United States Office of Water EPA-840-B-99-001 Environmental Protection (4501F) March 1999 Agency Washington, DC 20460 4>EPA Water Drop Patch Program GIRL SCOUTS- Girl Scout Council of the Nation's Capital 4301 Connecticut Avenue, N.W. Washington, D.C. 20008 (202) 237-1670 (202) 274-2160-TDD (Telecommunications Device for the Hearing Impaired) ------- his Patch program was jointly developed by the Environmental Protection Agency and the Girl Scout Council of the Nation's Capital. The purpose of the program is to encourage girls to: 4 Make a difference in their communities by becoming watershed and wetlands stewards A Use their skills and their knowledge to educate others in their community about the need to protect the nation's valuable water resources A Explore the natural world to gain an interest in science and math A Use the Internet as a source of information TROOP LEADERS SHOULD CONSULT WITH SAFETY WISE BEFORE CONDUCTING ANY OF THESE ACTIVITIES. ANY PROJECTS IN OR NEAR THE WATER MAY POSE SERIOUS SAFETY HAZARDS. GIRL SCOUTS- Thanks to the passage of the Clean Water Act 25 years ago, America has seen much progress in cleaning up the nation's rivers, lakes, streams, and coastal waters. In 1972, the Potomac River was too dirty for human contact, aquatic life in Lake Erie was dying and Ohio's Cuyahoga River was so polluted, it caught fire. Many rivers and beaches were little more than open sewers. Conditions in these and thousands of other waterbodies are much better today. The nation has made tremendous progress in addressing pollution from sewage treatment plants and industrial facilities. Despite these accomplishments, many challenges remain, including threats to human health. Approximately 40 percent of monitored waters fail to meet state water quality standards, which means that they do not support basic uses like swimming and fishing. Al- though wetlands losses have slowed, the nation continues to lose about 100,000 wetlands acres per year. A disturbing number of freshwater fish species are now threatened or endangered. Many of the remaining pollution problems come from many different sources—not just from a pipe. Polluted runoff from city and suburban streets, construction sites, and farms is the pri- mary reason many of our waters are not fishable or swimmable. Tackling these problems will not be easy. But Girl Scouts can help make a difference by becoming watershed stewards in their communities. ------- Table of Contents I. Background Information 1. Watersheds 2. Nonpoint Source Pollution 3. Wetlands and their Basic Characteristics 4. Groundwater/Drinking Water II. Patch Requirements Brownies (pages 6-7) Juniors (pages 6-7) Cadettes (pages 6-8) Seniors (pages 6-9) III. Community Projects and Hands-on Activities 1. Do's and Don'ts Around the Home (All Ages) 2. Storm Drain Stenciling Project Guidelines (Cadettes <& Seniors) 3. Low-Cost Biological Monitoring: the Stream Sentinel (Seniors) 4. Stream Cleanup Guidelines (Cadettes <& Seniors) 5. Streamwalk (Cadettes <& Seniors) 6. Healthy Stream Critters (Cadettes and Seniors) 7. Build Your Own Aquifer (Cadettes <& Seniors) IV. Glossary V. Resources VI. Certificate of Recognition ------- Background Information What is a Watershed? A watershed is a land area from which water drains into a receiving body of water. Receiving bodies of water can include streams, lakes, wetlands, es- tuaries, and groundwater. Watersheds come in dif- ferent shapes and sizes, and local watersheds are subwatersheds (or subbasins) of larger, regional ones. The Potomac watershed, for example, is a subbasin of the larger Chesapeake Bay watershed. What is Nonpoint Source Pollution? Unlike pollution from factories and sewage treat- ment plants, nonpoint source pollution comes from many different areas with no particular place of origin. It is caused by rainfall or snowmelt mov- ing over and through the ground. As the runoff moves, it picks up and carries away natural and human-made pollutants, finally depositing them into lakes, rivers, wetlands, coastal waters, and even underground sources of drinking water. These pollutants include: * Excess fertilizers, herbicides, and insecticides from farms, cities, and suburban streets * Oil, grease, and toxic chemicals from urban runoff and energy production * Sediment from improperly managed construc- tion sites, crop and forest lands, and eroding streambanks * Salt from irrigation practices and acid drain- age from abandoned mines * Bacteria and nutrients from livestock, pet wastes, and faulty septic systems Acid rain and changes to stream flow, such as dams and concrete channels, are also sources of nonpoint source pollution. Acid rain, much of which comes from cars and power plants, is rich in nitrogen, which can overstimulate the growth of aquatic weeds and algae. This in turn can deplete oxygen and kill aquatic life. Channelization reduces the ability of streams to assimilate or absorb waste and disturbs fish breeding areas. What is a Wetland? Wetlands are areas of land that are wet at least part of the year. Wetlands are populated by plants well adapted to grow in standing water or saturated soils. There are many different types of wetlands, including marshes, bogs, fends, swamps, prairie potholes, and bottomland hardwood forests. Wet- lands may not always appear to be wet. Many dry out for extended periods of time. Others may appear dry on the surface but are