TEACHER'S GUIDE
TO
STREAMWALK
UNITED STATES ENVIRONMENTAL PROTECTION AGENCY
Region 10
Water Division
1200 Sixth Avenue
Seattle, WA 98101
Developed by:
Jean Sta. Maria, Science Teacher
Ford Fellows Science/Mathematics Project
University of Washington
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SUBJECT(S): All (see appendix for interdisciplinary suggestions.)
AGE: Grades 5-12
"Streamwalk" can be adapted to most grades. For the lower grades, the
longitude/latitude computation might need to be predone by the teacher and
given as a figure to the students. "Streamwalk" can also be "upgraded" to
upper-level students by extending the activity by including water quality
surveying and/or the study of biological aspects of the stream (see list of
extension activities on p. 16).
CONCEPTS: - Awareness and appreciation of stream ecology
- The stream as an indicator of a region's environmental health
- Relationship between stream quality and human society
- Obligation of all parts of society-including the individual-towards
responsible environmental actions.
OBJECTIVES: The student will gain experience in:
1. Collecting data of visual observations of the stream site.
2. Collecting data of measured observations of the stream site.
3. Practicing estimation skills of length and percentage.
4. Making predictions and testing his/her hypotheses.
5. Making inferences of the cause-effect relationships of the
stream site observations. (Example: "How will erosion of
the streambank affect aquatic life in the stream?")
6. Suggesting ideas for the improvement and/or maintenance of stream quality
and communicating those suggestions to the community.
PROCESS SKILLS: observing and describing, measuring, estimating, calculating,
predicting, comparing similarities and differences, analyzing data,
understanding cause and effect.
EQUIPMENT/MATERIALS: (For a class of 30 working in groups of 3)
10 - photocopies of topo map of stream to be walked
10 - clipboards with waterproof cover
10 - "Streamwalk" data forms
10 - folding rulers or tape measures
10 - ropes (long enough to stretch across the width of the stream)
Have each student wear/bring:
- snag and thorn-proof clothing that is appropiate for the weather
- pencils
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DIAGRAM A
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Receiving Water Body
Mouth -
'HI
Reservoirs .-•¦¦-¦'H-
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*y;". Reservoirs
L Main Stem '
X;{ • i
!#lfe
1
'iy
Floodplain "'f
4 ,
Streams
' t-,-<^4,'Uplands ^
?< v.ir .
. -u h«<
> '
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- 'a ^
t
e
r
s
.,^yvV ' - ¦»* •* — o\
^ 9-~r ^v":/ • ^ -I" * *£r?*r
tributary ''//*:/
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DIAGRAM C
Overhead Canopy
Stream Channel
wt
Riparian Area
Side/x'.-tv
A
Substrate
Stream Bed
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3) Size:
Streams are classified by size. In a stream system, the smallest streams that have year-round water and
no tnbutaries are called first-order. When two first-order streams come together they form a second-
order stream. Further along the course, a second-order stream may join another second-order stream
to form a third-order stream and so on.
4) Age:
Streams also can be thought of as progressing from youth to old age. The age of a stream is inferred
by the shape of its valley. A young stream has a steep gradient and a narrow, V-shaped valley. As a
stream ages, its gradient decreases, its path begins to meander and its valley widens. By old age, the
stream has created a broad valley and it meanders back and forth across a broad flood plain. Different
sections of a stream may be different ages: the headwaters where a stream originates may be at the
young stage, while the lower reaches near the river mouth may be mature.
Adapted from: Adopt a Stream's "Streamkeeper's Field Guide."
Andrews, WA, Freshwater Ecology. Prentice Hall, 1972, pp. 68 -85.
THE HYDROLOGIC CYCLE: (See Diagram D, page 9)
Water is continually recycled and transported by the hydrologic cycle. In fact, the earth today contains
the same amount of water as it did when all the earth's waters first formed! The process is as follows:
1. Water from ocean and land surfaces are warmed by the sun and evaporate into the
atmosphere as water vapor (its gaseous state). Water also enters the atmosphere through
transporation-evaporation of water through plant processes.
2. At locations of lower temperature and pressure, the water vapor condenses (changes from
gaseous to liquid state) to produce precipitation (rain, snow, sleet, hail).
3. On land, the precipitation may run off surfaces into lakes, rivers and streams, or infiltrate into
the soil or be absorbed by plants. Water not absorbed by plants becomes groundwater that
is often pumped back to the surface or may eventually emerge from springs.
