - n. hammocks
growing along the coast
mesic - adj. refers to plant communities
and systems that are dry to moist, in
soils with clay, silt, and organic
material. Moisture in these plant
communities is neither xeric or
hydric, but in between.
Metamorphosis - n. the change in form
that some animals go through in
developing. The change from
caterpillar to butterfly or from
tadpole to frog are examples of
metamorphosis (plural
metamorphoses)
Mission -n. a special duty or piece of
work that a person or a group is sent
out to do
Mock - adj. not real, pretend.
Molt - v. to shed skin, feathers, hair, or a
shell before getting a new covering.
Snakes, birds, and insects molt.
mosquito impoundment -n. a wetland
area that has been physically
confined by earthen dikes and in
which water is not allowed to freely
flow between the main body of water
and the wetland. These areas are
used for mosquito control
Mystery - n. something that is not
known or explained, or that is kept
secret
Navigate - v. To steer, or control the
course of fa ship, vessel, or any mode
of transport]
Nectar - n. the sweet liquid in many
flowers, made into honey by bees.
Nematode-n. a long, cylindrical,
unsegmented worm; roundworm
nursery -n. a place where young
animals can find food and hide from
predators
nutrient - n. any substance or matter
that is needed for the life and growth
of plants, animals, or people.
Proteins, minerals, and vitamins are
nutrients.
nutrients - n. elements necessary for life
and growth
Observation - n. the act or power of
seeing or noticing
observe -v. to see watch or notice
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Order -n.a group of related animals or
plants that is larger than a family
For example, reptiles and mammals
are related because they both have
backbones but they are placed in a
different order, [taxonomically or in
the classification system of plants
and animals]
organic material - n. material of, like,
or made from living organisms
partisan -n. a strong supporter of a
faction, party, etc. such as a political
party. A partisan election is one
which has candidates running as
representing specific political parties.
Pathogen - n. microorganism, etc.
capable of causing disease
peninsula -n. a long piece of land
almost completely surrounded by
water.
percolate - v. to pass through a porous
substance: filter
percolation - n. [the act off oozing
through a porous substance
perimeter - n. the boundary or distance
around a figure or area
pesticide - n. any chemical used to kill
insects or weeds.
pesticides - n. a chemical used to kill
pests, usually insects and rodents
\ phneumatophores - n. roots of the
black mangrove which project up out
of the soil
\ phytoplankton - n. the mass of tiny
plants found floating in a body of
water.
\ plankton - n. microscopic plants and
animals that float in the water.
Player -n. a person who plays a game
(in our context the game is the process
of making an environmental
decision)
I player -n. a person who plays a game
(in our context the game is the process
of making an environmental
decision)
Policy - n. apian, rule, or way of acting
[It is a good policy to be honest. A
country's foreign policy is its way of
dealing with other countries]
\ precipitation - n. rain, snow, or any
other moisture that falls from the
sky.
| precipitation - n.- rain, snow, or any
other moisture that falls from the sky
preside - v. to have control or authority
I primary consumer - n. animals that
eat the primary producers, they are
the second level in the food web
\ primary producer - n. green plants that
use sunlight, water, and nutrients to
manufacture food.
-------
proboscis - n. an elephant's trunk, or
any other similar long, flexible
snout. On a mosquito this is the
mouth parts.
Procedure - ru-a way or method of doing
something
professional - adj. engaged in a
specified occupation for pay
prop - v. to lean against for support
Protozoan - n. any of various, mostly
microscopic, single celled-animals
public comment - n. comment made for
the use or benefit of all. Usually at a
general meeting.
Pulmonary - adj. of the lungs
Pupa - n. an insect in the stage of
development between a larva and an
adult, generally not feeding. The
chrysalis is the pupae of a butterfly
pyrogenic - adj. relating to fire - fire
controlled and adapted.
Qualitative - adj. [having to do with]
one of the features that makes a
thing what it is
quality - n. degree of excellence
Quantitative - adj. [having to do with]
an amount or portion
Questionnaire - n. a printed list of
questions used in gathering
information from people.
rancid - adj. having a bad smell or taste
of stale fats or oils; spoiled
Rationale - n. the reasons or rational
basis for something
recharge - v. to put back what has been
used up. Water flows into the scrub
sand, and goes back into the aquifer
where it can be used again.
Recommendation - n. advice;
suggestion
recreational fisher - n. one who fishes
as a hobby or just for fun
Replicate - v. to repeat or duplicate
reproductive cycle - n. the complete set
of events which make up the process
by which animals and plants
produce new individuals like
themselves.
response - n. something that is said or
done in answer (to an event)
risk - n. the chance of losing, failing, or
getting hurt
roost - v. to rest or sleep on a roost fa pole
or shelf where a bird can rest or
sleep]
runoff- n. something that runs off, as
rain that is not absorbed into the
ground
-------
salt marsh - n. low lying areas which
are often covered by salt water
during high tide but are exposed at
low tide. They are dominated by
non-woody plant species such as
grasses or rushes
Scale - n. the way that the size of a map,
drawing, or model compares with the
size of the thing that it stands for
[Example: 1 meter = 200 meters
means one meter measured on the
map equals 200 meters as measured
on the ground]
scavenger - n. 1. a person who gathers
things that other people have thrown
away; 2. an animal that feeds on
rotting meat and garbage
scavenger - n. organisms that feed on
whatever food they can find; live or
dead animals and plants
secondary consumer - n. animals that
eat the primary consumers. They are
the third level in the food web.
Seminoles - n. native Americans moving
to Florida from Georgia and
Alabama
shell mound - n. piles of discarded
shells, bones, and broken pots from
Indian settlements
Siphon - 7i. tube on the posterior end of
mosquito possibly used for breathing
or attaching to plants
spawn - n. the eggs or newly hatched
young offish, lobsters, frogs, or some
other water animals, v. to produce
eggs in large numbers
species -n. a distinct kind of plant or
animal
spoil - n. excess soil or sand removed
from one place and disposed of as
unused
stagger - v. to arrange so as to come at
different times.
Standard - n. something set up as a rule
or model with which other things like
it are to be compared
sterile - adj. free from living
microorganisms
storm surge -n. a rise in tide caused by
a hurricane as it moves over or near
the coastline. It can be much higher
than the normal tide rise, with
breaking waves on top.
Strain -n. a group of animals or plants
for viruses] that have developed from
a common ancestor
Subtropic zone - n. the zone between the
tropic and the temperate zones.
surge -n. a sudden, strong rush
survey -v to look over something in a
careful way; (n.)a detailed study or
inspection, made by gathering
information and analyzing it
-------
Symptom - n. any circumstance or
condition that indicates the existence,
as of a particular disease
temperate - adj neither very hot nor very
cold. The temperate zone is there fore
not very hot or very cold when
compared to all other areas of the
Earth.
terrestrial - adj. living on land, not in
water
tertiary consumer - n. animals that eat
the secondary consumers. They are
sometimes called the top predators.
Thorax - n. the part of the body between
the head and the abdomen, the
middle part of an insect's body
tidal zone - n. the area of the shoreline
where the water rises and falls due to
the tides
tide - n. the regular rise and fall of the
ocean's surface due to the
gravitational pull of the sun and
moon.
top predator - n. consumers that are at
the top of the food chain that are not
hunted by other animals. Most top
predators have only one enemy -
People. We may not eat all top
predators, but we can kill or harm
them by polluting or destroying their
habitat.
Topographic map - n. map showing the
surface areas of a certain region
tourism - n. the industry of attracting
those who travel, especially for
pleasure
transect -n. a cut across a specific area
Transmit - v. to cause to pass through
air or some other substance
[mosquito]
transpire - v. process by which plants
pump water from the ground through
their roots, trunk and leaves
Trial - n. the act of testing or trying
tropic - adj. either of the two imaginary
circles around the earth that are
parallel to the equator and about
23.5 degrees latitude from it. The
one to the north is called the Tropic of
Cancer. The one to the south is called
the Tropic of Capricorn. This region
has a very hot climate.
tropical depression - n. an organized
system of clouds and thunderstorms
with a defined circulation and
maximum sustained wind speeds of
38 miles per hour or less.
Tropical storm - n. an organized
system of strong thunderstorms with
a defined circulation and maximum
sustained winds of 39 to 73 miles per
hour
turbid - adj. muddy or cloudy from
having the sediment stirred up
-------
understory - n. shrubs, bushes and other
small plants that grow under the
canopy
Vaccine -n. a substance put into the
body to help fight off a disease. It is
made up of dead or weakened germs
that cause the body to produce
antibodies.
Variable - n. [something that is] likely to
change or vary (be different)
Vector - n. an animal that transmits a
disease-producing organism
vegetation - n. things growing from the
ground; plant life
Ventricle - n. either of the two lower
chambers of the heart
Virus -n. a form of matter smaller than
any of the bacteria. It grows in the
cells of other living things and causes
disease in animals and plants.
Smallpox, measles, and the flu are
caused by viruses.
warnings - n. alert given when a storm
(either tropical storm or hurricane) is
expected to strike a certain area
within 24 hours.
watches - n. alert given when a storm
(either tropical storm or hurricane)
poses a threat to a certain area
within 36 hours
water cycle - n. the process of water
moving from the earth into the
atmosphere and back to earth again
watershed -n. a ridge dividing the areas
drained by different river systems;
the area drained by a river system
watershed - n. the area of land drained
from a river system.
weather - n. the conditions outside at
any particular time and place.
Temperature, sunshine, and rainfall
are important weather conditions
that are measured
wetland - n. swamps or marshes [land
where the soil is very wet or soaked
with water most of the time]
wetlands - n. swamps or marshes
woody - adj. made up of wood, the hard
material beneath the bard of trees
and shrubs.
xeric - adj. plant communities which are
very dry and in well drained soils
with little or no organic material.
Xeroscaping is the practice of
planting plants that do not need
much water to survive.
-------
Appendix B
Field Identification Sheets
Borrowed From:
3rd and 4th Grade Activity Books
Environmental Studies Center
Jensen Beach, FL
-------
tt.i
Page 1
MANGROVE COMMUNITIES
Mangrove communities are a part of the total ecosystem which makes up
our Indian River. The mangroves, like all other living things, have an
important relationship with all other life around them. They serve as a
shelter for many small fish found in the river. They also serve as a place
for the attachment of many animals such as barnacles, sea squirts and oysters
When you visit the Environmental Studies Center you will be investigating
a mangrove community. This booklet will give you a brief introduction to some
of the plants and animals found in the mangrove community.
-------
4th Grade «- Fq. 2
Mangrove Communities
PLANTS
RED MANGROVES
Red mangroves are easily
recognized by their long
prop roots which grow from
the branches of the tree
down into the water. They
also have long pencil like
seeds which are often found
floating in the river. The
red mangrove usually grows
in the intertidal zone
The white mangrove is recog-
nized by its oval leaves.
Each leaf has a notch in the
tip of; the leaf blade. On
the leaf stem at the base of
the leaf blade, there are
also two little swellings.
The white mangrove usually
grows-in an .''area., just behind
the intertidal zone.
The black mangrove has three
characterisii cs whi ch help
to identify it. It has
darker bark than the other
mangroves. It has breath-
ing roots which stick up
out of the soil around the
base of the tree. Its
1 eaves are green on the
front and silvery on the
back. Many times, except
right after a rain, one
side of the leaf will be
covered with -saT-t.crystal s.
The black mangrove usually
grows in an area that is
only covered with water at
very high tides.
-------
Mangrove Communities
ALGAE
The algae are plants that
are found growing in waters
all over the world. Some
are so tiny they can only
be seen with a microscope.
Some are so large they may
be 100 feet long or more.
Algae are usually put
into groups according to
their colors.
For example: green algae,
red algae and brown algae.
Algae may be found attached
to the roots of the red
mangroves or floating in
the water around the red
mangrove.
-------
Mangrove Communities
ANIMALS
SPONGE
Sponges are very simple animaV.
Their body is full of thousands
of very tiny holes and canals.
In these canals they have small
hairs which,whip back and forth
causing water to move through
their body. As the water moves
through them they trap tiny
plankton in the water and use
the plankton for food. Sponges
are always found attached to
something solid, and once they
attach they can never move.
Many sponges attach to the
roots of the red mangrove.
SEA ANEMONE
The sea anemones are animals
that look like plants. Around
their mouth they may have
hundreds of arm-like tentacles
which they use to catch their
food. Some anemones catch
fish in their tentacles and ...
sting them to death. Other
anemones spread out their
tentacles and catch small part
cles floating in the water.
Anemones are almost always found
attached to something solid;
although they may slowly move
from place to place. You
will find many different kinds
of anemones attached to the
roots of the red mangroves.
OYSTERS
Oysters are related to clams
and mussels. They have two
shells which cover their soft
bodies inside the shells. One
of the shells of the oyster
is always attached to something
solid. Since they cannot move,
oysters use tiny hairs to
make water flow in between
their shells. They have sticky
material on part of their body
which traps tiny plankton and
detritus in the water for food.
Oysters may be found growint
on rocks, sea walls and red
mangrove roots.
-------
4th Grade - Pg. 5
Mangrove Communities
CLAM
Clams are related to oysters
and mussels. They have two j
shells which cover their soft1
bodies inside the shells.
Clams have a hard foot which
helps them dig into the mud
and sand on the bottom of the
river. They have two long
tubes which they stick up
through the sand and suck
water down through their
sheljs. They trap plankton
and detritus in the water
for food. Clams are often
found buried in the mud
around the red mangrove roots.
MUSSELS
Mussels are related to oysters
and clams. They also have
two shells. Mussels attach
by using hundreds of tiny
threads. Large climps of j
mussels may be found attached
to red mangrove roots. They
eat plankton much like the
oyster does.
SPIDER CRAB
The spider crab has long
spider-like legs. He is
very slow moving and cannot
swim. You can often find
him crawling around the red
mangrove roots. Spider crabs
are scavengers. They eat
just about anything they can
find on the bottom. Sometimes
you will find a spider crab
with a sponge growing on its
back.
-------
4th Grade - Pg. 6
Mangrov* nommunities
MANGROVE CRAB
FIDDLER CRAB
PISTOL SHRIMP
The mangrove crab has a
flat square body with
curved legs for holding
onto rocks and tree roots.
These little crabs are good
climbers and can be found
running all over the red
mangrove trees.
Fiddler crabs are easily
recognized by the one large
claw which the males have.
They live in holes which
they dig in the sand along
the water's edge. Sometimes
you can see large "herds"
of fiddler crabs moving
among the roots of the black
mangroves. They feed on
detritus found in the mud.
The pistol shrimp also has
one large claw and one small
claw. They use the large
claw to snap shut and stun
their prey. Pistol shrimp
live in holes in rocks and
around mangrove roots. They
like to find spaces in
sponges and hide inside.
They eat small fish and other
shrimp. If you are very
quiet while visiting a mangrove
community you may hear the
popping sound of a pistol
shrimp.
-------
4th Grade - Pg. 7
Mangrove Communities
BARNACLE
Barnacles are relatives of
the crabs and shrimp. When
a barnacle is very young it
swims around looking for a
place to attach. Once it
attaches it never can move
to .another place. Barnacles
build around them a series
of shells which form a
house for them. Barnacles
feed by kicking their feet
into the water and catching
plankton. You will find
barnacles attached to the
roots of red mangroves.
SEA SQUIRT
Sea squirts look very much
like sponges except they
only have two openings into
their body while sponges
have many. They pull water
in one opening and strain
plankton and detritus out
of the water. If you squeeze
them gently they will squirt
water at you. Sea squirts
can be found attached to the
roots of red mangroves.
MOSQUITOES Mosquitoes are small insects
which are often found in or
around mangrove swamps.
They lay their eggs in water
trapped around the roots of
black mangroves. Mosquitoes
serve as food for many small
birds and fish found in the
mangrove community.
-------
4th Gradja - Pg.8
Mangrove Communities
MANGROVE
SNAPPER
The mangrove snapper is
recognized by a dark stripe
which runs from his nose
across his eye. Young
snappers hide among the
mangrove roots for protection
from larger fish. Older
mangrove snappers feed on
barnacles, mangrove crabs
and other small fish living
among the red mangrove roots.
SNOOK
The snook is recognized by
a dark stripe which runs
along the side of its body
from the gills to the tail.