saturated un- derneath. What are the Basic Characteristics of Wetlands? Wetlands share three basic characteristics: 1) hy- drology (water), 2) hydric soils (soils that form due to presence of water), and 3) hydrophytic vegeta- tion (plants adapted to living in soils that are satu- rated). Wetland Benefits These complex ecosystems play an important role in the health of our environment and the quality of our water. Wetlands provide support for: * Fish and wildlife habitats * Complex food webs * Water absorption to reduce storm flooding and damage * Sediment traps * Erosion control * Water quality * Groundwater replenishment; maintaining flows in streams by releasing water during dry periods * Open space and aesthetic value ------- What is 6roundwater? Beneath the land's surface. water resides in two general zones, the saturated and the unsaturated. The unsatur- ated zone lies directly be- neath the land surface, where air and water fill in the pore spaces between soil and rock particles. Water saturates the zone beneath the unsatur- ated zone in most cases. The term "groundwater" refers to water in the satu- rated zone. This water is an important natural re- source and used for many purposes, including drinking water, irrigation and livestock uses. Half the water used in the United States for drink- ing water comes from groundwater. Surface water replenishes (or recharges) ground- water when it percolates through the unsaturated zone. Therefore, the unsaturated zone plays an important role in groundwater hydrology and may act as a pathway for groundwater contamination. Groundwater can move laterally and emerge at discharge sites, such as springs on hill sides, or seep in from the bottoms of streams, lakes, wetlands, and oceans. Therefore, groundwater affects sur- face water quantity and quality because polluted groundwater can contaminate surface waters. Conversely, some surface waters, such as wetlands, hold flood waters and allow them to soak slowly into the groundwater. When wetlands are filled or drained, groundwater may dry up. Oid You Know? Half the water used in the United States for drinking water comes from groundwater. The Environmental Protection Agency is requiring water suppliers to put annual drinking water reports in the hands of their customers. Between April and October 1999, and by July 1, thereafter, water suppliers will be providing "Consumer Confidence Reports." These reports, which will be issued in utility bills, will provide fundamental information, including, for example, the source of your local drinking water (lake, river, aquifer, or other source), its susceptibility to contamination, and the level or range of any contaminants found. ------- Girl Scout Patch Requirements Brownies—Do any four of the first nine requirements Juniors—Do any five of the first nine requirements Cadettes—Do any six of the first thirteen requirements Seniors—Do any seven of the twenty requirements Using the list of "Do's and Don'ts in the Home (pages 10 and 11) identify three to five things you and your family can do to prevent polluted runoff from your home and lawn. Develop a plan based on what you know your family has done in the past. Share your plan with your troop. Wetlands provide many benefits. They help reduce flooding, sustain stream flow, filter pol- luted waters, provide habitat for wildlife, and support biological diversity. Visit the new Wetlands Exhibit at the National Zoo or another wetland sanctuary (see page 7). Using the list on page 4, how many wetland characteristics can you find? I Enter the international "River of Words" Poetry and Art contest. The contest, open to youth between the ages of 5 to 19, invites children to explore and interpret their local watershed through the arts. To obtain an entry form or more information, contact International Rivers Network,1847 Berkeley Way, Berkeley, CA 94703; Tel: (510) 848-1155 or download an entry form from the internet: www.irn.org/row/row.html The Chesapeake Bay is home to more than 27,000 species of plants and animals. How many kinds of wildlife can you identify that live in the Bay watershed (e.g., crabs, oysters, waterfowl and fish)? Why are underwater bay grasses (SAV) important? Check your answers by calling the Chesapeake Bay Program Office at 1(800)YOUR-BAY or visit their web page at www.chesapeakebay.net/bayprogram/index.htm. Click on "bay and ecosystem." Go on a hike with your troop and follow a local creek or stream. Where does the stream ultmately drain? What does it pick up along the way? What happens when it rains? How does the stream change? What insects, birds, plant or aquatic life do you observe? Use a United States Geological Survey (USGS) map or draw your own to illustrate your local watershed. USGS maps can be obtained by calling 1(800)435-7627 (cost $4.00 each). Share with others what you have learned. Create an attractive wall mural about how water is used by coloring posters from the United States Geological Survey (USGS). Call 1-800-435-7627 or send a fax to (303) 202-4693. (Posters are available in both color and black & white—the color version includes activities on the back). Put up your mural where others in the community can see it. ------- 8 Visit a local aquarium to see specimens of aquatic life. Share your experiences with your troop and family. The Baltimore Aquarium (Pratt Street, Baltimore; (410) 576-3800) and the National Aquarium