4 The cycle is completed when water again evaporates or transpires.
ECOSYSTEM:
An ecosystem is a certain area in which organisms interact with each other and their environment An
ecosystem is made up of:
a. biotic factors: the living parts of the system (plants, animals, fungi, etc.)
b. abiotic factors: the nonliving parts of the system (water, soil, temperature, etc.).
The organisms that live in the ecosystem make up the community. The place where an organisms
lives in an ecosystem is called its habitat. The role of an organism in an ecosystem is called its niche.
A food chain is the transfer of energy in the form of food from one organism to another. The food
chain begins with a producer, an organism which makes its own food. Next in the food chain are
consumers, organisms that eat other organisms. Completing the food chain are decomposers
(bacteria, mushrooms, etc.) which break down the remains of dead organisms into simpler substances.
This causes nutrients to be released into the environment and can then be used again by producers.
A consumer in one food chain often eats organisms in another food chain. Therefore, one food chain
overlaps other food chains A system of overlapping food chains is called a food web.
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students. Have the students work in teams and compute the figures and then compare
their Jongrtudes/latrtudes wrth each other. Discuss the importance of precise and accurate
measurements. AJso discuss why it is okay to have slight differences when companng their
answers to other teams in the class
4. Estimation Skills:
The "Streamwalk" survey will require the students to make some estimations of length and/or
percentage. It (s important to give the students practice in estimating so that they will be
comfortable and ready to gather data when 'streamwalking.' The site surveyed will be 200
feet <100 feet In either direction). Go outside and have the students first predict hew long they
think 100 feet is and then actually measure 100 feet and compare their prediction to the actual
measurement Ask those students whose predictions were dose how they came up with their
predictions (ex: a football field is 100 yds or 300 ft. so they visualized one football
field).
The survey also asks the students to estimate using percentages (ex: estimating the extent of
overhead canopy). Therefore, a minMesson on percents similar to the above approach ootid be
used. For example, take a jar of mixed colored marbles and have the students predict what
percent of each color they think make up the far of marbles. After their predictions, count out the
marbles and have the students compute the percents. Have them compare their predictions with
the actual results and again discuss how some groups came up with their predictions.
(Depending on the grade level, a lesson on how to compute percents might be necessary.)
5. Go over site survey data sheet:
Have the students become familiar with the data sheet and operations of collecting data before
the actual 'streamwalk.* An idea might be to have the students figure out for themselves how
they wil) measure the data if the data is to be 'estimated* then have the students use their
estimation skills they practiced earlier. If the data gathered will be 'measured* then a method will
need to be designed to measure each characteristic. Make this an inquiry activity. Have the
students brainstorm how they can measure the depth and width without getting wet and
without disturbing the natural habitat. The following are some examples of methods that might
be utilized:
Measuring the depth of the stream: Pass a stnng to a student on each side of the stream with
a stick/ruler in the middle of the string. Have them drop the stick into the stream arid then
measure the wet area of the stick with a ruler.
Measuring the width of the stream: Measure the string used in measuring the depth of the
stream.
6. Assign groups:
Break the class down into groups of three or four. (A group larger than four might exclude some
students from participating in the data collection of the "walk.") Either assign roles (recorder,
facilitator, timekeeper, etc.) or have the students select and/or define their own roles artd tasks.
7. Set expectations/rules:
Review the "Do's and Don'ts* overhead transparency (p. 14) with the students. As a class,
discuss why these rules are important (safety, protection of habitat, danger of baby fish being
harmed if people enter the water, etc.). Maybe have the students come up with consequences
for those not following the rules. Another idea is to assign a student in each group the task of
making sure the rules are followed by each member.
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record their predictions. When the next "StreamwaJk" is performed, have the teams compare their
findings with their predictions. Has the quality of the stream improved/degraded? Make
hypotheses as to the change in the stream. How might they test their hypotheses?
4. Post-discussion:
Discuss any problems that arose during the "walk" and suggestions of how to "fix" those
problems for the next "streamwalk." (If possible "Streamwalk" should be repeated with each new
season.)
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APPENDIX
I. INTERDISCIPLINARY APPROACH TO "STREAMWALK"
Here are some suggestions as to how "Streamwalk" may be taught in an interdisciplinary manner. The
possibilities are endless ... Be creative!
ART:
COMPUTERS:
DRAMA:
Have students create: stream or wetland interpretive signs; stream conservation
posters to be displayed in the hallways, community, etc.
Have students create and update a database of the information collected by the
science classes; network with other schools using "Streamwalk," or with the EPA,
etc. Formatted data disks are available from the EPA.
Have students write and act out plays about stream ecology/preservation to
parents, other schools, etc.