Snook are good fighting fish
and can often be found feed-
ing on smaller fish around
the red mangroves.
CORMORANT
Cormorants are dark colored,
swimming water birds. They
are most often seen diving
underwater for fish or
sitting on markers or in
trees drying their wings.
Cormorants are good swimmers
and can swim underwater to
catch fish. Cormorants
often nest in mangroves.
-------
Mangrove Communities
EGRET
Egrets are usually recog-
nized as having white
feathers and black legs..
The common egret has a :
large white body, yellow
bill, and black legs and
black feet. The snowy
egret is smaller and has
a black bill with black
legs and yellow feet.
Egrets can be seen nesting
in mangrove areas or looking
for small fish, crabs and
animals of the mangrove
community.
BROWN PELICAN
The brown pelican can often
be seen flying over the Indian
River in search of food.
Sometimes they fly so close
to the water that their wing
tips almost touch the surface
of the water. Brown Pelicans
do not swim after their food.
They spot fish from the air,
and then dive straight down
into the water and scoop up
the fish in their pouch-like
beak. Pelicans often nest
in mangroves
Martin County Schools'
Environmental Studies Center
2900 N.E. Indian River Drive
Jensen Beach, Fla. 33457
-------
Page £
Grade 3
SHRIMP are little animals who live In the grassflat. They are good
cleaners. They eat algae and dead plants found 1n the grassflat.
-------
Page i
Grade*-?
The HERMIT CRAB is a strange little fellow, who lives in the shells of
dead animals. As he grows, he moves to a larger shell. He eats dead plants
and shrimp. •"
-------
Page 4
Grade 3
The PIPEFISH 1s a cousin of the seahorse. He can swim straight up, which
1s something no other fish can do. He usually eats small shrimp.
-------
Grate
The BLUE CRAB 1s a mean animal found 1n the grassflats. It can swim 1n
the water or bury 1n the bottom. It uses strong pinchers to catch Its food.
The BLUE CRAB eats fish, algae, grass and dead plant and animal parts.
-------
Page 6
Grade 3
The CLAM 1s a shelled animal that can be found burled In the bottom
of the grassflat. It eats the free floating plants and animals .called
PLANKTON, that are found 1n the water around the grassflat.
-------
.Page 7
-. Grade 3
The STINGRAY is a very shy creature of the grassflats. He 1s not at
all Hke his mean cousin, the shark. He 1s easily scared away, but 1f you
should happen to step on him, his barb can be very painful. He--11 Ices to
eat clams, who Hke himself, burrow into the ground.
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Page 8
Grade 3
The OYSTER lives 1n the shallow waters of the river. This shelled animal
-*%*.
must live attached to something, like a rock, or shell, or some roots. The
OYSTER eats dead plant parts and plankton.
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Page 9
Grade 3
The PUFFER 1s one of many fish that you will see out 1n the grassflats.
When he 1s faced with an energy, he Inflates himself like a balloon, so that
he looks much bigger than he really 1s. The PUFFER 1s a meat-eater. He will
eat almost anything.
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IUI
n)
Page 10
Grade 3
This long legged fellow does not live In the grassflat. but he does
spend a lot of time there. The HERON eats the flih that live there.
-------
.trade 3
This is a bird that many of us see quite often. He nests on the Islands
1n the Indian River and dives into the water using his large throat pouch to
scoop up fish.
-------
p
ru
Page 12
Grade 3,
The HORSESHOE CRAB is not a true crab but is more closely related to the
scorpion. The crab breathes through gills, and in deep water swims on its
back. The HORSESHOE CRAB eats tiny fish, shrimp, and just about anything it
finds on the bottom of the river.
.Martin County School!s
Environmental Studies'Center
-------
Appendix C
The Indian River:
An Exceptional Lagoon
-------
The Indian River-
An Exceptional Lagoon
-------
Dear Parents and Educators,
What is 140 miles long, crosses five counties, has trees on stilts, underwater meadows, and
contains over 4,000 kinds of plants and animals?
Answer: The Indian River Lagoon.
What does the lagoon mean - to you? A place to escape to on the weekends, a cool breeze,
something thats needs to be crossed to go to the beach, a livelihood?
When asked what the Indian River Lagoon meant to them, excited students raised their hands,
saying; "jet, skiing, boating, seeing manatees, and fishing trips with Mom and Dad."
The lagoon is an important part of many peoples' lives. However the delicate balance of life that
exists along the shoreline and under the water goes unnoticed by the majority of people using the
lagoon. This delicate balance of life that makes the lagoon so productive is being threatened by
Florida's increasing population pressures. The purpose of this activity book is to help young
people gain a better understanding of the Indian River Lagoon and the interdependence of its
plants and animals. This knowledge is vital, for our young people will soon be the ones managing
this valuable resource.
Please take time to explore this activity book with your child. Let your child share with you the new
knowledge he or she has gained. Their excitement is contagious!
"Ifa child is to keep alive his inborn sense of wonder... he needs the companionship of at least one adult \vho(
can share it, rediscovering with him the joy, excitement and mystery of the world we live in."
-Rachel Carson
Sincerely,
St. Johns River Water Management District
South Florida Water Management District
Florida Department of Environmental Protection
This environmental education program is part of the Indian River Lagoon Surface Water Improvement and
Management program (SWIM). SWIM is a state act passed by the legislature in 1987. The act provides state funds
for programs that restore and preserve Florida's important water bodies. The governor has declared the Indian River
Lagoon as a priority water body needing special attention. Environmental education and awareness is a major goal
of the SWIM plan. These materials were developed by the Florida Department of Environmental Protection in coop-
eration with St. Johns River Water Management District and South Florida Water Management District.
fW\M
Rev. 8/96
Surface Water Improvement and Management
-------
f
The Indian River -
An Exceptional Lagoon
Activity Book
This activity book is being completed
by
Written and
Illustrated by Diane Bentrup
Acknowledgement:
I would like to thank Paul S. Mikkelson for his assistance with all computer related aspects of
the project. His patience and dedication is greatly appreciated.
-------
Lesson
The Indian River - An Exceptional Lagoon
That is quite a title, but then the Indian River is quite a place. By studying this unit you will learn why
the Indian River is exceptional and how you can preserve and protect this fragile coastal resource.
Is the Indian River really a river? The Indian River is actually a lagoon, a shallow body of water
protected from the ocean by barrier islands.
Atlantic Ocean
Rivers
and creeks
The Indian River Lagoon is an estuary. An estuary is a body of water where fresh and saltwater
meet and mix. Freshwater enters the estuary through rivers, creeks and canals. Saltwater enters
from the ocean through inlets.
Estuaries are full of life, and the Indian River Lagoon is no exception. The lagoon's mangroves,
marsh grasses, and seagrasses provide food and shelter for a large variety of organisms. Over
4,315 species of plants and animals live in the Indian River Lagoon.
Many of the fish, shrimp, and shellfish (clams, oysters) that are important to Florida's economy
must spend part or all of their lives in an estuary.
-------
^Lesson
Shrimp, for example, spawn (produce eggs) offshore as adults. The eggs hatch in the ocean and
the larvae move toward shore. The young shrimp that survive this hazardous journey from the sea
enter the estuary and hide among the seagrasses and algae. As the shrimp become adults they
leave the estuary and return to the sea, where the cycle begins again.
The striped mullet have a similar life cycle. The adults spawn offshore and the juveniles (young fish)
move into the estuary. In the winter they gather in groups called schools and return to the ocean
to spawn. During this journey they become food for birds and many ocean fish. Thus the benefits
of estuaries are felt a long way from shore.
In fact, their value has been felt all the way to Washington,D.C. Congress has declared it is in our
nation's best interest to protect and preserve this important but endangered resource: our
estuaries.
We are fortunate indeed to live so close to a beautiful estuary like the Indian River Lagoon.
There are many different ways we can enjoy the lagoon such as boating, fishing, bird watching,
and viewing a quiet sunset.
Let's take this opportunity to learn more about the Indian River Lagoon and its inhabitants, so we
will be able to take better care of it.
-------
Lesson 1
J
Make Your Own Estuary
Materials needed: A pair of scissors, glue, and crayons.
Directions: Cut this page out of the book. Cut out each plant, animal, or habitat. Glue each picture
on the next page. Color your estuary.
great blue heron
-. horseshoe
spoil island
-------
-------
^Lesson 2
Habitat Sweet Habitat
We all require certain basic things in order to live. Write down what you think these are.
NEED
WHERE YOU FIND IT
Example: Water
Well, lake, river
Other organisms have many of the same requirements. Plants and animals find what they need in
their habitat. A habitat is the area where an organism is supplied with food, water, shelter, and
space.
The picture below shows what a manatee needs in its habitat. If one of the parts in missing the
manatee can not survive. To help animals and plants we need to first protect their home - their
habitat.
A Manatee's Habitat
safe area
to move
about
place to rest,
warm
spring
Directions:
Fill in the blank in each circle by matching each drawing or definition with the following words:
food, water, shelter, space.
-------
What If?
Directions: What would happen to manatees if different parts of their habitat were affected?
Write down your ideas and then discuss them as a class.
1) What if people were always trying to approach manatees? (shelter)
2) What if the seagrass died because the water was cloudy? (food)
3) What if the water became polluted with pesticides, herbicides, or other chemicals? (water)
4) What if there was no place for manatees to avoid fast power boats? (space)
These are a few of the plants and animals in Florida that are listed as endangered or threatened.
This means there are not many of them left. They are threatened by extinction.
Roseate Spoonbill
Atlantic Loggerhead
Florida has more endangered and threatened animals and plants than any other state. The main
reason is loss of habitat.
-------
^Lesson 2
Habitat is rapidly disappearing in Florida. Much of the loss happens when land is cleared for
industry and houses.
Two important habitats in the Indian River Lagoon are declining. The Department of Natural
Resources has estimated that the lagoon has lost approximatley 80% of its mangroves--
and 30% of its seagrass beds-
By learning more about the lagoon's habitats, how they are important and what affects them, we
will be better equipped to protect them.
The Marvelous Mangrove
Mangroves grow along the shore of the lagoon
and provide valuable habitat for many animals.
Birds nest in the branches or use the trees as a
roost to rest.
X.
Mangrove leaves are
tough. Not many animals
will eat them while the
leaves are still on the tree.
After the leaves fall into the
water they start to decay.
Decaying mangrove leaves are an important
food source for the small critters in the lagoon.
The prop roots of the red
mangrove provide
a nursery area to young
fish, a place where they
ban find shelter from larger
fish and find food as well.
The prop roots also provide a place for oysters
and barnacles to attach. A mangrove tree is a
very busy place!
Find out more about seagrass by doing the 'Seagrass Search' on the next page.
-------
Seagrass Search
Follow these directions until you reach the manatee munching on seagrass.
1. Are seagrasses the same as seaweeds? Yes. | Go to #12 \ No. \Go to<#9
2. False. Seagrasses are important for animals and people. | Now go to #11 \
3. True. The beds of seagrass slow the waves and allow the sediments to sink to the lagoon's
bottom. Are these thick seagrass beds avoided by juvenile fish and other young aquatic
animals? Yes. \Goto#6 \ NO. [Goto#8 \
4. False. In shallow water boats can be a problem. | Now go to #s \
5. True. In shallow water the propeller from a boat's motor can dig the seagrasses up and shred
them. It is important to avoid shallow seagrass beds. If you cannot avoid them, then drive
very slowly and lift the motor. Are seagrass beds important to people?
Yes. \Goto #11 I No.
Go to #2
6. False. The seagrass beds provide a nursery for the young animals. | Now go to #8
7. False. Seagrasses can help keep the water clear. | Now go to #3
8. True. The seagrass beds provide hiding places for the juveniles from larger animals. The
seagrasses also provide food. Many people use the lagoon along with the animals. Can boats
be a problem for seagrasses? Yes. | Go to#s ] No. \Goto #4 \
9. True. Seagrasses are flowering plants unlike seaweeds which are algae. Seagrasses grow
in the brackish (salty) waters of the Indian River Lagoon. Rainwater that runs too quickly off
of farms, roads, and towns carries a lot of sediments (soil and other particles) into the Indian
River Lagoon. These sediments make the water turbid, or cloudy. When the water is turbid,
is this good for the seagrass? Yes. |Gofo#/0 I No. I Go to #13
— * * *
10. False. Jf the water is very turbid it can kill the seagrass. [Now go to #13 \
11. True. Most of the fish, clams, oysters, and crustaceans that people catch for food need the
seagrasses at some time in their lives. Seagrasses also help to keep
the Indian River Lagoon clear and healthy.
12. False. Seaweeds are algae. Now go to
13. True. The turbidity prevents sunlight from shining through the water to the seagrasses.
Seagrasses need the sun's energy to produce food. Do seagrasses help to keep the water
clear? Yes. Goto#3 No. Goto#7
8
-------
^Lesson
What's For Supper?
All organisms need food in some form or another, but only plants can use the energy of the sun to
make food. They use sunlight and nutrients to manufacture food and oxygen. Plants are called
primary producers because they provide food for all animals.
Animals are called consumers because they cannot make their own food like primary producers.
Consumers must get their energy in the form of food from either plants or other animals.
This flow of energy from: the sun to plants —
is called a food chain.
plant eaters —^meat eaters
Primary producers in the Indian River Lagoon are mangroves, marsh grasses, seagrasses, and
algae. There are even primary producers floating in the water that are too small for you to see
without a microscope. These microscopic plants, called phytoplankton, provide food for micro-
scopic animals called zooplankton as well as for larger animals like clams and oysters.
zooplankton
— ^S\' phytoplankton
Let's take a closer look at an example of a food chain. Plants are the first link in the food chain
because they get their energy from the sun. In the previous lesson we 1
studied about seagrass. It is an important primary producer in the
Indian River Lagoon.
There are three ways that seagrass provides food
for animals in the lagoon. Some animals.such as
manatees, eat the seagrass.
primary
producer
Other animals, such as shrimp and snails, eat
algae that grows on the blades of seagrass.
•«v
-------
_esson
As seagrass grows, old leaves die and settle to the bottom of the lagoon. There they become cov-
ered with microorganisms (tiny plants and animals). These microorganisms are called decom-
posers because they cause dead plants and animals to decay. This mixture of decaying dead
leaves covered with microorganisms is called detritus. This is the third way that seagrass provides
food. Crabs, clams, and shrimp are a few of the animals which feed on detritus in the Indian River
Lagoon. 1 2
primary
producer
primary
consumer
Animals that eat plants are called primary
consumers. They are the second link in the
food chain.
Animals that eat the primary consumers are called secondary consumers. In the lagoon, a
snapper would feed on shrimp and crabs.
1 2 3
primary
producer
primary
consumer
secondary
consumer
This is the third link in the food chain.
Animals that eat secondary consumers are called tertiary consumers.
1 2 3
primary
consumer
secondary
consumer
tertiary
consumer
An osprey becomes the fourth link in the food chain
as it snatches the grey snapper out of the water.
10
-------
fLessons)
Only top predators (tertiary consumers) are
safe from being eaten. But eventually the top
predators die. Then the decomposers
break the dead material into nutrients,
which plants use again to grow and
produce more food The flow of energy
completes a circle which repeats itself """
over and over.
Studying a food chain is an easy
way of seeing how organisms de-
pend upon each other. However, the
process isn't always this simple. If more
consumers are added to the food chain, it
becomes more complex.
We can start out with a simple food chain like this:
but when we add a crab, pelican, and heron, it begins to look more like a web than a chain.
+~ "
pelican
A food web is a more realistic way to view the flow of energy among organisms. In addition to
understanding how energy flows through food chains and webs, it's important to realize what
happens to the energy.
11
-------
Lesson 3 j
Plants and animals need to use some of the energy they obtain. Animals need energy to grow,
move about, and reproduce. When one animal eats another, it stores part of the original energy
and uses the rest. Only a small part of the original energy gets to the top of the chain. This idea
is best illustrated by a pyramid of energy.
There are many organisms (primary producers) at the bottom of
the pyramid. The amount of energy passed upward becomes
smaller and smaller until only a few organisms can be sup-
ported at the top. In order to sustain life, every organism
depends on each other.
If we remove too much of the pyramid by destroying
habitat, pollution or over-fishing, what will
happen?