in Washington, D.C. (14th and Constitution, NW; (202) 482-2825) offer some wonderful exhibits. Visit a local sewage treatment plant or water filtration plant to see how wastewater is treated or drinking water is purified. Look at the treated water as it is being discharged into your river, stream or estuary. Is it clear? Does it stink? Participate in a special wetlands activity during the month of May to help celebrate American Wetlands Month. Visit the Terrene Institute's Web Page for more ideas for special wetland activities at http://www.terrene.org/awm.htm. Or call the Terrene Institute at (703) 548- 5473. Examples of Wetlands and Wildlife Sanctuaries in the Washington, D.C. Metropolitan Area National Zoo Wetlands Exhibit Washington, D.C. (202) 673-4821 Discovery Creek Children's Museum of Washington Glen Echo Park, Washington (202) 364-3111 Huntley Meadows Park Alexandria, VA (703) 768-2525 Woodend Sanctuary Chevy Chase, MD 20815 (301) 652-9188 ext. 3008 Jug Bay Wetlands Sanctuary Lothian, MD 20711 (410) 741-9330 Mason Neck National Wildlife Refuge Lorton , VA (703) 490-4947 Occoquan Bay Woodbridge, VA (open on weekends) (703) 490-4947 Patuxent Wildlife Research Refuge Laurel, MD (301) 497-5760 Call to inquire about educational programs. Some may require reservations and admisson fees. ------- •w •is Work with your troop to organize a Storm Drain Stenciling Project in your neighborhood. Produce and distribute a flyer or door hanger for local households to make them aware of your project and to remind them that storm drains dump directly into your local waterbody. Guidelines for the project are on pages 12-13. Go on a stream, wetlands, or lake walk and make observations and assessments of waterbody conditions. See Page 16 for streamwalk guidelines. Call EPA's Region 10 Office at (206) 553- 1200 to request a teacher's guide, other manuals, and data collection sheets. Do a display or presentation on groundwater and how pollutants threaten its purity. Show where your drinking water comes from. (Girl Scouts can check their family water utility bill or visit EPA's web page at www.epa.gov/surf2/locate/. Click on "Where does my drinking water come from?") Make an Aquifer Model (See Pages 28-29) part of your presentation. Design a "mock-up" of your watershed. Share it with younger groups. Use EPA's Locate Your Watershed (www.epa.gov/surf) and Index of Watershed Indicators web sites (www.epa.gov/ surf/iwi/) or resources list to create it. Share your knowledge of water pollution with younger children, perhaps Daisy or Brownie Girl Scouts or a local elementary school class. Consider doing a presentation about the Chesapeake Bay. Discuss threats to the Bay, including excess nutrients and habitat loss. Highlight things that Girl Scouts and their families can do to protect water quality (e.g., Do's and Don'ts on pages 10 and 11) Visit the Chesapeake Bay Program's web page at www.chesapeakebay.net/bayprogram/index.htm or call the Bay Office at 1(800)YOUR- BAY. The web page has a set of slides and talking points you can download. Did you Know? • The Chesapeake Bay is an estuary where salt and fresh water mix. • The Bay receives about half of its water volume from the Atlantic Ocean (salt water). The rest (fresh water) drains into the Bay from an enormous 64,000-square-mile drainage basin or water- shed. • The watershed includes parts of six states (DE, MD, NY, PA, VA. and WV) and the District of Columbia. • Ninety percent of the fresh water entering the Bay comes from five major rivers: the Rappahannock, the Susquehanna (responsible for 50%), the Potomac, the James, and the York. • The Bay is the largest estuary in North America. • The Bay is home to 27,000 species of plants and animals. ------- iff Work with troops in your service unit and your local gov- ernment and organize a stream, wetland or beach cleanup. Consider joining the annual International Coastal Cleanup sponsored by the Center for Marine Conservation (CMC) held every September. See re- sources list on pages 32-33. Be sure to follow safety guide- lines on page 14. 4 Keep track of the kinds of trash collected. If it is primarily coming from fast food restaurants, consider working with local restaurant owners to put up signs encour- people not to litter in their community. aging 4 If possible, separate the trash for recycling. Have different colored bags for paper, plastic, glass, and aluminum 4 Take before and after photos of your efforts. Send them to a local paper to publicize your efforts. Create a Wildlife Habitat in your Backyard or Troop Meeting location. Contact the Natural Resources Conservation Service to obtain a free, 28-page booklet that outlines 10 conservation projects for backyards or neighborhoods. Call 1-888-LANDCARE or download a copy at www.nhq.nrcs.usda.gov/CCS/Backyard.html. 18 Find a watershed group active in your community (or in the Chesapeake Bay watershed) and volunteer to help with a project (e.g., tree planting, oyster restoration project, etc.) Use the Environmental Protection Agency's Adopt Your Watershed Internet site (www.epa.gov/surf/ adopt) to find a group or see pages 32-33 for a list of some local organizations. Sponsor a Groundwater Festival or Watershed Festival in Your Community to raise aware- ness about the importance of clean water and watershed protection. (See list of resources on pages 32-33). Identify several women working in water