ENGLISH/
LANGUAGE ARTS: Have students write: press releases about the school-wide 'Streamwalk" project;
letters to the editor of the community newspaper or government officials
concerning environmental protection of the stream, etc.
HISTORY:
SOCIAL STUDIES:
Have students investigate the history of the stream. Find out what the stream was
like 100 years ago, 50 years ago, 20 years ago (and compare with the present
data). The information can be gathered in your local libraries or from your local
resource management agencies.
Have the students research the roles of the government agencies (federal, state
and local) concerned with regulating pollution. What are the roles/responsibilities
of resource agencies? How can federal/state/local governments control pollution
and how can the students (and the public) become involved7
MATH: Have the students be in charge of data calculations, such as: longitude/latitude
computations; figuring out the velocity and volume of the streamflow; projecting
population growth in their watershed and correlating that with pollution increase or
fish population decreases, etc
SCIENCE: This area is pretty obvious. This is where the students actually do the
'streamwalk" and collect data. Since the data is the basis for the "Streamwalk"
project, it is vital that the method of gathering the data be done
accurately and uniformly. Concepts taught through specific science areas may
include:
BIOLOGY: Identification of the flora, fauna, insects, and/or aquatic life of the
stream. After identifying the organisms, the class could then study the quality of
the stream by studying the resulting food web of the stream ecosystem
CHEMISTRY: Testing of the stream's quality through water quality tests
(dissolved oxygen, pH, fecal coliform testing, etc.).
GEOLOGY: Study of how the hydrologic cycle, the weather, and the topography
of the land affects the stream's quality.
PHYSICS: Study of the stream flow and how the flow of water may be converted
to electricity.
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III. AVAILABLE CURRICULUM WITH WHICH "STREAMWALK" MAY BE USED
The following is a list of curriculum which could supplement "Streamwalk." Or If your district Is using any
of the curricula, then the list could also be used to incorporate Streamwalk" Into that existing program
The sections and lessons where "Streamwalk" may fit Into are included In the list
Aquatic projectWILD : Section Two: "Water Canaries,* p. 35
P.O. Box 18060
Boulder. CO 80308-8060
(303) 444-2390
The Stream Scene
Watersheds, Wildlife, and People
Oregon Department of Fish & Wildlife
P.O. Box 59
Portland. OR 97207
Water Education for Teachers (WET) : "Back to the Future," pp. 24-30
Project WET Montana
Montana Water Resources Research Center
122 Gaines Hall
Montana State University
Bozeman, Montana 59717
(406) 994-5392
Wetlands and Wildlife
Wildlife Curriculum
Teacher's Guide, grades 7-12
U.S. Fish and WSdlife Service
Office of Resource Support
1011 Tudor Road
Anchorage. Alaska 99503
(907) 786-3351
: Unit VI: Hydrology pp. 65-88
Unit VII: Water Quality pp. 89-135
: Unit 4: Issues. Problem-Solving, and Alaska
Action Projects."
"Can Do-Wetlands,* p. 103
IV. REFERENCES
Amos. William H.. Ufe in Ponds and Streams. National Geographic Society, 1981.
Andrews, William A. fed.). A Guide to the Study of Freshwater Ecology. Prentice Hall, 1972.
Borer and White, A Field Guide to Insects. Houghton Mifflin Co., 1970.
Migel, J.M. fed.V The Stream Conservation Handbook. Crown Publishing, Inc., 1974.
Morgan. Ann Haven Ph D., Fleldbook of Ponds and Streams. G.P. Putnam's Sons, 1930.
Usinger, Robert L. The Ufe of Rivers and Streams. McGraw Hill. 1967.
Yates, Steve, Adootinq-a-Stream: A Northwest Handbook. Adopt-a-Stream Foundation, University of
Washington Press, 1988.
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EVALUATION FORM
Please fill out this form with your comments and suggestions and send to:
Streamwalk
Susan Handley
US EPA Region 10
1200 6th Ave., WD-139
Seattle, WA 98101
1. SCHOOL TYPE:
ELEMENTARY MIDDLE/JR. HIGH SR. HIGH
2. HOW WAS "STREAMWALK" USED?
used in science class
used in class other than science
specify discipline
used in an interdisciplinary manner
specify disciplines or if used by school as a whole
3. WHAT I UKED ABOUT THE "STREAMWALK" ACTIVITY WAS:
4. WHAT I UKED ABOUT THE TEACHER'S GUIDE TO "STREAMWALK" WAS:
5. "STREAMWALK" COULD BE IMPROVED BY:
6. THE TEACHER'S GUIDE TO "STREAMWALK" COULD BE IMPROVED BY:
7. OTHER COMMENTS:
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