Humans are also a part of the food chain. Fish, clams, oysters, and shrimp are some of the benefits
we receive from the Indian River Lagoon. When we disrupt the delicate balance, we affect not only
the lagoon, but also ourselves.
12
-------
C Lesson
Fast Food Chains
This does not refer to hamburgers or hot dogs. This refers to an activity where you will see how
many food chains you can make using a list of plants and animals of the Indian River Lagoon.
Materials needed: Several sheets of blank paper, a pair of scissors, tape or glue, and a pencil.
Directions:
1. Work together in groups of four or five. On a sheet of paper, write down a food chain using the
list of plants and animals on the next page.
Example: phytoplankton » barnacle 1 snapper * pelican
(Hint: It may be easiest to start with a top predator (such as a pelican or raccoon), and work
backwards.)
2. Cut a blank sheet of paper into strips about an inch wide.
S.Taking one strip of paper write the producer on it.
phytoplankton
Make a link by taping or glueing the
ends of the strip together.
4. On another strip, write the consumer that will eat that producer.
barnacle
Add this link to your chain.
5. On the next strip write the consumer that will eat the first consumer.
snapper
Add this link to your chain.
6. Keep adding links until you reach a top predator.
pelican
Add this link to your chain.
7. Write down more food chains using the list of plants and animals. Make as many different
food chains out of paper as you can in the time limit set by your teacher.
13
-------
Plants and Animals of the Indian River Lagoon
Primary Producers (Plants)
seagrass
marsh grass - dead grass becomes detritus
mangroves - fallen leaves become detritus
algae
phytoplankton (plant plankton)
N utrients :' • •-' ^Vr-^
Consumers (Animals)
What They Eat
zooplankton (animal plankton)
clam
worm
barnacle
snail
shrimp
blue crab
fiddler crab
hermit crab
flounder
mullet
pipefish
sheepshead
snapper
stingray
phytoplankton
detritus, zooplankton, phytoplankton
detritus, zooplankton, phytoplankton
detritus, zooplankton, phytoplankton
algae, clams
detritus, fish, algae
Crabs are scanvengers and eat about
anything they can find, such as marsh
grass, fish, detritus, worms and shrimp.
worms, fish, crabs, snails
plants, detritus
zooplankton, tiny shrimp
clams, crabs
barnacles.crabs.fish, shrimp
worms.clams,crabs, fish
seagull
heron & egret
pelican
osprey
any plant and animal small enough for it to
eat - dead or alive
fish, crabs
fish
fish
manatee
raccoon
human
seagrass
clams, crabs, fish
fish, crabs, shrimp, clams
14
-------
Lesson 4
People and the Lagoon
To better understand how people affect the lagoon, start by studying the map
on the next page.
Materials needed: A pencil, and a blue, green, orange, and yellow crayon.
1. What is the name of your state?
Us'mg a regular pencil, write it on the map.
2. What county do you live in?
Using a regular pencil, write it on the map.
3. What is the name of the town you live in?
Locate it on the map and draw an orange circle around it.
., that is a
4. The Indian River Lagoon is an
body of water where fresh and saltwater meet and mix.
5. The freshwater enters through , and
How many can you find on the map?
Color them blue.
6. The saltwater from the ocean enters the lagoon through
How many are there in your county?
Color the ocean and the inlet yellow.
7. Color blue in this square.
Now color yellow over the blue. What color do you get when the two
colors are combined?
8. On your map you colored freshwater blue and saltwater yellow. These
combine in the Indian River Lagoon, so color the lagoon green.
9. The St. Lucie River is an estuary too. Color it green.
All over the world people like to live near estuaries. Why do you think this is so?
Notice how many towns in your county are built along the Indian River Lagoon.
Many people are moving into this area every year. The increasing number of
people is causing some problems for the lagoon.
15
-------
ATLANTIC
OCEAN
N
I:
i
J. Ui'lclicrCtiiml (C-25) !
ST. LUCIE *
COUNTY
MARTIN
COUNTY
.S/. Lvrit1
'nlvt
Jupiter
Island
Inli-l
16
-------
C
l Lesson 4
The plants growing along the lagoon's shore are very important to its health. Mangrove swamps
and salt marshes cleanse the water flowing through them before it reaches the Indian River Lagoon.
As water slowly passes through the swamps and marshes, mud and silt can settle out. The fast-
growing marsh plants absorb excess nutrients that could cause problems for the Indian River
Lagoon. Mangroves and salt marshes also provide a nursery areafor young organisms and afood
source for many of the animals that live in the lagoon.
These important habitats are disappearing.
Natural
17
-------
Lesson 4
Marshes and swamps are shallow and many have been filled with soil to make new land for
houses and industry^ Thousands of acres of black mangroves were lost by the construction of
mosquito impoundments. This was a method used to control mosquito populations. Dikes
were built around high mangrove marshes and then filled
with water so that the female mosquito would not be able
to find any moist soil on which to lay her eggs. The
roots of the black mangroves were covered with
water and the trees suffocated.
The loss of mangroves and marsh grass removes some important producers from the lagoon's
food chains and reduces the estuary's ability to function as a nursery. How would this affect the
fish that live in the lagoon? the clams? Would it affect all of the animals?
When these marshes and swamps are gone, turbid (cloudy) water flows directly into the lagoon.
What does this do to the seagrass?
If the seagrass dies, who will
be affected?
18
-------
^Lesson
The roots of the mangroves
and marsh grasses hold the soil in
place and keep the shore of the Indian River
Lagoon from eroding, or washing away. This is
especially important during storms. When these
plants are removed, valuable shoreline protec-
tion is lost.
Litter is a problem on the spoil islands and throughout the lagoon. To many animals, litter looks like
food. A floating plastic bag looks like a jellyfish to a hungry sea turtle. If large pieces of plastic are
eaten, the animal's stomach becomes lined with it. This prevents digestion, and the animal will
starve. Another type of litter which can be deadly to animals is discarded fishing line and nets.
Animals can become trapped which may result in death from drowning, starvation, or strangulation.
How long do you think it takes for plastic to rot?
^\
When plastics are left in or near the water, they can kill for a long time.
With the increasing numbers of people using the Indian River Lagoon and its resources there is a
need for conservation. Conservation is the protection and sensible use of our natural resources,
such as forests, animals, and estuaries. In order to protect the Indian River Lagoon we need to
understand how it works, how the lagoon's plants and animals are dependent on each other. We
also need to know how people affect the lagoon through their activities. This information is
collected through scientific research. After the information is collected it needs to be shared with
people through education.
19
-------
^Lesson
How can information about the Indian River Lagoon be shared? List at least three ways.
1.
3.
2.
4.
Will you help spread the news?
Gaining more knowledge about our natural resources can help us to conserve them better. An
example of this is the establishment of the Florida Aquatic Preserve Program. As people realized
the importance of estuaries they felt these special areas deserved better protection. As a result
of this concern much of the Indian River Lagoon, Banana River and Mosquito Lagoon have been
designated as aquatic preserves.
Aquatic preserves are exceptional (special) areas of submerged (underwater) lands and asso-
ciated waters to be maintained in their natural condition. The aquatic preserves are managed by
the Florida Department of Natural Resources for the people of Florida. The Florida DNR has special
rules to protect the mangroves, seagrasses, and other plants and animals that live in the aquatic
preserves.
In order for us to assure the Indian River Lagoon and its inhabitants a place in Florida's future, we
may have to refrain from doing certain things. There may be many areas where we have to reduce
our boat speed to save the manatee, or places where we cant build a dock or dredge in order
to protect seagrasses. When we take care of the lagoon and its plants and animals by giving a
little, we receive much in return.
Dont you think so?
20
-------
^Lesson
What's Wrong?
Study the picture on the next page. Name at least 5 things wrong with this picture.
1.
5.
2.
6.
3.
4.
8.
What Can We Do?
Along with the privilege of enjoying the Indian River Lagoon comes the responsibility of taking
care of it Write down ways people can make the Indian River Lagoon a better place for plants
and animals to live and for people to enjoy.
1.
2.
3.
What are some things your family could do?
1.
2.
3.
(Take these home and share them with your family.)
What can you do?
1.
2.
3.
4.
'What can I do???
I am onfy one,
But I am one.
I cannot do everything,
But I can do something."
- Anonymous
21
-------
— • . • •*•.-...,.. ,-•.•
CM
CM
-------
Glossary
aquatic: growing or living in water.
brackish: a mixture of freshwater and salt-
water.
coastal: near the ocean.
\
conservation: the protection and sensible
use of our natural resources, such as
forests, animals, and estuaries.
consumer: an organism that obtains its food
from eating plants or other animals.
crustaceans: a large class of animals, usu-
ally living in or near the water, that have a
hard crustlike shell (exoskeleton). This
group includes lobsters, crabs, and shrimp.
decomposers: organisms that break down
dead plant and animal material.
detritus: a mixture of decaying plant and
animal remains covered with microorgan-
isms.
endangered: an organism that's in immedi-
ate danger of becoming extinct.
estuary: a body of water where fresh and
saltwater meet and mix.
extinction: when a species of animal or plant
no longer exists. It has been lost forever.
food chain: the flow of energy from: the sun
to plants—*plant eaters—¥ meat eaters.
food web: an interlocking group of food
chains.
habitat: the area where an organism is sup-
plied with food, water, shelter, and space.
herbicide: a substance used to kill plants.
invertebrate: an animal without a backbone.
juvenile: an immature (young) organism.
lagoon: a shallow body of water protected
from the ocean by barrier islands.
larvae: the early stages of any animal that
differs in form and appearance from the
adult.
life cycle: the continuous sequence of physi-
cal changes that an organism passes
through, from a fertilized egg to an adult
that can reproduce.
nursery: a place where young animals can
find food and hide from predators.
nutrients: elements necessary for life and
growth.
organism: a living person, animal, or plant.
plankton: microscopic plants and animals
that float in the water.
pesticides: a chemical used to kill pests,
usually insects and rodents.
predator: an animal that captures and eats
other animals.
prey: an animal hunted and killed by another
animal for food.
23
-------
primary producers: green plants that use turbidity: a clouding of water caused by
sunlight, water, and nutrients to manufac- sediments.
ture food.
scavengers: organisms that feed on what-
ever food they can find; live or dead ani-
mals and plants. x
secondary consumers: animals that eat the
primary consumers. They are the third
level of the food chain.
sediments: fine particles such as sand, silt
and clay.
shellfish: an aquatic animal such as a clam
or oyster, having a shell or shell-like cov-
ering (exoskeleton).
spawn: to produce or deposit eggs.
species: a category given to a population of
individuals that are more or less alike, and
that are able to breed and produce fertile
offspring.
spoil islands: islands that were formed when
the intracoastal waterway was dug; soil
was removed from the bottom of the la-
goon and placed next to the channel.
top predators: consumers that are at the
top of the food chain that are not hunted
by other animals. Most top predators
have only one enemy - People. We may
not eat all top predators, but we can kill or
harm them by polluting or destroying their
habitat.
tertiary consumers: animals that eat the
secondary consumers. They are some-
times called the top predators.
24
-------
Organism Checklist
Directions: Put a \x by each organism you find.
jellyfish
sea squirt
Mollusks:
clam
sea hare-
oyster.
snail
Crustaceans:
arrow shrimp _
barnacle
beach hopper.
blue crab
broken-back shrimp.
fiddler crab
grass shrimp.
hermit crab _
horseshoe crab.
mangrove crab _
pink shrimp
spider crab
Fish:
anchovies.
filefish
flounder
goby
mojarra
mullet
pigfish
pinfish
pipefish
puffer
seahorse
seatrout
sheepshead.
snapper
stingray
others
Birds:
cormorant.
egret.
great blue heron
gull
osprey
pelican
wood stork.
others
Plants:
algae _
manatee grass.
shoal grass
turtle grass
black mangrove
red mangrove
white mangrove,
others
25
-------
Pine Tree
A Building
Over Two Stories
High
Motorboat
Litter
Creek
or River
Rower
A Person Fishing
Vulture
Free
Space
Source
Of Water
Pollution
Estuary
Bridge or
Causeway
Trashcan
Source Of Air
Pollution
Directions: When studing nature it is very important to use your power of observation. To get
'warmed up', play this Bingo game as you ride to the field trip site. When you see these objects
mark an X in the right square.
-------
For more information contact:
FL Department of Environmental Protection
Bureau of Submerged Lands and Preserves
1801 S. Hillmoor Dr., Suite C-204
Port St. Lucie, FL 34952 (561) 871 -7662
South Florida Water Management District
P.O. Box 24680
West Palm Beach. FL
(561)686*8800
St. Johns River Water Management District
1900 S. Harbor City Blvd., Suite 107
Melbourne, FL 32901
(407) 722-5363
-------
Appendix D
Easily Recognized Mosquitoes of
St. Lucie County
-------
EASILY RECOGNIZED
[\X1OSQLJ I TOES
OF FLORIDA
Hedvig Tetens Evans
ST. LUCIE COUNTY
MOSQUITO CONTROL DISTRICT
3150 Will Fee Rd., Fl. Pierce, FL 34982
407-468-1691
-------
Mosquitoes belong to the ORDER of insects
called DIPTERA (the two-winged insects).
They are divided into GENERA, and the
genera are divided into SPECIES.
When you see a Latin name of a mosquito
the genera is the first name and always
written with a capital = Culex. the second
name is the species name = niqripalpus.
We are mainly dealing with 5 genera of mosquitoes:
ANOPHELES: slender, with spotted wings. Rests at an
angle to the surface.
AEDES: small to medium size. Some bite in the day-time,
but most species are active during dusk and dawn.
PSORQPHORA: large to very large mosquitoes.
1
s
MANSONIA: medium to large. They are 'faf'-looking
and coarse, wing scales are so large that they can
be seen with very slight magnification.
CULEX: small to medium size mosquitoes. They
are mostly light-colored, brownish-yellowish without
special markings.
Other Genera
Wyeomyia: Tiny mosquitoes. They are found in
heavily vegetated areas especially around airplants.
Toxorhynchites: Huge mosquito with brilliant iridescent
colors.
Deinocerites: medium size, lives in and near crabholes.
Uranotae.nia: Tiny mosquitoes, with a magnifier,
iridescent blue scales may be seen in a line on the
wings and on the body.
-------
JOPHELINES
Anopholos
CULICINES
Aedes Culex
EGGS
Only few kinds of mosquito eggs are
easily found:
Culex lay masses of eggs that stick
together in small boat-shaped groups that floats
on top of the water. The individual egg is
banana-shaped, white when just laid, but
soons turns dark.
In treeholes, tires, airplants and
artificial containers. Toxorhynchites eggs
are found as small white 'ping-pong' balls,
floating in the water-surface;
The eggs of the following genera are
difficult to find:
Anopheles lay eggs singly on the surface of
fairly clean water.
Aedes and Psorophora lay single eggs in crevasses
in moist soil or leaf litter or humus in depressions
which will hold water after rains or tides.
Mansonia lay masses of eggs stuck to the underside
of leaves of water plants (water lettuce).
Wyeomyia drop single eggs on the inper surfaces
of air plants. '
LARVAE
1. Culex often with long airtubes.. Usually
light brown in color. Head often looks large.
2. Aede's and some Psorophora very short airtube.
Dark colored, with fairly small heads. Often
found in dense masses (Aedes taeniorhynchus)
3. Robust larvae with short airtubes. Head
distinct and square. Psorophora species which
eat other mosquito larvae.
4. Anopheles are very slender larvae with no
visible airtube. They lie in the surface and
do not readily dive, but scoot along the surface.
5. Mansonia larvae attach to stems and roots
of water lettuce. Their airtube has been formed
as a thorn by which they attach.
-------
ADULTS FOUND ON THE BEACHES
AND SOMETIMES JUST WEST OF
THE INDIAN RIVER
1. Aedes sollicitans -- the golden saltmarsh
mosquito. A fairly large mosquito, often
flying up from grass along road sides
or other open, sunny areas. Its general
coloration is golden. It has a band on
the proboscis, wide bands on the tarsi
and a light colored stripe down the back
of the abdomen.
•~L. Aedes taeniorhynchus -- the black saltmarsh
mosquito. Small to medium, dark species, especially
found in shady places. It has a distinct white
band on proboscis and small white bands on
the tarsi. The abdomen has white bands, but
no stripe down the center.