resource protection and invite them to come to speak to your troop about their career. Become a Volunteer Water Quality Monitor. Help collect quality data and build stewardship for your local waterbody. Attend a training workshop to learn proper monitoring techniques and safety rules (See resources list on pages 32-33). Or work with your troop to construct a "stream sentinel" and conduct biological monitoring at a local outfall, pond or lake (See page 15). Safety First!!! Any activities in or near the water can pose serious safety hazards. Carefully read Safety-Wise pages 23, 86-88, 102, and 109 before beginning any of the field activities described in this guide. Heavy rubber gloves are strongly recommended for all cleanup activities. Stream walks, debris cleanups, and water quality monitoring activities, including the Stream Sentinel, require Council Approval. Send the Request for Council Permission Form to GSCNC Program Department, 4301 Connecticut Avenue, NW, Washington, D.C. 20008. ------- Proiects and Activities Do's and Don'ts Around the Home (All Ages) When rain falls or snow melts, the seemingly small amounts of chemicals and other pollutants in your driveway, on your lawn and on your street are washed into storm drains. In many older cities, the stormwater runoff is not treated and runoff flows directly into rivers, streams, bays and lakes. Pollutants in this runoff can affect fish and other aquatic animals and make water unsafe for drink- ing and swimming. What can you do to help protect surface and ground waters from polluted runoff? Start at home. Take a close look at practices around your house that might contribute to polluted runoff. The fol- lowing are some do's and don'ts to help you be- come part of the solution, instead of part of the problem. Household Products * Properly dispose of household hazardous waste. Many common household products (oven clean- ers and bleach, paint thinners, moth balls, char- coal lighters, wood stain, furniture cleaners, bug sprays, and herbicides, etc.) contain toxic ingre- dients. Carefully read labels to determine which products are hazardous. * Never pour unwanted household hazardous wastes on the ground or down the drain or toi- let. The chemicals will poison the soil and water. Take unwanted household chemicals to hazard- ous waste collection centers. Call your County Solid Waste Management Office to find out col- lection dates and times. * Select less toxic alternatives or use non-toxic sub- stitutes wherever possible. Baking soda, distilled white vinegar, lemon juice and ammonia, are safe alternatives to caustic chemicals. And they save you money. * Buy chemicals only in the amount you expect to use, and apply them only as directed. * Use low-phosphate or phosphate-free detergents. Excess nutrients overstimulate the growth of aquatic weeds and algae, which can deplete oxy- gen and kill aquatic life. * Never indiscriminately spray pesticides, either in- doors or outdoors, where a pest problem has not been identified. Dispose of excess pesticides at hazardous waste collection centers. * Recycle used oil . antifreeze, and car batteries by taking them to service stations and other re- cycling centers. Never put used oil or other chemicals down stormdrains or in drainage ditches. Do-It-Yourself Home Cleaning Products General, multi-purpose cleaner ( for ceramic tiles, linoleum, porcelain, etc.): Measure 1/4 cup baking soda, 1/2 cup white vinegar, and 1 cup ammonia into a container. Add to a gallon of warm water and stir until baking soda dissolves. Furniture polish: Use beeswax, or beeswax and olive oil. Or mix 2 teaspoons of lemon oil and 1 pint of mineral oil in a spray can. Window Cleaner: 3 tablespoons of ammonia, 1 taplespoon of white vinegar and 3/4 cup of water. Put into a spray bottle. Landscaping and Gardening * Select plants with low requirements for water, fertilizers, and pesticides. * Preserve existing trees and plant trees and shrubs to help prevent erosion and promote infiltration of water into the soil. 10 ------- * Leave lawn clippings on your lawn so that nutri- ents in the clippings are recycled and less yard waste goes to landfills. * If your family uses a professional lawn care ser- vice, select a company that employs trained tech- nicians and minimizes the use of fertilizers and pesticides. * Use compost and mulch ( such as grass clippings or leaves) to reduce your need for fertilizers and pesticides. Compost is a valuable soil conditioner which gradually releases nutrients to your lawn and garden. In addition, compost retains mois- ture in the soil and thus helps you conserve wa- ter. Information about composting is available from your county extension agent. * Spread mulch on bare ground to help prevent ero- sion and runoff. 4 Limit fertilizer use. Over-fertilization is a com- mon problem, and the excess can leach into groundwater or contaminate rivers or lakes. 4 Do not apply pesticides or fertilizers before or dur- ing rain. If they run off into the water, they will kill fish and other aquatic organisms. Water Conservation Homeowners can significantly reduce the volume of wastewater discharged to home septic systems and sewage treatment plants by conserving wa- ter. If you have a septic system, by decreasing your water usage you can help prevent your system from overloading and contaminating ground- water and surface water. * Use low-flow faucets, shower heads, reduced-flow toilet flushing equipment, and wa- ter saving appliances such as dish and clothes washers. * Wash your car only when necessary; use a bucket to save water. Alternatively, go to a commercial carwash that uses water efficiently and disposes of runoff properly. Oid You Know? One quart of oil can contaminate up to two million gallons of drinking water! * Use dishwashers and clothes washers only when fully loaded. * Take short showers instead of baths and avoid letting faucets run unnecessarily. * Repair leaking faucets, toilets, and pumps. 4 Do not over-water your lawn or garden. Over-watering may increase leaching of fertiliz- ers to groundwater. 4 When your lawn or garden needs watering, use slow-watering techniques such as trickle irriga- tion or soaker hoses, such devices reduce runoff and are 20-percent more effective than sprinklers. Other Areas Where You Can Make a Difference * Clean up after your pets. Pet waste contains vi- ruses and bacteria that can contaminate surface and groundwater. 4 Drive only when necessary. Driving less reduces the amount of pollution your car generates. Cars and trucks emit tremendous amounts of airborne pollutants, which increase acid rain. They also de- posit toxic metals and petroleum byproducts into the environment. * Write or call your elected representatives to in- form them about your concerns and encourage legislation to protect water resources. 4 Become involved in local planning and zoning in your community. That is where the decisions are made that shape the course of development and the future quality of the environment. 11 ------- Storm Drain Stenciling Project Guidelines (Recommended for Cadettes and Seniors) A storm drain stenciling project consists of stencil- ing a message next to the street drain reminding people "Dump No Waste- Drains to River" with the image of a fish. (Stencils are also available for lake, stream, bay, groundwater, ocean or simply "protect your water" with the image of a glass and faucet.) Steps to consider when conducting a sten- ciling project: First, Call for Permission. For public streets, call the city or County Public Works Department (stormwater or road maintenance division). In some cases, the State Highway Administration has jurisdiction (see adjacent box for help). Public Works will probably issue a permit or letter of ap- proval. They may even help by providing storm drain maps, traffic safety cones, flags and vests. Check to see if they prefer that you stencil on the side walk, or on the street next to the drain. For some drains on private property (e.g., business or apartment parking lots), get the permission of the property owner. Consider Safety. Especially when stenciling with children, seriously consider traffic safety issues when you select your site. Neighborhoods are usu- ally safer than downtown city streets (many nonpoint sources go down storm drains in resi- dential neighborhoods). Place traffic safety cones and assign at least one person with a traffic flag to watch traffic at all times. Prepare Materials. Before using stencils for the first time, "weed" remaining letters from the die cuts. This avoids small plastic or oilboard pieces washing into drains while you are stenciling. "Stencil weeding" is a good activity for a short training meeting before going out to paint. For painting, an aerosol can or traffic-zone latex paint (without chlorofluorocarbons (CFCs) that harm the ozone) is a good option. Some stencilers use a small roller or stencil brush with recycled latex based paints. Be careful that younger stencilers do not apply the paint too thickly, as it will run under the stencil or smear the letters. Call the Media. Notifying the media of a stencil- ing event can get your watershed protection mes- sage out to the whole community. Young people in the project enhance media photo opportunities. Remember to take your own pictures, too. Help for Storm Drain Stenciling Projects Many local watershed groups and county governments offer help with stenciling projects. The Chesapeake Bay Foundation in Annapolis provides sten- cils on loan, guidelines on how to con- duct a project, and tips on who to con- tact to obtain permission. Call Heather Tuckfield at 410-268-8816. The Friends of Four-Mile Run in Ar- lington County has offered to help Girl Scouts in Virginia. The Friends can help troops obtain necessary permission and can help with press releases and com- munity brochures. Call Don Waye at 703-503-9462. The Center for Marine Conservation (CMC) sponsors a "Million Points of Blight" national storm drain stencil- ing campaign. Call Ron Ohrel at (757) 496-0920 to request stencils on loan and project guidelines. CMC's address: 1432 North Great Neck Road, Suite 103, Virginia Beach, VA 23454. ( fax 757-496-3207). 