\
-------
INLAND MOSQUITOES
FOUND IN GROVES AND PASTURES
1. Aedes vexans — the grove mosquito. It is
similar to Ae. taeniorhynchus, but has no band
o.n the proboscis, the bands on the tarsi are very
narrow, and the bands on the abdomen are indented
in the middle, not straight as in Ae. taeniorhynchus.
2. Psorophora columbiae -- the Glades mosquito.
Fairly large, black mosquito with clearly marked
bands on legs, with a small band near "elbow"
on femur, and speckled front legs (can be
seen with magnification). It has an indistinct
wide band on proboscis.
-------
3. Psorophora ciliata -- the Callinipper.
Very large mosquito, straw-colored with
a golden stripe down the back of thorax.
The legs have bands, but more noticeable is
that they are decorated with large erect
dark scales, giving them a 'fuzzy' appearance.
Mansonia species -- medium to large mosquito.
It looks robust, has a stubby squared-off
tip of abdomen. It looks coarse with a handlens,
the wing scales are like plates insteas of hair-like
scales on other mosquitoes. The legs are
banded.
-------
t». ex. species -- small to medium size.
They ,iave no special markings, are often
light-brown or greenish in color. They usually
do not bite man, but prefer birds. They breed
in polluted water, ditches, artificial containers,
groves. They are common throughout the • •
county/
HAMMOCKS AND OTHER
HEAVILY WOODED AREAS
1. Psorophora ferox -- the white-footed mosquito.
It is medium to large, black with bluish reflecting
scales. It has no bands on proboscis or legs,
but white hind feet, which are easily seen when
it bites.
-------
2. rophora Howard!! ~ very large mosquito
with _>iuish reflecting scales and white markings
on thorax. There is no band on proboscis,
but legs have indistinct bands, and they look
'fuzzy', but not as fuzzy as the legs of the
gallinipper.
3. Aedes infirmatus -- medium size black mosquito
with no bands on proboscis or legs, the abdomen
is black. Thorax has a wide, snow-white patch
which is very easily seen with the naked eye.
-------
H. Aedes atlanticus — very similar to Ae_._
infirmatus but the thorax is decorated with
a narrow light-colored mid-line.
. W/eomyia species -- the airplant mosquito.
A very small mosquito with long legs, which
it flings above its head when it bites you.
Its coloration is mostly black, with white underside,
there are no bands, but the middle pair of
legs may have white tarsi, but it is difficult
to see.
-------
5. jxorhynchites rutilus -- the good mosquito.
is huge, with bluish-reflecting and snow white
scales. It has a long, strongly curved proboscis,
adapted to feed on nectar in flowers. It does not
take blood.
Its larvae feed on other mosquito larvae,
and live in tires, tree holes and airplants. It
is an effective mosquito control agent, and
another species (Tox. amboinensis) is raised in
the laboratory and distributed throughout the
older part of town and areas with much water-
holding debris.
It
NEAR HABITATIONS
1. Aedes aegyptj — the yellow-fever mosquito.
Small to medium size, black, but with silvery
white lyre-shaped marking on thorax. At first
glance it looks like the black saltmarsh mosquito,
but it has no band on proboscis, and the last
two segments on the hind feet are nearly completely
white. i
It often flies back and forfh under a .table
or bench or other well-shaded places. It likes
to rest inside buildings. It breeds in any
small collection of water (flower pots, tires,
etc.) It, often bites the ankles.
2. Aedes albopictus — the Asian Tiger mosquito.
It is very similar to Ae.aeqypti except that
instead of the lyre-shaped figure on thorax,
it has a V-shaped silvery line. It lives in
the same places as Ae. aseqyti. It has recently
been introduced.intp_the.. U.S. and has been
found at several locations in St. Lucie County.
AEDES AECYPTI
AfDES ALBOPICTUS
-------
3. Anopheles species -- malaria mosquitoes.
These are medium to large mosquitoes, slender
looking and with markings on the wings. They
rest (or blood-feed) with the abdomen raised at
an angle to the surface (other mosquitoes keep
the body parallel to the surface). See picture
Page 3. They often rest in dark corners in sheds.
•fieix
v y
The table above may be a help when trying
to separate the species with banded legs and
banded proboscis.
Please note: Aedes sollicitans and Psorophora
columbiae have two white bands on the first tarsal
segment, but Ps. columbiae in addition has a
distinct small band on the femur just before it
joins the tibia.
Aedes taeniorhynchus and Aedes aeqypti
and Aedes albopictus have distinct bands on hind
tarsi, but Ae. taeniorhynchus has a distinct band
on proboscis, the two other species do not have
bands on the proboscis.
-------
Appendix E
Mosquito Disease
Fact Sheets
-------
A Florida Mosquito Control Factsheet
Human Malaria
C. D. Morris, Ph.D., R. H. Baker, PhJD. &J.K. Nayar, Ph.D.
ma
In June 1990, a human case of Plasmodium
vivax malaria acquired in Florida occurred in a
woman camping in the panhandle's Gulf Coun-
ty. This is the first, and only, acquired infection
from a mosquito in Florida in 42 years. This
f actsheet was prepared in response to this case.
Although malaria disappeared as a significant
problem in the US by the mid-1950's, it is still
one of the most important communicable dis-
eases on a worldwide basis (Rgure 1). There
were an estimated 489 million cases worldwide
in 1986, of which 2.3 million were fatal (Sturchler,
Parasitology Today 5:39)
Malaria in humans is a disease caused by any
one of four species of microscopic protozoan
parasites in the genus Plasmodium (P. vivax, P.
falciparum, P. malariae and P. ovate) distributed
throughout the world.
Overall
symptoms
may start
with
headache,
aching in
the bones,
anorexia,
and some-
times
vomiting.
One may
feel
like
Rgure 1. Worldwide distribution of malaria.
repeating cycle. If you experience these
symptoms and have been in an area were
malaria was reported, see your doctor immedi-
ately. Malaria can be treated effectively, par-
ticularly in the early stages.
Clinically, the malaria infection varies from a
moderately severe to a highly fatal illness,
depending on the species of parasite, the
human's condition, and how soon the patient
receives treatment. Malaria caused by P. fal-
ciparum is particularly severe and often fatal in
infants and young children. P. vivax generally
causes a less severe illness and a lesser rate of
mortality. Persons may be infected over and
over again, usually developing a tolerance for
the parasite which prevents severe illness from
reoccurring.
If insufficiently treated, a malaria infection may
persist in a person for many months or years
and have a
continuing
or peri-
odically
renewed
ability to in-
fect mos-
quitoes,
often in the
absence of
symptoms
or with a
less
severe
illness.
the flu is coming on. This is followed by chills, For P. vivax and P. ovale, parasites may persist
teeth chattering and then sensations of great in the liver cells for years and give rise to relap-
heat with high fever and sweating, usually in a
-------
•ses of the disease by reinvading the red cells
during times of stress.
HOW MALARIA IS TRANSMITTED BY MOSQUITOES
The parasite is transmitted from person to
person by the bite of Anopheles mosquitoes,
and ONLY Anopheles mosquitoes (Rgure 2).
The malaria parasite inhabits the human red
blood cells, where ft multiplies asexually. After
reaching maturity in 48-72 hours, the red blood
cells burst and releasa large numbers of new
parasites most of which enter new red blood
cells; thus, reinitiating the cycle. Others enter
liver cells. Before the asexual cycle in the human
red cells is established, the parasite must com-
plete at least a 5-10 day period of multiplication
in liver cells. The typical malaria symptoms,
chills and fever, are associated with this ruptur-
ing of infected red cells.
In addition to these asexual forms in humans,
some of the parasites develop into sexual forms:
the male and female gametocytes. Infection of
the mosquito
takes place
when an
Anopheles
female feeds
on an infected
person who is
carrying
gametocytes.
The parasite
then under- _
^
%:
goes a sexual
cycle in the
mosquito for
the next 7-20
days.
Numerous
microscopic,
spindle-shap-
ed forms,
.known as sporozoites, then invade the
mosquito salivary glands. The human infection
is initiated when sporozoftes are injected during
the b'rte of the infected mosquito.
Rgure 2. How malaria is transmitted (From CDC, 1989).
INTRODUCED MALARIA
Up to now, the only hazard of malaria trans-
mission in Florida stems from people who have
relapses, or cases recently acquired in foreign
countries where malaria is common. This is
referred to as introduced malaria. Despite the
widespread presence of Anopheles
mosquitoes in the US, a highly susceptible
human population, and the importation of
thousands of cases of malaria acquired over-
seas, there are relatively few cases reported in
the US each year, and very few of those
reported were actually infected in the US.
The CDC Annual Summary of Malaria for 1988
(issued in November 1989) reports a total of
1,023 malaria cases in the US. Only 32 of these
acquired the infection in this country, none in
Florida. Six were fatal. This compares to 932
cases reported in the US in 1987. The
geographic distribution of malaria cases in the
US during 1988 is shown in Rgure 3. In that
year, 49 cases of
malaria were
reported in
Florida. How-
ever, unlike the
case reported in
1990. all the in-
fections were ac-
quired outside
the US. They
didn't become ill
until returing to
Florida.
The largest
outbreak of in-
t r o d u c e d
malaria since
1952 recently
occurred in San
Diego County,
California. Of the 30 cases between July 24 and
September 18, 1988. 28 were in migrant
workers and 2 were in local residents who had
no apparent malaria risk factors.
-------
FLORIDA'S ANOPHELES MOSQUITOES
Of the 70 species of mosquitoes occurring in
Florida, 13 are in the genus Anopheles. It is
easy to recognize adult Anopheles mosquitoes
by the way they rest on a flat surface, like the
skin. Unlike
mosquitoes
of other
genera,
Anopheles
rest with
their heads
pointed
downward
and their
bodies
slanted at a
steep angle
upward
(Figure 4).
Other
mosquitoes
hold their
o o d i e s
parallel to
the resting
surface.
Anopheles adults also have 3 long mouth parts
protruding from the head. Other mosquitoes
have 1 long and 2 short mouth parts (Figure 4).
The immature stages of Anopheles are not easi-
ly recognized
in the water, as
the larvae lie
near the sur-
face and are
easily con-
fused with
floating debris.
While all
Anopheles
may be able to
transmit
.nalaria, histori-
Figure 3. Distribution of introduced malaria cases
in the US during 1988.
cally, those belonging to the Anopheles quad-
rimaculatus complex of 4 species are con-
sidered the important carriers of the disease in
the eastern US.
Anopheles quadrimaculatus adults are dark
with 4 spots on each wing. They typically breed
in per-
m a n e n t
bodies of
fresh water,
e.g. lakes,
containing
emergent
or floating
vegetation.
The eggs
are laid
singly on
the surface
and breed-
ing is con-
tinuous if
t h e
temperatu-
re permits.
During cold
periods
adult
females hibernate in protected sites. They feed
primarily on large mammals, including humans,
mostly at dusk and during the night. They typi-
cally do not fly more than 4 miles from their
breeding sites.
Although
species of this
complex are
most abundant
in the northern
and panhandle
sections of the
state, one or
more species
probably occur
in all Florida
counties.
Figure 4. Anopheles female on the left,
a non-/\nopA7e/es female on the right.
-------
AVOIDING MALARIA MOSQUITOES
To avoid the risk of malaria, avoid mosquito
bites - it is that simple. Humans cannot get
malaria from wild animals, domestic animals or
pets. Transmission of malaria from human to
human is accomplished by Anopheles
mosquitoes or by reuse of needles con-
taminated with the bbod of an infected person.
Avoid mosquito bites by staying out of
mosquito infested areas, securing window
screens, and by applying a repellent containing
DEBT. Most repellents on today's market con-
tain DEBT. DO NOT OVER-APPLY DEET-con-
taining repellent, as this may cause side ef-
fects. Some adults have skin reactions to
overexposure to DEET, and, in rare cases,
children dosed heavily have experienced
serious neurological problems, including
slurred speech, confusion, seizures and comas.
Misapplication of DEET can lead to symptoms
similar to malaria and the result could be worse
than malaria. PLEASE USE DEET WITH CAU-
TION.
NEED MORE INFORMATION ...
... on malaria in Florida? Contact the Rorida Department of Health and Rehabilitative
Services.
... on mosqurto control in the state? Contact the mosquito control program in your county.or
Dr. Charlie Morris, Extension Medical Entomologist, Florida Medical Entomology
Laboratory, (FAS - University of Florida, 200 9th Street, SE, Vero Beach, FL 32962,
407/778-7200, or William Opp, Entomology Services, Mosquito Control Section, Depart-
ment of Health and Rehabilitative Services, P.O. Box 210, Jacksonville, FL 32231,
904/798-4597.
About the authors:
Drs. Morris, Baker and Nayar are Assistant Professor, Director and Professor, and Profes-
sor, respectively, at the Rorida, Medical Entomology Laboratory, IFAS-University of Florida,
200 9th Street, SE, Vero Beach, FL, 32962.
Sponsored by the Florida Medical Entomology Laboratory, IFAS-University of Florida and Entomology Services,
Mosquito Control Section, Rorida Department of Hearth and Rehabilitative Services.
July, 1990
-------
A Florida Mosquito Control Factsheet
SAINT LOUIS ENCEPHALITIS
A FLORIDA PROBLEM
Donald A.^ Shroyer, Ph.D., Florida Medical Entomology Laboratory
St. Louis encephalitis, abbreviated SLE, is the
mosquito-transmitted virus disease that is
generally considered to be of greatest medical
importance in North America. SLE was first
recognized in 1933 (in St. Louis, Missouri), and
epidemics have occurred sporadically and unpre-
dictably in the subsequent decades. During
epidemics large numbers of people become
seriously ill, sometimes fatally. Major SLE
epidemics occurred in Florida in 1959, 1961,
1962 and 1977. SLE virus also occurs in Central
and South America, but rarely causes human dis-
ease in those regions.
It is important to distinguish between the
human disease that we call SLE, and the
mosquito-trans-
mitted virus that
may cause such dis-
ease. Even during
epidemics, only a
small proportion of
individuals actually
infected with SLE
virus become ill.
SLE VIRUS is
more common and
widely distributed
than SLE DIS-
EASE. The virus is
a permanent resi- Historic distribution
dent of Florida and
can be found in some south Florida counties
nearly every year.
However, the causes of epidemics of SLE dis-
ease are not known with certainty. Different
strains of SLE virus vary substantially in their
ability to cause disease. This suggests that
epidemics might be caused by the local ap-
pearance of a "hot" strain of virus. Risk of
epidemics increases when there are exceptional-
ly large numbers of mosquitoes that are capable
of transmitting SLE virus.
DISEASE IN MAN
The occurrence and severity of SLE in man is
strongly dependent on age. During epidemics, in-
cidence of disease in people older than 60 is
generally 5-40 times greater than in those less
than 10 years old. Frequency of encephalitis (the
most severe symptom associated with SLE) is
also age-dependent, increasing from 56% for
those age 20 or
younger, to 87%
for those over 60.
Risk of death
shows the same
trend. Mortality is
7-24% among
those with SLE
and_over 50, and
less than 5% for
those under 50. It
is not uncommon
for those surviving
severe cases of
of SLE in the U.S. SLE to suffer lon£-
term residual
neurological damage (known as "sequelae"),
which may include paralysis, memory loss, or
deterioration of fine motor skills.
•
It bears repeating that substantial numbers of
people are infected with SLE virus, but do not
-------
develop recognizable disease. However, those
who do become ill face a very serious threat to
life. The incubation period from the infective
mosquito bite to the'first symptoms of SLE is
4-21 days.
TRANSMISSION CYCLE OF SUE VIRUS
\
The TRANSMISSION CYCLE leading to SLE
epidemics is thought to accompany infection of
various species of wild birds. A bird infected by
the bite of a mosquito can later produce enough
virus in its blood to infect other susceptible
mosquitoes that might feed upon it. It takes 1-2
days after infection for the bird to produce sig-
nificant quantities of virus in its blood, and this
virus rapidly disappears 1-3 days later as the
bird recovers from the infection. Thus, there is
a narrow 'window of opportunity" for the
mosquitoes to pick up the virus and then further
spread Camplify") it. After experiencing one SLE
infection, an individual bird is forever immune
from another SLE infection. SLE virus is not
known to cause disease in birds, and birds
cannot infect one another.