12 ------- Avoid a Mess. Remind stencilers to wear old clothes. Rubber gloves and protective eye gear are helpful, as are plastic bags worn over expensive shoes. Bring rags to cleanup unexpected paint on your arms or fingers. Also include big litter bags to bring back used gloves and rags as well as any garbage you pick up which otherwise could go down the storm drain. Paint spray can drift onto nearby parked cars, so bring a large box opened flat to use as a shield around the stencil as you spray. Work in Teams of Four to Six. The team should include a traffic look-out. Another two team members accompanied by an adult may go to- gether door-to-door explaining the watershed drainage, your monitoring findings, local river fish and wildlife, and actions neighbors can take to avoid pollution ( see flyer information below). Ro- tate jobs for maximum enjoyment. Tips for Applying Stencils. Scrub the area briskly with a wire brush and dust it off with a wisk broom. Lay the stencil on the sidewalk or street next to the storm drain. If using spray paint, shake the can and hold it about six to eight inches from the sten- cil. Use a series of short back and forth motions to spray one line at a time until the letters are uni- formly covered. Do not use too much paint as it will run underneath and blur the letters. When finished, carefully lift the stencil up off the street. It may take a little experience in the beginning to adjust the amount of paint. After finishing all the stenciling for the day, lay the stencils out flat to dry in a warm place. When the paint is completely dry, gently roll the mylar stencils to chip off the paint. This works best if the paint does not build up a thick layer between cleanings. Prepare a Flyer or Doorhanger. After stenciling a message that tells neighborhood people what not to do (Dump No Waste), Girl Scouts can hand out and discuss a flyer or door hanger explaining: * use fewer chemicals on lawns & gardens * save household hazardous chemicals for collec- tion days (give dates and location) * pick up waste that would otherwise wash down storm drains * other stewardship opportunities Add local information for a sense of place: * Where do neighborhood drains go—into what river, bay, lake or aquifer * If drains connect to combined sewer overflows (CSOs), how do they work? What happens with overflows during storm water events? (They go straight to the river.) * Who lives near or in the river? (Names of local species of fish, birds, and other critters.) * What restoration projects are underway to clean up or replant streamsides, build and install bird or bat boxes, maintain local trails, etc. * How can community members help with projects? These guidelines were adapted and reprinted with permission from Rhonda Hunter, the founder of Earthwater Stencils, 4425 140th Avenue, SW, Dept. V, Rochester, WA 98579- 9703. Phone: (360)-956-3774. On the WEB at www.earthwater-stencils.com. The article was adapted from a story that appeared in The Volunteer Monitor newsletter, Volume 7, No. 2, Fall 1995. 4 recycle used oil at nearby listed locations 13 ------- Stream/Beach Cleanup Safety Checklist (Cadettes and Seniors only—should not be done by Brownies or Juniors) Please read Safety Wise before beginning this activity Before the cleanup... 4 Check with your local Department of Health or State Environmental Office about potential health con- cerns with the waterbody (e.g., pfiesteria, poor water quality, currents, mosquitos, rats, etc.) * Ask for necessary permission to cleanup at your site. Make arrangements with the appropriate local officials to let them know the location, days, and times of your cleanup so they can come haul away the trash. They may be willing to give a talk about the history, wildlife, or environmental conditions. 4 Make sure that someone knows where, when, and for how long you will be out. * Develop a safety plan. Find out the location and telephone number of the nearest phone. Locate the nearest medical center and write down direc- tions. * Have each member of the cleanup team complete a permission slip and a medical form that includes emergency contacts, insurance information, and pertinent health information such as allergies, diabetes, epilepsy, etc. * Listen to weather reports. Never conduct a cleanup if severe weather is predicted or a storm occurs while at the site. * Have a first aid kit handy. See SAFETY WISE It's best if at least one team member has first aid/ CPR training. At the cleanup site ... * Leave syringes and needles alone! Notify some- one in charge and mark the spot with a flag or a large rock so someone can find it later. 4 Don't walk on unstable stream banks. This could be dangerous as well as cause erosion. Stay off dunes and avoid nesting areas. * If you must walk across the stream, use a walk- ing stick because the stream bottom could be slip- pery, treacherous, and even contain deep pools. Do not attempt to walk across streams that are swift and above the knee in depth. These can be extremely dangerous. 4 Look out for poisonous plants, such as poison ivy, poison oak, sumac. These can cause rashes and skin irritation. * Watch for wildlife—snakes, ticks, hornets, and wasps. Also beware of large animals like dogs, alligators, snapping turtles, and farm animals. * Wear rubber gloves Hike dishwashing gloves) to protect hands and arms. Be careful with bro- ken glass and rusty cans. * Always stay with a buddy. Teams of three or four are probably best. * If you see anything abnormal (such as dead fish, oil spills, leaking barrels, and other pollution) contact your city or county environmental de- partment right away and report the nature and location of the problem. Suggested Items to Bring or Wear Shoes or boots that offer coverage & support. Rubber gloves (like dishwashing gloves) to protect hands and arms. Safety vests (brightly colored) Hats Large Plastic Bags Heavy sacks for sharp objects Sunscreen Medications (e.g. for bee allergies, diabetes, if needed) Insect repellant List of emergency