Under suitable conditions, SLE virus is suffi-
ciently amplified in local bird populations that
virus is by chance also transmitted to man and
other incidental hosts of the virus. Although SLE
virus can produce severe disease in man,
humans are poor hosts of the virus; they
produce little SLE virus in the blood and are
"dead ends" for further virus transmission. As
ever greater numbers of susceptible birds
recover from SLE infections and become im-
mune, new infections in mosquitoes dwindle.
Since mosquitoes are short-lived, mosquitoes
with "old" SLE infections rapidly disappear as
well, and the epidemic rapidly ends.
The TRANSMISSION CYCLE described
above is just one part of the largely unknown,
annual LIFE CYCLE of SLE virus in Florida. We
know that the virus is maintained in parts of
Florida even in years when we do not detect the
virus in birds and mosquitoes.
There are mosquito species in Florida that are
not suspected of playing a part in the TRANS-
MISSION CYCLE leading to epidemics, yet may
nonetheless be important in maintaining the
SLE virus LIFE CYCLE. The role small mam-
mals, such as rodents, play in maintaining virus
is also unknown.
VIRUS INFECTION OF MOSQUITOES
Unlike birds and man, mosquitoes infected
with SLE virus remain infected for life. Fortunate-
ly, that life rarely exceeds a week or two. It is
surprisingly difficult for an individual mosquito to
become infected with SLE virus and transmit
that virus by biting another bird or man. Much
Culex
MOSQUI
TEMPORARY/SEMI-PERMANENT WOODLANl
FLOODED LOWLANDS MA
has to happen before a mosquito can be con-
verted from an uninfected mosquito to a
dangerous transmitter of SLE virus.
Not all of the 70 mosquito species that occur
in Rorida are equally susceptible to infection
with SLE virus. Some are incapable of ever
transmitting this virus. When a susceptible
mosquito takes a blood meal from an infected
bird, its stomach cells become infected. After a
few days, the virus goes on to infect other
organs, including the salivary glands. When
salivary glands begin to produce SLE-enriched
saliva, the mosquito has been transformed into
a dangerous insect that can transmit virus to
each host that it bites.
-------
SUSPECTED MOSQUITO TRANSMITTERS
The mosquito Culex nigripalpus is a common
Florida mosquito that has been linked to past
SLE epidemics in the state. It is a highly efficient
transmitter and its preference to take blood
meals from birds favors its involvement in the
SLE TRANSMISSION CYCLE in Florida. Cx.
nigripalpus is a tropical species and does not
occur in most of^ North America; other Culex
mosquitoes serve as the principal SLE transmit-
ters in northern states. Three of these, Cx. quin-
quefasciatus, Cx. salinarius and Cx. restuans,
are common in Florida but have not, as yet,
been implicated in SLE transmission in Florida.
FRESHWATER
IES
RESroENTIAL/RECREATIONAL
AREAS
During past Rorida SLE epidemics, several
additional mosquitoes were found infected in
nature, but it is unknown whether these species
are important transmitters. While it is currently
believed that Culex nigripalpus is the most im-
portant SLE-transmitting mosquito in Rorida, it
is unwise to ignore the likelihood that other
species also, contribute to the SLE problem.
SEASONAL OCCURRENCE
SLE virus transmission to birds - and to man
during epidemics - is most likely from August
through November. Populations of Cx. nigripal-
pus also tend to reach their annual peak during
this period. While it is impossible to reliably
predict epidemic activity, transmission to birds
in Florida seems to increase when long periods
of drought are broken by subsequent heavy
rains. Efforts to monitor SLE virus, and tp control
Cx. nigripalpus in Rorida have traditionally
focussed on August-November.
MONITORING THE PROBLEM
Many mosquito control districts or county
health departments participate in a state-wide
encephalitis surveillance program organized by
the Florida Department of Health & Rehabilita-
tive Services. This surveillance system was
begun In 1978, with the hope that it would
indicate when the threat of an SLE epidemic is
especially severe. The same surveillance sys-
tem also monitors another mosquito-trans-
mitted encephalitis virus, Eastern Encephalitis,
which is discussed in another IFAS/HRS
Factsheet.
SLE virus activity is monitored by establishing
"sentinel chicken flocks." Blood samples are
taken from chickens in each flock on a regular
basis and tested for the presence of antibodies
to SLE virus. The presence of these antibodies
indicates that the chicken recovered from a
recent SLE infection acquired by a mosquito
bite.
For a variety of reasons, a sentinel-based
surveillance system cannot be expected to
reliably predict, the- occurrenqe of an SLE
epidemic. Unfortunately, the absence of infec-
tions in a small sentinel flock can provide a false
sense of security. Although there is a need for
more effective means of monitoring risk of SLE
epidemics, the present sentinel chicken system
can provide important evidence of seasonal and
annual patterns of virus activity.
An often over-looked potential
tinel flocks is their value, not in predicting
epidemics, but in confirming that a developing
epidemic of encephalitis is due to SLE virus
infection, and not to one of many other microor-
ganisms that can cause encephalitis in man.
-------
PREVENTION AND CONTROL OF DISEASE
sources as larval habitats which are often dif-
ficult to find or eliminate.
There is no vaccine that can protect against
SLE virus infection, and like all virus infections,
SLE cannot be cured. Prevention must, there-
fore, concentrate on minimizing contact be-
tween man and potentially transmitting
mosquitoes. This is usually done by suppressing
populations of suspected transmitters of SLE
virus. Unfortunatelyf Ct. nigripaJpus uses a wide
variety of semi-permanent or temporary water
Spraying to control adult populations is ap-
propriate in certain circumstances, especially
during an epidemic. Unfortunately, the ex-
plosive nature of epidemics often means that
knowledge that an epidemic is underway may
come only after peak transmission to man has al-
ready passed. This makes it nearly impossible to
assess the effectiveness of emergency insecticide
applications.
Need more information...
... on SLE and its control in Florida? Contact the mosquito control district in that county, or
Dr. Charlie Morris, Extension Entomologist, Florida Medical Entomology Laboratory, JJFAS-
University of Florida, 200 9th Street Southeast, Vero Beach, FL 32962,407/778-7200.
About the author:
Dr. Shroyer is an Assistant Professor at the Florida Medical Entomology Laboratory, IFAS -
University of Florida, 200 9th Street Southeast, Vero Beach, FL 32962.
Sponsored by the Florida Medical Entomology Laboratory. IFAS-University of Florida and the State of Florida
Department of Health and Rehabilitative Services. Office of Entomology Services.
August. 1990
-------
A Florida Mosquito Control FactsheetM
Eastern Encephalitis -A Fatal Mistake
Charlie D, Morris, Ph.D., Florida Medical Entomology Laboratory
Eastern encephalitis, also called eastern
equine encephalitis and abbreviated EE, is a
fatal disease of humans and horses caused by
a virus carried by mosquitoes. The disease oc-
curs throughout the eastern United States and
Canada from mid-July until first frost in the
north, and during most of the year in Florida.
Disease outbreaks are usually limited to 1-3
counties and typically occur every 5-10 years.
In some locations, however, there may be horse
cases every year. The virus that causes the
disease is not normally found in either of these
animals, thus the disease is truly an accident of
nature.
Distribution of eastern encephalitis in the U.S.
Any Florida horse from Pensacola to Lake
Okeechobee that is located near a freshwater
swamp or marsh is at greater risk to EE. On the
average there are 50-75 horse cases each year
in the State. Over 90% of these animals would
die if left alone. Mercifully, once a diagnosis is
confirmed, most animals are destroyed.There
are typically only one or two human cases each
year in Florida. Unfortunately, many are fatal;
and of those that do survive, nearly all have
some residual effects, particularly mental im-
pairment. There is no specific treatment or cure
for EE in man or horses but there is a vaccine
against the disease in horses.
THE CAUSE
The cause of eastern encephalitis is a virus
called eastern equine encephalomyelitis. The
virus is normally found only in wild song birds
and mosquitoes that live in and around wooded
swamps; not just any swamp, but a swamp
where there is a certain species of mosquito.
The EE mosquito or "black-swamp-mosquito"
has the scientific name Culiseta melanura (cue-
la-see-ta mel-ah-nur-ah).
The virus does not usually cause disease in
wild birds, although it may cause a temperature,
and perhaps a minor illness similar to a cold or
flu in a human, ltdoes notaffectthe mosquitoes
in any way.
MOSQUITO CULPRITS
Culiseta melanura, which translates to "curly
black hairs," is indeed a dark mosquito that has
a very long proboscis or probe that it uses to
draw blood from its hosts. C. melanura has very
specific breeding requirements. It occurs in
most states east and a few states west of the
Mississippi River. The larvae are found
only in the underwater root systems of
deciduous trees that grow in swamps.
Fortunately for us, they get their blood from
song birds; rarely do they bite humans or other
mammals. And, since C. melanura flies no fur-
ther than 5 miles from its breeding sites, most
cases of EE occur within 5 miles of these
swamps.
-------
HOW DOES IT HAPPEN?
Well, if C. melanura doesn't bite mammals,
how do horses and humans get the disease?
The entire story is unknown but enough facts
have been gathered to construct the following
life history:
\
During warm months when C. melanura
breeds, there are usually plenty of small birds
around for adult mosquitoes to feed on. When
female mosquitoes [males do not bite] feed on
an infected bird, they pick up the virus. Later,
when the mosquito blood feeds on another bird,
the virus is transmitted to the new bird. The
mosquito remains infected for life and can trans-
mit virus to all birds it feeds on.
After the mosquito blood feeds, the bird be-
comes infected and the virus begins reproduc-
ing in the bird. In a few days, and for only 1 or 2
days, the blood of the bird contains enough
virus to infect other mosquitoes that bite it. The
bird quickly recovers from the infection and
develops immunity. As far as we know, the
immunity keeps the birds from becoming in-
fected again. Only newly infected birds can
serve as a source of virus for mosquitoes.
Therefore, the mosquito seems the most impor-
tant host as far as virus survival is concerned.
Since C. melanura does not bite people, the
key to human and horse infection is tied to the
short period when birds have high concentra-
tions of virus in their blood. When other
mosquitoes feed on infected birds they can
become infected as well. It is these "secondary"
mosquito species that carry the virus to other
vertebrate hosts, including horses and humans.
For these secondary mosquitoes to transmit the
virus from birds to humans, an individual
mosquito must successfully blood feed on both
groups of animals. Not all mosquito species do
that, C. melanura for example.
There is another species of mosquito that is
most often associated with outbreaks of EE in
horses and humans. This mosquito, the "salt-
and- pepper mosquito," has the scientific name
Coquillettidia perturbans (Coke-qua-la-tid-e-ah
purr-tur-bans) or "cokes' for short. This is a
large black and white mosquito that looks for
blood around dusk. Cokes have a geographic
distribution similar to C. melanura, but rather
than breed in wooded swamps, they breed in
cattail or grassy marshes that have a mucky
bottom. These types of marshes are often next
to the swamps that produce C. melanura.
There may be other mosquitoes, particularly
those in the genus Aedes (a-e-dees), that also
feed both on birds and mammals and thus could
possibly transmit EE. The species of Aedes
involved differ from area to area. Cokes are the
o
MOSQUITOES
AND BIRDS
./•*
WOODED SWAMP
CATTA
only other mosquitoes found throughout the
range of EE in the United States. While cokes
and Aedes can fly more than 5 miles, EE
generally does not occur in areas where there
are no C. melanura.
Cokes and Aedes can, and do, take blood-
meals from a variety of other domestic and wild
animals; such as cattle, dogs, cats, squirrels,
raccoons, and deer. Fortunately, these animals
are resistant to the virus and do not develop EE.
Of course, mosquitoes also can blood feed on
birds other than wild song birds. Birds that are
not native to the U.S., such as ring-necked
pheasants and starlings, and some native birds,
-------
such as whooping cranes and sandhill cranes
can become ill, and many die. Die-off1 s of exotic
birds, particularly pheasants, often precede out-
breaks of EE in humans and horses.
Unlike wild birds, infected horses and humans
normally do not develop high enough con-
centrations of virus in their blood to infect
mosquitoes. This means that they are not good
hosts for the survival of the virus. Once the
animal recovers from the infection, or dies, the
virus in that animal also dies. Animals like this
are called 'dead-end hosts," not because they
die, but because the virus can not be per-
petuated. Thus, EE in non-bird hosts is not part
of the virus' normal life cycle. It's a fatal mistake
for humans, horses and virus alike.
'JJETTIDIA
UJTOES
\e
TEMPORARY
ARSH FLOODED LOWLAND PASTURE
KEEPING A LOOKOUT
Many mosquito control programs in Florida
use 'sentinel chickens' to alert them when the
threat of EE is greatest. Chickens are penned
in areas where there are mosquitoes. Every two
weeks, a blood sample is taken from some of
the birds and tested for antibodies to the virus.
Chickens seldom become ill when infected with
EE virus. Sentinels were first established
throughout Rorida in 1978 following a 1977
epidemic of another mosquito-borne viral dis-
ease, St. Louis encephalitis (SLE). (There is an
IFAS Factsheet on SLE available.] Though
chicken flocks were established to monitor SLE,
they also have been used to some extent for EE.
While sentinels do not forecast SLE or EE
outbreaks, they do provide some limited infor-
mation on virus activity. Still, the absence of
virus activity in chickens does not necessarily
mean there is no virus activity. Consequently,
sentinel chickens can give a false sense of
security regarding EE or SLE activity.
Use of sentinel flocks has been on the decline
among mosquito control programs since 1983.
Even the Florida Department of Health and
Rehabilitative Services, which set up the system,
has reduced its support in recent years.
The best system to monitor for EE is to 1)
monitor the population levels of the important
mosquitoes, C. melanura, cokes, and man-
biting Aedes, 2) test these same species for
virus, 3) test native song birds for antibodies to
EE virus, and 4) establish a system to rapidly
detect horse cases near the swamps. Since EE
activity in a county during any given year can be
limited to a single swamp among many, it is
necessary to monitor these factors in all C.
melanura breeding swamps.
Rorida mosquito control programs typically
have a mosquito monitoring system in residen-
tial areas. Where there is a potential for EE, the
system should extend to the swamps and mar-
shes. Testing mosquitoes and wild birds for
virus activity is more expensive than sentinel
chickens, but the test results are more reliable
for determining the potential for an EE outbreak.
Unfortunately, today's testing methods are not
readily available or cost effective for mosquito
control programs. Frequently, horse cases
occur before human cases and are used to
indicate the spill-over of virus transmission from
the bird-mosquito-bird cycle to the bird-
mosquito-mammal pathway.
PREVENTION AND CONTROL
There is a vaccine against EE for horses; and
every horse in the state should be vaccinated
-------
and have twice yearly boosters. On the other
hand, there is no vaccine or cure for EE in
humans. The only way to prevent EE in humans
is by controlling the mosquitoes that carry the
virus. This means controlling cokes, some
Aedes, and particularly, C. melanura. Without
C. melanura, there can be no EE in horses or
humans. It is as simple as that.
It is usually notxpractical to spray swamps
frequently for C. melanura, as is normally done
to control other mosquitoes in residential areas.
Concerted efforts to reduce mosquito popula-
tions in non-residential areas are only made
after the State Department of Health and
Rehabilitative Services declares an EE alert.
Aborting the threat of an EE outbreak, or an
outbreak itself, is most easily done by an aerial
application of insecticide to kill adult C.
melanura, cokes, and man-biting Aedes. If
done properly, only one or two well-timed aerial
applications are needed to control the problem
for a year. Where aerial application is not pos-
sible, adulticides must be applied with the nor-
mal ground based equipment used for
mosquito control in residential areas.
Aedes can sometimes be controlled in the
immature or larval stages, but there is currently
no effective way to control larval C. melanura
and cokes. Larval control is indicated only for
prevention, not as a response to an outbreak.
NEED MORE INFORMATION ...
... on EE and its control in Florida? Contact the mosquito control district in that county, or
Dr. Charlie Morris, Extension Entomologist, Florida Medical Entomology Laboratory,
IFAS- University of Florida, 200 9th Street Southeast, Vero Beach, FL 32962,407/778-7200.
. . . regarding EE prevention in horses,? Contact your local veterinarian or Dr. Paul Gibbs,
Department of Infectious Diseases, University of Florida, College of Veterinary Science,
J137 JHMCH, Gainesville, FL 32611, 904/392-9257.
Sponsored by the Florida Medical Entomology Laboratory, IFAS-University of Florida and Entomology Services.
Mosquito Control Section. Florida Department of Health and Rehabilitative Services.
August 1991
-------
W Florida\Mosqufto Control Factsheet
Mosquito-Borne Dog Heartworm Disease
VI. % ^-J ff s : '.s f f v> V ^. 1. A^VL_: fy __ f f '. f ^ f
JaiK. Nayar, Ph:D., Florida Medical Entomology Laboratory
Each year thousands of dogs become dis-
abled or die from Jung, heart or circulatory
problems caused by the heartworm disease.
Heartworm disease in dogs and related canines
is caused by a filarial nematode (thread-like
round worm), Dirofilaria immitis. It is a major
problem that promises to become more serious
with time. The adult inhabits the right ventricle
and pulmonary arteries, and because of its loca-
tion in the heart, it is commonly called "the dog
heartworm". The parasite can only be trans-
mitted from one dog to the other by some vector
mosquito species.
DISTRIBUTION OF HEARTWORM DISEASE
Heartworm is distributed worldwide in most
tropical and subtropical regions, with increasing
frequency in temperate climates. Until the late
sixties, the diasease was restricted to southern
American Heartworm Society
Rg. 1. Heartworm infection. 1986
and eastern coastal regions of the United
States. Now, however, cases have been
reported in almost every state and in several
provinces of Canada (Rg. 1). For most of North
America, the danger of infection is greatest
during the summer when temperatures then are
favorable for mosquitoes. In the southern U. S.,
especially the Gulf Coast and Florida, where
mosquitoes are present year-round, the threat
of heartworm disease is constant.
THE HEARTWORM PARASITE
The complete development of the nematode
parasite requires two hosts; the dog and the
mosquito. The problem starts when a mosquito
draws blood from an infected dog. In the dog.
sexually mature adult nematodes are 8-14" long
and live in the heart. Once a dog is infected it is
infected for life. The sexually mature nematodes
deposit tiny immature worms called
microfilariae, which circulate in the blood
stream. Microfilariae are less than 1/800" long.
They do not develop further in the dog, but they
can survive in circulation for upto seven years.
They must be ingested by a mosquito before
they can progress in their development. Num-
bers of microfilariae in blood are generally
higher during the day than at night. Optimum
numbers of microfilariae in the peripheral cir-
culation coincide with times of peak feeding
activity by the mosquito vector. Numbers of
microfilariae may be higher in the summer when
mosquitoes are abundant.
UFE CYCLE IN THE MOSQUITO
Development of heartworm in the vector
starts when microfilariae are ingested by the
female mosquito during blood feeding on an
infected dog. Microfilariae leave the midgut of
the mosquito soon after ingestion and migrate,,
into the Malpighian tubules cells (the mosquito"
kidney). During the next four days the parasite
becomes immobile, shortens and thickens, and
-------
gives rise to the so-called "sausage form* larva.
This larval form is followed by the first stage larva
and the first molt occurs in the Malpighian tubule
cells at 8 days. During the second larval stage
formation of internal organs takes place. The
second molt occurs at 12 days.
Third-stage larvae resemble miniature adults.
During the next 2-3 days, they increase in
length, break out \Df the Malpighian tubules,
migrate through the body to the head, and
accumulate in the mouthparts. These third
stage larvae are now called infective larvae
(Rg. 2). Thus, in 2-3 weeks, a microfilaria trans-
forms into an infective
larva. This infective
larva cannot develop
further in the mosquito.
Futher development
can only take place in a
dog.
Infective larvae are
found primarily in the
proboscis, or mouth
parts. As the infective
mosquito feeds on a
dog, the infective larvae
emerge from the tip of
the proboscis and on to
the skin of the animal. A
drop of mosquito blood
protects the larvae from drying prior to their
entry into the host. The infective larvae
penetrate the skin through the puncture wound
that remains after the mosquito withdraws her
mouthparts.
UFE CYCLE IN THE DOG
After penetrating the skin, the larvae stay
dose to the site and grow very little during the
next few days. The molt from third- to fourth-
stage larvae occurs 6-10 days after infection.
Fourth-stage larvae migrate through sub-
cutaneous tissue and muscle toward the upper
abdomen and thoracic cavity. Fourth-stage lar-
vae grow to about 1/10* in length during the next
4O to 60 days and then molt to the fifth and final
larval stage, or young adults. The young adults
penetrate veins to get into the blood stream and
eventually, after 70 to 90 days in the dog, reach
the heart (Fig. 2). For unknown reasons, the
percentage of infective third-stage larvae that
reach maturity vary in different breeds of dogs
Upon reaching the heart, the young adults
continue to grow. Up to now there has been no
evidence of disease in the dog. It is only after
adult worms mate and start to deposit tiny motile
microfilariae that circulate in the blood that dis-
ease becomes apparent Microfilariae appear in
the blood about 200 days after infection.
mosquito
THE SYMPTOMS
heartworm
Rg. 2. Life cycle of the dog heartworm
Visible signs of
heartworm disease may not
appear until a full year after
infection. In fact, the dis-
ease may be well advanced
before the dog shows any
symptoms. Dogs with typi-
cal heartworm disease
fatigue easily, cough, and
appear rough and unthriv-
ing. Blood and worms from
ruptured vessels may be
coughed up. Blockage of
major blood vessels can
causes the animal to col-
lapse suddenly and die within a few days.
Dogs with 50-100 mature worms exhibit
moderate to severe heartworm disease. Dogs
with 10-25 worms that receive little exercise may
never show signs of heartworm disease, and
one may not be able to find microfilaria in the
blood. Heartworm infection without detectable
microfilaremia is called occult dirofilariasis.
DIAGNOSIS
Diagnosis of dog heartworm disease is done
by drawing a blood sample and looking for
microfilaria using a microscope. These tests
are reliable only 80% of the time. A more reliable
method is to take X-rays. When heartworm dis-
-------
ease is confirmed, a treatment program is set
up to remove both adult worms and
microfilariae.
HEARTWORM DISEASE IN CATS
Heartworm disease in cats is less frequent
than in dogs. Cats are susceptible but appear
to be poorer hosts than the dog. The most
prominant clinical signs include coughing,
dyspnea, vomiting, lethargy, and anorexia.
Acute collapse and death can occur. Because
less than 20% of infected cats have microfilaria
in the blood, diagnosis is best confirmed by
X-rays.
HEARTWORM DISEASE IN HUMANS
Heartworm is also an occasional parasite of
humans. The parasite is usually found in the
lung (pulmonary dirofilariasis), less often in
the heart. AJthough the worm forms a "coin
lesion" in the lung which may be confused with
other diseases on x-rays, such as carcinoma,
its clinical signficance in man has not been fully
determined. During the last 20 years about 80
cases of human pulmonary dirofilariasis have
been reported from Florida.
MOSQUITO VECTORS
More than 70 of the nearly 3,000 known
species of mosquitoes world-wide have been
identified as capable of sustaining the develop-
ment of dog heartworm microfilariae to the in-
fective stage. In Rorida, about 20 species are
potential vectors. The main vectors near the
coasts are two mosquitoes
that breed in salt marshes;
Aedes taeniorhynchus and
Ae. sollicitans, and 1 fresh-
water species, Culex
nigripalpus. The inland
vectors that breed in fresh water are Culex
quinquefasciatus, Culex salinarius, Aedes
aegypti, Anopheles quadrimaculatus and Man-
son/a titillans. .These mosquitoes breed in a
wide variety of habitats, including marshes,
swamps, ponds, ditches, old tires and trash
piles.
TREATMENT. PREVENTION. AND CONTROL
Heartworm disease in dogs and cats cannot
be eliminated, but it can be controlled or
prevented. The first step in ridding a dog of the
parasites is to administer an agent to till the
adult worms.
a) Kill the adult worms: Capasolate® (Ar-
senamide. Thiacetarsamide), is an arsenical
compound used to kill adult heartworms in both
dogs and cats. It is given as an intravenous
injection and two doses are given each day for
two days followed by restriction of physical ac-
tivity for one to two months. As the worms die
they are carried by the bloodstream to the lungs.
One dog in twenty may be expected to die as a
result of complications from this therapy. There
are fewer complications with cats. Adult female
worms and immature forms are somewhat
resistant to Capasolate and, consequently, this
drug may be less than 100 percent effective.
b) Kill the microfilariae: After the adult worms
have been eliminated, the next step is to tin the
microfilariae. Dithiazanine Iodide is the recom-
mended microfilaricide. The compound is given
orally; the dosage varies with the weight of the
dog. After 7 days on this program, the dog's
blood should be re-examined. If microfilariae are
still present, and there has been no drug reac-
tion, the dosage may be continued untfl the
blood is microfilariae free.
c) Prevent larval development: Only after the
adult heartworms and the microfilaria have been
eliminated may an infected dog be put on a
program to prevent reinfection.
Filaribits® (Diethylcarbamazine-OEC,
Cariclde®, Hetrazan®) kills the infective larval
stage, but is less effective against the adult
heartworm. It should be administered daBy
throughout the mosquito season when dogs are
exposed to infective larvae. It is a safe and
efficacious drug in noninfected dogs, but may
cause a fatal shock reaction if given to dogs with
microfilariae. Sudden destruction of large num-
-------
bers of microfilariae occasionally causes severe
shock-like symptoms that may kill the dog.
Cypip® can be mixed with dog meal for con-
tinuous administration of DEC in feed.
Heartgard-30® (ivermectin), a recently
developed drug when given once-a-month can
prevent heartworm disease. It eliminates infec-
tive larvae before they reach the heart It also
kills microfilariae. In certain dogs, particularly of
the Collie breed, Heartgard has been reported
to cause serious adverse reaction. The major
advantage is that it need be given only once
every 30 days. The disadvantages are that the
dog owner may forget to give the medication
and that there are risks of a mild reaction and
transient diarrhea if given to a heartworm in-
fected dog.
d) Control mosquitoes: In addition to drug
therapy for dogs and cats. Mosquito control in
residential areas where dogs and cats live can
break the transmission cyde of heartworm. Dog
owners should keep their animals out of
mosquito infested areas. Dog's living quarters
should be mosquito-free. Indoor dogs usually
show much lower incidence of infection. Insect
repllents are safe and effective when applied
properly.
For more information...
... about dog heartworm, contact your local veterinarian or Dr. Charlie Morris, Extension
Medical Entomologist at the Florida Medical Entomology Laboratory, IFAS-University of
Florida, 200 9th Street Southeast, Vero Beach, FL 32962, (407) 778-7200.
About the author:
Dr. Nayar is a Professor of Entomology at the Rorida Medical Entomology Laboratory,
IFAS-University of Rorida, 200 9th Street Southeast. Vero Beach, FL 32962.
Sponsored by the Florida Medical Entomology Laboratory, IFAS-University of Rorida and Entomology Services,
Mosquito Control Section, Florida Department of Health and Rehabilitative Services.
July, 1990
-------
A Florida Mosquito Control Factsheet
The Asian Tiger Mosquito in Florida
G. R QTVteara, Fh.D. & A* D* Gettman, Ph.D*
Prior to 1985, the distribution of Aedes al-
bopictus, the Asiar\tiger mosquito, was confined
to Asia and many islands in the Pacific Ocean,
including some of the Hawaiian Islands. Yet, in
recent years, the range of this mosquito has
greatly expanded. It is now known to occur on
every continent except Antarctica.
Aedes albopictus was most likely introduced
into North America through the importation of
used tires from Japan or Taiwan. During the
1980s there was a large increase in the number
of used tires imported into the United States
from countries where Ae. albopictus is in-
digenous. Most imported used tires arrive in
containerized shipments that are not adequately
inspected for mosquitoes at the ports of entry.
Imported tires are sent to numerous locations
where they may.be stored outdoors. Those that
are not suitable for recapping may end up at
illegal dump sites. These conditions have
enabled Ae. albopictus to become well-estab-
lished in the United States. To date, Ae. albopic-
tus has been detected in 22 states including
Hawaii.
In 1986, the Asian tiger mosquito was initially
discovered in Florida at a tire dump site in Jack-
sonville (Duval County). By December 1991,
this exotic mosquito had been found at one or
more sites in 61 of the 67 Florida counties (Fig.
1). Currently, Ae. albopictus populations are
very common throughout north Florida, widely
but sparsely distributed in the central part of the
state and rare in south Florida. Aedes albopictus
will probably continue to expand its range down
the Florida peninsula, becoming a common con-
tainer-inhabiting mosquito statewide.
FACTORS CONTRIBUTING TO THE SPREAD OF
AEDES ALBOPICTUS
• The widespread availability of suitable
aquatic habitats
• The movement of containers
• The decline of Aedes aegypti
populations
• The rapid adaptation of Ae. albopictus
to shorter photoperiods
Figure 1. Shaded
counties indicate
where Ae. albopictus
populations have
been found at one or
more sites, as of
December 1991.
AQUATIC HABITATS
Although immature Ae. albopictus inhabit
many different types of containers, scrap tires
harbor this mosquito more frequently and in
greater numbers than any other type of habitat.
Major pest problems caused by Ae. albopictus
are often associated with accumulations of
-------
Aedes
albopictus
scrap tires. Approximately 12 million waste tires
are generated yearly in Florida. To deal with this
solid waste problem, the Florida Department of
Environmental Regulation established new
regulations concerning the storage, movement
and disposal of waste tires. Authority to issue
the Waste Tire Rule was provided by new state
laws that became part of the Florida Statutes
(§403.717, F.S.) -
in 1988 with
amendments >
added in 1990. If
vigorously en-
forced, the new
wa s te - ti r e
regulations will
eventually
diminish the
availability of
used tires as
habitats for Ae.
albopictus and
related
mosquitoes.
Other com-
mon man-made
habitats for im-
mature Ae. al-
bopictus include
bird baths, water
faster than they are being shredded. Similar
problems have occurred at some county
landfills, thereby allowing these sites to serve as
focal points for the spread of Ae. albopictus.
In more than a dozen Florida counties, the
initial discovery of Ae. albopictus was made at
cemeteries. Plastic floral baskets with fresh-cut
flowers are often
placed at a grave
site at the time of
burial. After a few
days, the wilted
flowers are dis-
carded, but the
baskets are usual-
ly recycled. They
may return to the
same or a different
cemetery holding
either fresh or silk
flowers. Aedes
eggs laid while the
basket is in one
cemetery may
hatch in another.
This invasion
/i\t / • iu\ route may explain
Clypeus £LJ • ^ why Ae. albopic-
tus has become
R9"re 2- well-established in
bowls for pets, buckets, plates under potted
plants, clogged rain gutters and flower vases.
Natural containers, such as treeholes and tank
bromeliads, also provide suitable habitats for
immature Ae. albopictus. Indeed, this mosquito
shows a much greater propensity for using
natural containers than does Ae. aegypti.
MOVEMENT OF CONTAINERS
The movement of waste tires to disposal and
recycling sites has enhanced the spread of Ae.
albopictus. Along the east coast of Florida, the
southern-most population of Ae. albopictus oc-
curs at a site where waste tires are brought from
all parts of the state for recycling. Unfortunately,
waste tires have been accumulating at this site
some cemeteries before appearing in nearby
accumulations of waste tires.
DECLINE W AEDES AEGYPTI POPULATIONS
The spread ofAe. albopictus, especially in
north Florida, seems to be occurring at the ex-
pense of resident Ae. aegypti populations. The
abundance of Ae. aegypti in several Florida
cities has declined drastically and rapidly with
the introduction of the Asian tiger mosquito.
Several theories have been proposed to ac-
count for the apparent displacement of Ae.
aegypti by Ae. albopictus. However, additional
field studies are needed to assess the role Ae.
albopictus populations may play in bringing
about these changes.
-------
ADAPTATIONS TO SHORTER PHOTOPERIODS
Populations of Ae. albopictus in North
America exhibit photoperiod-induced egg
diapause, and this is one of several factors
which suggests this mosquito has invaded the
continental United States from the temperate
region of Asia. Probably due to its temperate
origin, Ae. albopictus quickly spread in the
temperate zone of central and eastern United
States.