contacts, including a telephone number nearest to the site Cell Phone 14 ------- Low-Cost Biological Monitoring— The Stream Sentinel (Seniors only) The device pictured at right costs less than one dol- lar and is used by the city of Forth Worth Depart- ment of Environmental Management (DEM) for biological monitoring of storm drainage systems. especially in outfalls. Outfalls are pools of water located where a storm drain pipe discharges to sur- face waters. The unit was originally designed by former DEM staff John Falkenbury, and redesigned by staff members Gene Rattan and Brian Camp. who dubbed it the "stream sentinel." Basically, the sentinel is a 2-liter plastic soft-drink bottle with holes, attached to a Styrofoam float and tied to an anchor (a brick). The stream sentinel is placed in an outfall pool, stocked with six fathead minnows, and checked at regular intervals. (Fort Worth DEM usually checks their sentinels once or twice a week). If the fish die, it is likely that a pollutant is present at some time since the last check. If they don't die, they are released after two weeks. The device can be placed in any outfall that has enough water to keep it afloat and can be left in place indefinitely, as long as it's restocked with fresh minnows every two weeks. Rattan says, "If you don't see toxicity after 2 months, you have a very good urban site. If you don't see any toxicity after 6 months, you've got an excellent urban site." The big advantage of the stream sentinel is that it permits round-the-clock monitoring. As Camp ex- plains, "Storm drain pollution is mostly intermit- tent and transitory, so the odds of identifying toxic discharges with one-time sampling are low. But the fish stay in the water 24 hours a day." Because the unit is so cheap and easy to make and use, it has great potential for monitoring groups and class room teachers. It can be used in creeks and ponds as well as storm drain outfalls. Fort Worth DEM staff raise their own fathead min- nows, and they say this is the trickiest part of the whole procedure. Most volunteer groups will probably opt to obtain their minnows from a bait This article was reprinted and adapted with permission. It appeared in The Volunteer Monitor Newslet- ter, Vol. 7, No. 2,Fall,1995. The Stream Sentinel shop or local university biology department. If fatheads are not available, Rattan says other min- nows can be substituted, as long as they are not too pollution tolerant, and not overly sensitive to natural conditions in your area. A state or federal wildlife agency should be able to suggest appro- priate minnow species. Troop leaders should read Safety Wise before be- ginning this activity. It is also recommended that troop leaders visit the outfall beforehand. An operational guide on the stream sentinel can be downloaded from the Internet at www.epa.gov/ earth Ir6/6wq/ecopro/watershd/monitrng/tools/ index.htm. For additional information, contact Gene Rattan, Fort Worth DEM, 5000 Martin Luther King Fwy, Fort Worth, TX 76119; 817/871-5450. (A limited number of videos are also available). Girl Scouts should contact their city or county environmental department if they suspect pollution. If the min- nows die, this indicates that a pollu- tion problem may be present. Possible causes: low dissolved oxygen, toxic pol- lution, or another waterbody stressor. 15 ------- Streamwalk (Cadettes and Seniors) Before the Streamwalk 1. We encourage you to contact local groups in- volved in environmental issues in your area. This serves two purposes: one, these groups may be able to provide you with information and background on your Streamwalk site; and two, you may be able to piggyback on some an existing program. Visit EPA's Adopt Your Wa- tershed web page at www.epa.gov/surf/adopt to find a group in your watershed or see pages 32- 33 for a list of some local groups. 2. Choose the general area for your Streamwalk. It is strongly recommended that Troop Lead- ers visit the stream walk site in advance. You may wish to collect data along a familiar stream, one that is close to your troop meeting location, or one that does not cascade down a steep mountain side. You may decide to do a series of streams in a watershed to collect baseline data, or to concentrate your efforts in areas suspected of being polluted. It is recommended that streamwalks be done four times a year (once each season) at your site. 3. Find a U.S. Geological Survey (USGS) topo- graphic map of your area. These "topo" maps are an excellent resource because they show such things as buildings, elevations, water- ways and roads. Topo maps are useful for iden- tifying the latitude and longitude of your site. Help in defining longitude and latitude is pro- vided on Page 22. We recommend a 7-1/2 minute quad map (1:24,000 scale where 11 inches = 4 miles), which are available at local sporting goods stores. The cost is approxi- mately $4. You may also find a copy to photo- copy at your local library, or you can order them directly from USGS. For assistance, call 1-800-USA-MAPS 4. Now, find your specific Streamwalk site on the topo map. It will be easier for future streamwalkers to locate your site if it is near landmarks (roads, highways, and tributaries), especially those marked on the map. For pur- poses of Streamwalks, you will be characteriz- ing 100 feet in either direction from your site. You may do as many sites on the stream as you wish, just be sure that sites are at least 200 feet apart. 