Aedes
albopictus
Aedes
aegypti
By contrast, this
mosquito was rela-
tively slow in spread-
ing to lower latitudes.
Short daylength
(<13.5 hours) triggers
egg diapause. For
Ae. albopictus
populations to remain
active in south and
central Florida during
a significant portion of
the year requires a
lowering of the
daylength threshold
or the total elimination
of the photoperiod
response, because in
this region
daylengths for much
of the year are less
than 13.5 hours.
Rapid selection for
both of these features
has been detected in
Ae. albopictus populations along the southern
border of its Florida distribution.
DISTINGUISHING AEDES ALBOPICTUS
FROM AEDES AEGYPTI
Adult Ae. albopictus and Ae. aegypti are day-
active mosquitoes which usually can be distin-
guished with ease in the field by the distinctive
scaling patterns on the top of-the thorax (its
back) (Fig. 2). These scales may be rubbed off.
Figure 3.
especially in specimens taken in light or suction
traps. In addition, fortunately, the clypeus, a
structure located on the head between the palpi
(Fig. 2), is covered with white scales in female
Ae. aegypti and with only black scales in female
Ae. albopictus. The scales on the clypeus are
seldom absent.
Larvae of the two species can be separated
by differences in the shape of the comb scales
(CS), the size of the
thoracic spines and
the number of
branches in seta 7-C
on the head (Fig.3).
These structures are
easily seen with a
stereomicroscope at
40 to 50X using a
good illuminator.
STATUS OF AEDES
ALBOPICTUS
AS A PEST AND
DISEASE VECTOR
Aedes albopictus
has quickly become a
serious pest species
in many north Florida
communities where
the annoyance level
generated by popula-
tions of this mosquito
is considerably
greater than that
caused previously by
Ae. aegypti populations. The wider range of
habitats occupied by Ae. albopictus tend to
make it more common than Ae. aegypti.
Moreover, Florida populations of Ae. albopictus
were most likely derived from temperate zone
stock, thus they may be better adapted to sur-
vive and thrive in north Florida than Ae. aegypt/f
which is primarily a tropical and subtropical
mosquito.
In Florida, the Asian tiger mosquito has not
been implicated in the transmission of any
-------
human pathogens. However, it is a major vector
of dengue and yellow fever elsewhere. Results
of laboratory tests indicate that Ae. albopictus is
capable of serving as a vector for several other
viruses that are pathogenic to man or animals.
CONTROL
The best approach for controlling Ae. albopic-
tus (and Ae. aegypti) is by eliminating larval
habitats. Educational programs, which inform
citizens about the important role they can play
to prevent mosquito production from containers
around their homes, need to be expanded and
offered on a continuing basis. By eliminating
unneeded containers and by frequently empty-
ing the water in other containers (e.g., bird baths
and pet-watering dishes) around their homes,
residents can complement the control efforts of
the local mosquito control program. Current re-
quirements for the storage of waste tires are
grossly inadequate for mosquito abatement
The Waste Tire Rule should be revised to re-
quire that all tires be stored under cover. With
improved legislation and better informed
citizens, it should be possible to greatly reduce
the abundance of container-inhabiting
mosquitoes throughout Florida.
Achieving permanent mosquito control in
natural containers, such as tank bromeliads,
may be more difficult. Therefore, homeowners
should consider limiting the number of these
plants that they place in their yards. Chemical
and microbial larvicides may provide temporary
control, but generally they are not cost effective.
Mosquitoes and plant debris can be flushed out
of tank bromeliads with a garden hose equipped
with an appropriate nozzle. It is unlikely that
plants flushed twice a week would produce
many adult mosquitoes. Growing bromeliads in
plastic pots makes it easier to flush out the
mosquitoes.
NEED MORE INFORMATION ...
... on the distribution of the Asian tiger mosquito in your county, contact the mosquito control
program in that county, or Dr. Charlie Morris, Extension Medical Entomologist, Florida
Medical Entomology Laboratory, IFAS-University of Florida, 200 9th Street Southeast,
Vero Beach, FL 32962,407/778-7200.
ABOUT THE AUTHORS...
... Dr. O'Meara is a Professor of Entomology and Dr. Gettman a Post-Doctoral Research
Assistant at the Florida Medical Entomology Laboratory, IFAS-University of Florida, 200 9th
Street Southeast, Vero Beach, FL 32962,407/778-7200.
Sponsored by the Honda Medical Entomology Laboratory, IFAS-University of Florida and the State of Florida
Department of Health and Rehabilitative Services. Office of Entomology Services.
December. 1991
-------
Appendix F
Sample Questionnaires
-------
Mrs. Priest*s Class - Fairlawn Elementary
Mosquito Control Survey
1. What do you do for a living?????
2. How long have you lived in St. Lucie County???
3. What is your education level (last grade or graduate degree
completed)???
4. Do you know much about mosquitoes??? G YES G NO
5. Do you think mosquitoes are good or bad???
6. Should we control the population of mosquitoes in St. Lucie County???
G YES G NO
7. What is most important to you about the Indian River Lagoon?? Select as
many as you wish)
G Fishing G Water Skiing G Swimming
G Boating G Wind Surfing G Clamming
G Recreation G Animals and Plants G Other
G Canoeing G Hydro-sliding G Other
G Jet Skiing G Scuba Diving G Other
8. Do mosquitoes effect your job??? How?
-------
9. What are the most important issues (problems) facing the Indian River
Lagoon???
G Chemical Pollution G Water Pollution G Pesticides
G Mosquitoes G Marine Debris G Habitat Destruction
G Other G Other G Other
G Other " G Other G Other
10. How much do you know about mosquito control in St. Lucie County???
Impoundments Galot G a little G Nothing
Chemical Pesticides Galot G a little G Nothing
Natural Pesticides Galot G a little G Nothing
Dumping stagnant water from Galot G a little G Nothing
containers
Mosquito Fish Galot G a little G Nothing
Smacking/Swatting Galot G a little G Nothing
other Galot G a little
11. From the above list, which method of control(s) do you think is(are) the
best for St Lucie County???
12. How should St. Lucie County manage their mosquito impoundments???
(See enclosed information)
G Flood impoundments only during breeding season (summer months)
G Open culverts (pipes connecting impoundments to the Indian River) all
year long (no longer manage impounded areas)
G Destroy dikes around the impoundments allowing them to return to their
natural condition.
GOfiier - Please explain
-------
Ms. Buckley's Class - Fairlawn Elementary
Mosquito Control Survey
1. What do you do for a living?????
2. Do you live on the Indian River Lagoon??? YES NO
3. Where were you born???
4. What are your hobbies???
5. Do you know much about mosquitoes??? (^ YES O NO
6. Do you think mosquitoes are good or bad??? _
7. Do you have much standing water around your house??? O YES O NO
8. What is most important to you about the Indian River Lagoon?? Select as
many as you wish)
[~| Commercial Fishing O Interesting Habitats d Jet Skiing
Recreational O Scenic Views and d Power Boating
Fishing Breezes
Other _ G Other _ G Other
Other _ G Other _ Other
Other _ Other _ G Other
-------
9. What are the most important issues (problems) facing the Indian River
Lagoon???
G Water Quality
G Mosquitoes
G Other
G Other
G Water Pollution
G Marine Debris
G Other
G Other
G Pesticides
G Habitat Destruction
G Other
G Other
10. How much do you know about mosquito control in St. Lucie County???
Impoundments
Chemical Pesticides
Natural Pesticides
Dumping stagnant water from
containers
Mosquito Fish
Smacking / Swatting
Other '
Galot
Galot
Galot
Galot
Galot
Galot
Galot
Galitde
Galitde
G a little
G a little
G a little
G a little
Galittle
G Nothing
G Nothing
G Nothing
G Nothing
G Nothing
G Nothing
G Nothing
11. From the above list, which method of control(s) do you think is(are) the
best for St. Lucie County???
12. How should St. Lucie County manage their mosquito impoundments???
(See enclosed information)
G Flood impoundments only during breeding season (summer months)
G Open culverts (pipes connecting impoundments to the Indian River) all
year long (no longer manage impounded areas)
G Destroy dikes around the impoundments allowing them to return to their
natural condition.
G Other - Please explain
-------
Ms. Clark's Class - Fairlawn Elementary
Mosquito Control Survey
1. What do you do for a living?????
2. Do you live near the Indian River Lagoon??? G YES G NO
3. Have you been to the Indian River Lagoon??? G YES G NO
4. What are your hobbies???
5. What kind of animals do you have???
6. Do you like wildlife along the Indian River Lagoon??? G YES G NO
7. Are mosquitoes important to the ecology of the Indian River Lagoon??
G YES G NO
8. Are mosquito populations a problem in St. Lucie County??G YES G NO
9. Do you have an interest in mangroves??? G YES G NO
10 Do you have an interest in science??? G YES G NO
11. What is most important to you about the Indian River Lagoon?? Select
as many as you wish)
G Commercial Fishing G Habitats G Swimming
G Boating G Scuba / Snorkeling G Clamming
G Recreational G Number of Species G Catch and Release
_.. , . of Plants and animals Fishing
Fishing
G Other ' G Other G Other
G Other G Other G Other
-------
12.What are the most important problems facing the Indian River Lagoon???
G Littering G Resource
Management
G Speeding through G Air Pollution
Manatee Zones
G Habitat Destruction G Other
G Other G Other
G Agricultural Run-off
G Killing animals for
Sport
G Other
G Other
13. How much do you know about mosquito control in St. Lucie County???
Impoundments
Chemical Pesticides
Natural Pesticides
Dumping stagnant water from
containers
Mosquito Fish
Smacking / Swatting
Other
Galot
Galot
Galot
Galot
G a lot
Galot
n ft Int
G a little
Galittie
Galittie
Galittie
Galittie
Galittie
n « uttiA
G Nothing
G Nothing
G Nothing
G Nothing
G Nothing
G Nothing
PI Nnfhincr
14. From the above list, which method of control (s) do you think is(are) the
best for St. Lucie County???
15. How should St. Lucie County manage their mosquito impoundments???
(See enclosed information)
G Flood impoundments only during breeding season (summer months)
G Open culverts (pipes connecting impoundments to the Indian River) all
year long (no longer manage impounded areas)
G Destroy dikes around the impoundments allowing them to return to their
natural condition.
G Other - Please explain
-------
Ms. Bell's Class - Fairlawn Elementary
Mosquito Control Survey
1. What do you do for a living?????
2. Do you live near the Indian River Lagoon???G YES G NO
\
3. Are mosquitoes a problem to you??? ni YES G NO
4. Are you allergic to mosquito bites??? G YES G NO
5. Is the population of mosquitoes less now than in the past???
G YES G NO
6. Do you think mosquitoes are a health problem for St. Lucie County???
G YES G NO Why?
7. What is most important to you about the Indian River Lagoon?? Select as
many as you wish)
G Mangroves G Fishing G Wildlife
Mosquito Control G Swimming G Collecting
interesting things
Hydro-sliding G Hunting G Jet Skiing
Boating G Site-seeing G Exploring
G Other _ G Other _ G Other
-------
8. What are the most important issues (problems) facing the Indian River
Lagoon???
G Pollution G Over Fishing G Impoundments
G Mosquito Control G Draining Wetlands G Development
G Other G Other G Other
G Other " G Other G Other
9. How much do you know about mosquito control in St. Lucie County???
Impoundments
Chemical Pesticides
Natural Pesticides
Dumping stagnant water from
containers
Mosquito Fish
Smacking / Swatting
Other
Galot
Galot
Galot
Galot
Galot
Galot
n » in*
Galitde
Galitde
G a little
Galitde
Galittle
Galitde
n A iittiA
G Nothing
G Nothing
G Nothing
G Nothing
G Nothing
G Nothing
PI Nntliincr
10. From the above list, which method of control(s) do you think is(are) the
best for St. Lucie County???
11. How should St. Lucie County manage their mosquito impoundments???
(See enclosed information)
G Flood impoundments only during breeding season (summer months)
G Open culverts (pipes connecting impoundments to the Indian River) all
year long (no longer manage impounded areas)
G Destroy dikes around the impoundments allowing them to return to their
natural condition.
G Other - Please explain
-------
Ms. Baker's Class - Fairlawn Elementary
Mosquito Control Survey
1. What do you do for a living?????
2. Do you live on the Indian River Lagoon???G YES G NO
\
3. Are you a G MALE or G FEMALE???
4. What are your hobbies???
5. Do you eat seafood??? G YES G NO
6. How many years have you lived in St. Lucie County???
7. What is most important to you about the Indian River Lagoon?? Select as
many as you wish)
G Recreational G Commercial Fishing G Habitats for
_. ,. Animals
Fishing
G Swimming G Scenic Views O Surfing
G Hydro-sliding d Water Skiing G Jet Skiing
f_J iBoating G Seafood Source G Commercial Cargo
G Scuba and G Other _ G Other
Snorkeling
-------
8. What are the most important issues (problems) facing the Indian River
Lagoon???
O Oil Spills
D Crab Traps and
Lobster Traps
D Pollution
D Motor Boats
Speeding through
Manatee Zones
D Mangrove Removal D Draw Bridges
D Mosquitoes^ D Marine Debris
D Oil Spills
D Cast Nets
D Commercial
Shipping
D Dredging,
D Development
D Commercial Fishing D Other
9. How much do you know about mosquito control in St. Lucie County???
Impoundments
Chemical Pesticides
Natural Pesticides
Dumping stagnant water from
containers
Mosquito Fish
Smacking / Swatting
Other
Da lot
Da lot
Da lot
Da lot
Da lot
Da lot
PI a In*
Dalittie
Da little
Dalittie
Da little
Da little
Da little
fl n littfo
D Nothing
D Nothing
D Nothing
D Nothing
D Nothing
D Nothing
Fl Nothing
10. From the above list, which method of control(s) do you think is(are) the
best for St. Lucie County???
-------
11. How should St. Lucie County manage their mosquito impoundments???
(See enclosed information)
CD Flood impoundments only during breeding season (summer months)
C3 Open culverts (pipes connecting impoundments to the Indian River) all
year long (no longer manage impounded areas)
O Destroy dikes around the impoundments allowing them to return to their
natural condition.
d Other - Please explain
-------
Ms. Jacobson's Class - C. A. Moore Elementary
Mosquito Control Survey
1. What do you do for a living?????
2. Are there a lot of mosquitoes where you live??? G YES G NO
\
3. Is it hard to control mosquitoes??? G YES G NO
4. Are there more mosquitoes now than in the past???G YES G NO
5. What is most important to you about the Indian River Lagoon?? Select as
many as you wish)
G Fishing G Crabbing G Animals
G Swimming G Lobstering G Exploring
ft ^Vade Fishing G Shrimping G Sharks
Pf Boating G Camping G Clamming
Canoeing G Development G Oystering
Other G Paddle Boating G Other
-------
6. What are the most important issues (problems) facing the Indian River
Lagoon???
G Littering
d Killing Manatees
Other
Other "
G Habitat Destruction G Speeding Boats
G Water Pollution G Over Fishing
G Other G Other
G Other G Other
7. How much do you know about mosquito control in St. Lucie County???
Impoundments
Chemical Pesticides
Natural Pesticides
Dumping stagnant water from
containers
Mosquito Fish
Smacking / Swatting
Other
Galot
Galot
Galot
Galot
Galot
Galot
flnlrtf
G a little
G a little
G a little
G a little
G a little
G a little
I™1 n little*
G Nothing
G Nothing
G Nothing
G Nothing
G Nothing
G Nothing
PI Nntliinir
8. From the above list, which method of control(s) do you think is(are) the
best for St Lucie County???
9. How should St. Lucie County manage their mosquito impoundments???
(See enclosed information)
G Flood impoundments only during breeding season (summer months)
G Open culverts (pipes connecting impoundments to the Indian River) all
year long (no longer manage impounded areas)
G Destroy dikes around the impoundments allowing them to return to their
natural condition.
G Other - Please explain
-------
Ms. Wetherington's Class - C. A. Moore Elementary
Mosquito Control Survey
1. What do you do for a living?????
2. What are your hobbies???
\
3. Do you know much about mosquitoes??? G YES G NO
4. Are there a lot of mosquitoes where you live??? G YES G NO
5. Are mosquitoes a problem in St. Lucie County??? G YES G NO
6. What is most important to you about the Indian River Lagoon?? Select as
many as you wish)
G Fishing G Crabbing G Good place to find
recyclable
materials
G Swimming G Sea Do Riding G Exploring
Relaxing G Boating d Jet Skiing
Other _ G Other _ G Other
Other _ G Other _ G Other
-------
7. What are the most important issues (problems) facing the Indian River
Lagoon???
C3 Killing Fish for No G Water Pollution £J Speeding Boats
Reason from Boats and Ships Hitting Manatees
O Water Quality G Littering O Development
Impounding O The Smell of the £J Other
Wetlands River
8. How much do you know about mosquito control in St. Lucie County???
Impoundments CJalot O a little CJ Nothing
Chemical Pesticides [}alot G a little G Nothing
Natural Pesticides Ha lot G a little G Nothing
Dumping stagnant water from ^Jaiot G a little G Nothing
containers
Mosquito Fish Galot G a little O Nothing
Smacking /Swatting CJalot da little O Nothing
other - Galot G a little G Nothing
9. From the above list, which method of control(s) do you think is(are) the
best for St. Lucie County???
10. How should St. Lucie County manage their mosquito impoundments???
(See enclosed information)
G Flood impoundments only during breeding season (summer months)
O Open culverts (pipes connecting impoundments to the Indian River) all
year long (no longer manage impounded areas)
G Destroy dikes around the impoundments allowing them to return to their
natural condition.
d Other - Please explain
-------
Ms. Contois' Class - C. A. Moore Elementary
Mosquito Control Survey
1. What do you do for a living?????
2. Do you woifc on the Indian River Lagoon???G YES G NO
3. Do you think the Indian River Lagoon is important to your job?????? G
YES G NO
4. Have you ever cut down trees along the Indian River Lagoon???
G YES G NO If so why???
5. Have you ever killed an animal living in the Indian River Lagoon???
G YES G NO If yes, why???
6. What is most important to you about the Indian River Lagoon?? Select as
many as you wish)
G The Fish G Important Animals G Important Plants
G See many birds G Fishing G Nursery for Ocean
Fish
G Islands are Fun G Canoeing G Sailing
G Manatees G Shrimping GOther
G Other G Other G Other
-------
7. What are the most important issues (problems) facing the Indian River
Lagoon???
G Animals are dying G Pollution G Plants are being
killed
G Trash in the Water G Kill Fish for No G Boats hurting
Reason Manatees
G Speeding Boats G Erosion G Boats Spill Oil and
x Fuel in the Water
G Fish Get Tangled in G Nets Kill Dolphins G Hurricanes
Fishing Line and and Other Fish
Garbage
G Other G Other G Other
8. How much do you know about mosquito control in St. Lucie County???
Impoundments
Chemical Pesticides
Natural Pesticides
Dumping stagnant water from
containers
Mosquito Fish
Smacking / Swatting
Other
Galot
Galot
Galot
Galot
Galot
Galot
Fl a In*.
Galittie
Galittie
Galittie
Galittie
Galittte
Galittie
n a iitti*»
G Nothing
G Nothing
G Nothing
G Nothing
G Nothing
G Nothing
Hi Nnftiin*
9. From the above list, which method of control(s) do you think is(are) the
best for St. Lucie County???
-------
lOo How should St. Lucie County manage their mosquito impoundments???
(See enclosed information)
O Flood impoundments only during breeding season (summer months)
O Open culverts (pipes connecting impoundments to the Indian River) all
year long'(no longer manage impounded areas)
C3 Destroy dikes around the impoundments allowing them to return to their
natural condition.
Other - Please explain
-------
Ms. Armstrong's Class - C. A. Moore Elementary
Mosquito Control Survey
1. What do you do for a living?????
2. Do you live on the Indian River Lagoon???G YES G NO
\
3. Do you care about the environment??? G YES G NO
4. Do you litter??? G YES G NO If so why???
5. Do you eat fish??? G YES G NO
6. Are mosquitoes a problem in St Lucie County??? G YES G NO
7. What is most important to you about the Indian River Lagoon?? Select as
many as you wish)
G The Environment G Fishing G Jet Skis
G Swimming G Sun Bathing G Recreation
G Cook Outs G Boating G Scuba Diving
G Research G Water Skiing G Family Reunions
G Other G Other G Other
-------
8. What are the most important issues (problems) facing the Indian River
Lagoon???
O Littering
Killing Fish We Do £J Development of
O Water Quality
Water Pollution
Erosion
Other
Not Eat
H Oil Spills
ni Mangrove Cutting
G Air Pollution
O Other
Shoreline
O Over Fishing
d Habitat Destruction
O Hurricanes
O Other •
9. How much do you know about mosquito control in St Lucie County???
Impoundments
Chemical Pesticides
Natural Pesticides
Dumping stagnant water from
containers
Mosquito Fish
Smacking / Swatting
Other
Oalot
Oalot
Oalot
Oalot
Oalot
CJalot
Hi n Int.
O a little
CJ a little
da little
[3 a little
O a little
O a little
HI a li«1ft
G Nothing
G Nothing
GNothuig
G Nothing
G Nothing
G Nothing
Fl Nothing
10. From the above list, which method of control(s) do you think is(are) the
best for Si- Lucie County???
11. How should St. Lucie County manage their mosquito impoundments???
(See enclosed information)
O Flood impoundments only during breeding season (summer months)
C3 Open culverts (pipes connecting impoundments to the Indian River) all
year long (no longer manage impounded areas)
O Destroy dikes around the impoundments allowing them to return to their
natural condition.
O Other - Please explain
-------
Survey Participants Suggested by Students
Ambulance Driver
Biologist
Boat Seller
Builder
Chamber of Commerce
\
College Student
Commercial Fisher
Construction Worker
County Commissioner
Developer
Doctor
Environmental Educator
Environmental Scientist
Farmer
Fire Fighter
Fishing Guide
Garbage Collector
Garbage Man (Litter)
Gardener / Yard Worker
Grove Boss
Grove Picker
Hotel Owner
Indian River Lagoon
Scientist - Harbor Branch
Judge
Kid
Landscaper
Lawyer
Life Guard
Litter Bug
Sent
Sent
Sent
Sent
fl Sent
' — '
£J Sent
Sent
Sent
Sent
Sent
Sent
Sent
Sent
Sent
Sent
Sent
Sent
Sent
Sent
Sent
Sent
Sent
Sent
Sent
Sent
Sent
Sent
Sent
Sent
G Received
d Received
O Received
G Received
G Received
O Received
ni Received
G Received
G Received
G Received
G Received
G Received
G Received
G Received
G Received
G Received
G Received
G Received
G Received
G Received
G Received
G Received
G Received
G Received
G Received
G Received
G Received
G Received
G Received
-------
Marine Biologist
Marine Patrol
Mayor
Mosquito Control Worker
Mosquito Researcher
Naturalist
Nurse
Orange Grove Picker
Park Ranger
Photographer
Police Officer
Power Plant Worker
Principal
Real Estate Salesperson
Recreational Fisher
Resort Owner
Road Worker
Scuba Diver
Superintendent of Schools
Teacher
Tourist
Vetererinarian
Waste Water Treatment
Operator
Water Front Home Owner
Water Tester
Water Treatment Person
Sent
G Sent
Sent
Sent
Sent
Sent
Sent
G Sent
Sent
Sent
Sent
G Sent
Sent
Sent
G Sent
G Sent
Sent
Sent
Sent
Sent
O Sent
Sent
Sent
Sent
£J Sent
Sent
C3 Received
d Received
G Received
ni Received
O Received
O Received
O Received
O Received
O Received
G Received
G Received
G Received
G Received
G Received
G Received
G Received
G Received
G Received
G Received
G Received
G Received
G Received
G Received
G Received
G Received
G Received
-------
Appendix G
Resource List
-------
Resource List
General Information
Indian River Lagoon: A Fragile Balance of Nature. Characterization Report, Indian
River Lagoon National Estuary Program (IRLNEP), Melbourne, Florida.
Boater's Guide to the Indian River Lagoon. IRLNEP Program, Melbourne, Florida.
1965.
Both published by and obtained from:
Indian River Lagoon National Estuary Program Office,
1900 Harbor City Boulevard,
Melbourne, FL 32901
(561) 984-4950 or (800) 226-3747 (FL). FAX (561) 984-4937
Florida's Estuaries: A Citizen's Guide to Coastal Living and Conservation. Florida
Sea Grant Publication SGEB-23. Obtainable from:
Florida Sea Grant College Program
University of Florida
P.O. Box 110409 - Building 803
Gainesville, FL 32611-0409
(904) 392-2801
Cost $2.00
Geography Section
References:
Exploring Your World - The Adventure of Geography. National Geographic Society,
Washington, DC. 1989.
Davis, Kenneth C. 1992. Don't Know Much about Geography - Everything You Need
to Know about the World but Never Learned. Morrow and Company, NY.
-------
Tarbuck, E. J. and F. K. Lutgens.
The Earth - An Introduction to Physical. Geology. Merrill Publishing,
Columbus, OH.
Other Sources:
Atlantic and Gulf Coastal Barriers - Restless Ribbons of Sand.
Written by: John T. Wells, and Charles H Peterson.
Institute of Marine Sciences,
University of North Carolina at Chapel Hill
Morehead City, NC 28557
In Cooperation with:
U. S. Department of the Interior
Fish and Wildlife Service
National Wetlands Research Center
Slidell, LA 70458
U.S.G.S. Topographic 7.5 minute Quadrangle, Ft. Pierce, FL
U.S.G.S. Topographic Maps can be obtained from several sources:
Order From: Map Distribution
U.S. Geological Survey
Box 25286, Federal Center
Denver Colorado 80255
Maps of the local area can be purchased at local map stores and some stationers.
Check the Yellow Pages and call first to make sure they have them - not all map
stores carry what you may want and many supplies are limited.
The Rand McNally store in Tampa ("A World of Maps") carries Florida maps,
including U.S.G.S. topographic quads, and street maps. They will ship upon
payment with a credit card or UPS C.O.D. They also have a toll-free number (800)
226-2771.
Note: Prices of U.S.G.S. Topographic Maps vary with vendor.
Soil Survey Maps may be ordered by telephone from:
USDA Soil Conservation Service (local St. Lucie County, FL Office)
8400 Picos Road, Suite 202
Ft. Pierce, FL 34945-3041
Phone: (561)461-4546
FAX: (561) 461-6923
As of this writing, there is no charge for these maps.
-------
Navigation Charts
Charts Used: Ft. Pierce Inlet, Small Scale
Florida - Cuba, Large Scale
Chart Number 1: Key to symbols Used on Navigation and
Topographic Maps
Navigation Charts can be purchased in various scales at most local marina
and ship stores. Charts are updated periodically and old issues are
destroyed. West Marine and St. Lucie Outboard local marine dealers
supplied some of the maps used in this project. If using outdated maps, be
sure to mark them "Warning - For Educational Use only - Not to be used for
navigational purposes." With this disclaimer, the vendor was able to donate
the maps.
Aerial Maps may be requested by phone from:
St. Lucie County Property Appraiser
2300 Virginia Ave. Rm. 107
Ft. Pierce, FL 34982
(561) 462-1000
Cost is $2.50 each however they may donate them for an school project.
Note: When requesting maps over the phone, it is necessary to have section,
range, and township designations to assure that right map will be
received.
Environmental geology map can be requested by telephone and obtained from:
Florida Geological Survey
903 W. Tennessee Street
Tallahassee, FL 32304-7700
(904) 487-2219 (librarian/publications)
There was no charge for these maps, however the supply is limited.
-------
Aerial photos of the Inlet can be obtained from Marine Resources Council of East
Florida's collection of aerial photos for barrier island communities in St. Lucie
County. Contact:
Marine Resources Council
P.O. Box 228982
Melbour-ne, FL 32902
Phone: (561)952-0102
FAX: (561) 952-0103
Other sources of aerial photos include:
Maser Aerial Photo Service (They provide stock and custom photos.)
P.O. Box 100048
Ft. Lauderdale, FL 33310
Phone: (305)493-5220
Flood Prone Areas Maps
U.S.G.S. Publication. 1972. Flood prone areas maps were available prior to
the Flood Insurance Rate Map (FIRM) published by the Federal Emergency
Management Agency (FEMA). A copy is available from the Marine Resources
Council of East Florida's map collection. Additional copies of the map were
made at a Melbourne, Florida blueprint shop at a cost of $2.00 per sheet.
National Wetlands Inventory Maps
Florida State University
(A State Earth Science Information Center)
Florida Resources and Environmental Analysis Center
361 Bellamy Building
Tallahassee, FL 32306-4015
(904) 644-2883 or
1 800-USA-MAPS
-------
Climate
Reference Materials
Ahrens, C. Donald. 1994. Meteorology Today. West Publishing Company, St. Paul,
MN.
Critchfield, Howard J. 1983. Grapefruit and Toyotas. The State Climatologist,
Vol. 7, Number 2, April 1983.
Fernald, E. A. ed. 1981. Atlas of Florida. The Florida State University Foundation,
Inc.
Fernald, E. A. ed. 1984. Water Resources Atlas of Florida. The Florida State
University Foundation.
Hurricane Manual for Marine Interests in St. Lucie County. Published by Florida
Inland Navigation District and St. Lucie County Division of Emergency
Management.
Hurricanes... The Greatest Storms on Earth - A Preparedness Guide. U.S.
Department of Commerce, National Oceanic and Atmospheric Administration,
National Weather Service, March 1994.
Lehr, Paul E. and R. W. Burnett. 1987. Weather. Golden Press, New York, New
York.
Myers, Ronald L. and J.J. Ewel. 1990. Ecosystems of Florida. University of
Central Florida Press, Orlando, Florida.
Richardson, E. Arlo. 1982. Man. The Great Modifier. The State Climatologist,
Vol. 6, Number 3, July 1982.
Richardson, E. Arlo. 1982. The Long Range Forecast. The State Climatologist, Vol.
6, Number 1, January 1982.
-------
Ecosystem Communities (Flora and Fauna)
Myers, R. L. and J. J. Ewel, Eds. 1990. Ecosystems of Florida. University of
Central Florida Press, Orlando, FL.
Raven, P. H. and G. B. Johnson. 1986. Biology. Times Mirror/Mosby College
Publishing, St. Louis, MO.
Maps and Brochures
Atlantic Coast Ecological Inventory 1:250,000 scale, produced by U.S. Fish and
Wildlife Service. Available from:
Map Distribution, U.S. Geological Survey
Box 25286, Federal Center
Denver, CO 80255
Poster: Florida's Indian River lagoon: A Rare Place for Wildlife and People.
Published by:
East Central Florida Environmental Education Service Project
300 SR 401
Cape Canaveral, FL 32920-2099
Manatees - A Coloring And Activity Book. Produced by Northeast Florida Regional
Planning Council and Florida Department of Environmental Protection.
Indian River Lagoon - A Fragile Balance. Can be obtained through the Indian River
Lagoon National Estuary Program.
Homeowner's Guide to the Indian River lagoon. Prepared by the Marine Resources
Council for the St. Johns River Water Management District. Can be obtained
through the Indian River Lagoon National Estuary Program.
No Room for Monsters in the Indian River lagoon. Published by:
St. Johns River Water Management District (SJRWMD)
P. O. Box 1429
Palatka, FL 32178-1429
Phone: 1-800-232-0904.
-------
Man Meet Coast (Coastal Issues Game)
Copies available from:
Marine Advisory Program
Florida Cooperative Extension Service
GO22 McCarty HaU
University of Florida
Gainesville, FL 32611
\
Information on Man Meets Coast game available from:
Marine Resources Council
P.O. Box 228982
Melbourne, FL 32902-2892
(561)952-0102
Brochures:
The Following brochures are produced by Florida Power and Light:
Sea Turtles and Lights
The Florida Panther
The Bald Eagle in Florida
Florida's Wood Storks
Florida's Alligators and Crocodiles
The West Indian Manatee in Florida
Copies may be obtained by calling FPL at 1-800-342-5375.
The following brochures are produced by Florida Game and Freshwater Fish
Commission:
The Snail Kite
The Florida Scrub Jay
Copies may be obtained from:
Florida Game and Freshwater Fish Commission
Office of Informational Services
1239 Southwest Tenth St.
Ocala, FL 34474
(352) 732-1225
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