5. Finally, pull out a copy of the Streamwalk sur- vey data form. It is best if you have gone through the form before you begin your Walk. You will use your map and one survey data sheet per Streamwalk site. Note: Several citizen groups and agency representa- tives workedwith EPA's Region 10 office (Seattle, Wash- ington) to develop Streamwalk. It is intended to be an easy to use screening tool for monitoring stream corri- dor health. " • 16 ------- Streamwalk Tips Please consider the following precautionary tips: • Get the permission of landowners to cross any private land, posted or not. Do Not Enter Areas Without Permission. It is recommended that you use public access points (such as city/county/ state parks and campgrounds). • Only record what you see, not what you have pre- viously seen. For example if you think fish are present but you can't see them, mark your sheet "no fish present." • Always work with someone. • Do not put yourself in danger to gather survey information. • Be careful of ticks, poison oak, nettles, insects. Bring repellent. Wear long pants and boots: wind breakers help to block nettles. • Watch out for dogs. • Do not drink the water—it is unsafe. Do not walk on unstable banks; your footsteps could speed erosion. Be alert for spawning areas (redds) in the stream. Do not walk on them. They will look like a round or elliptical area of clean gravel about 1-3 feet long. During fall through spring, when redds are evi- dent, try not to walk in the stream. In the sum- mer, if you are careful, the stream bed might be the easiest route for conducting your streamwalk. Be aware that the stream bed can be very slip- pery, uneven, and unpredictable. Do not attempt to walk across streams that are swift and above the knee in depth. You can be swept away in an instant! Be careful of streamside vegetation - disturb it as little as possible. If for any reason you feel uncomfortable about the stream conditions or surroundings, please stop your Streamwalk. You and your safety are much more valuable than the Streamwalk! Recommended list of items to take along: Photocopies of topo map of stream to be walked Comfortable rubber boots Snag and thorn-proof clothing that is appropriate for the weather Clip board with waterproof cover Streamwalk data forms Two pencils Folding ruler or tape measure Camera and film in waterproof bag Leather gloves Whistle First Aid Kit (SEE SAFETY WISE for what to include) Cell Phone If you are away from urban or residential areas, the following are also recommended for safety: Extra clothes in a waterproof bag Fire starter (candle and cheap lighter) Flashlight and extra batteries Global Positioning Device 17 ------- Instructions for Filling out Streamwalk Survey Data Sheets f /~£ slow are directions on how to fill out the Streamwalk Survey Data sheet. Please read these thoroughly V^./'Cx before you begin your walk. If, while conducting your Streamwalk, you are not able to determine what the response should be, or if the question itself is unclear, just leave that space blank—but don I stop your walk. Remember this is not a test, there are no right or wrong answers. Walks can be done along the stream—you do not need to enter the water. Please read Safety Wise before beginning this activity. Location Give the stream name, county and state of your site, preferably as it appears on the topo map. Note: there are some streams that are unnamed, in these cases you can indicate the stream, lake or water body into which your streamflows and the name and number of the topo map. If you want to share your informa- tion with a local or state environmental agency, it is useful to include the longitude and latitude of your site(s). Computing this may present a challenge. See pages 22-23. Weather The concern with weather relates to amount of rainfall which potentially can affect flow, clarity and amount of water in a stream. Weather/rainfall reports are available in the daily newspaper or by calling the local weather service. Definitions of weather conditions established by the Weather Service are: Rain - 1/3" in 24 hours - light steady rainfall. Showers - 1/3" - 1" in 24 hours, intermittent and variable in intensity. Storm - 1" or more rain in 24 hrs, usually accompanied by winds. Stream Description ^™ Depth and Width Measurements This information will give a description of the stream water at your site. Please indicate if your response is estimated or measured. Remember, it is best to estimate if taking measurements will disturb habitat, require that you wade in deep water, or disturb stream banks. Do not attempt to cross in high flows. If it feels even slightly unsafe, do not try it at all. Please read Safety Wise. Water Clarity The clearness of the water is observed to determine if sediment pollution is entering the stream. Cloudy or different colored water can be a result of natural processes or of land use in the surrounding watershed. Sediments can adversely affect habitat conditions such as food, health of fish, and breeding environment for macroinvertebrates. In some areas, grey or white water can be a result of natural processes such as glacial sources for streams. Water Flow: Pools & Riffles The variety of flow in relation to depth creates habitat to support fish and invertebrate life. This variety can be seen by looking for pools and riffles. Pools are deeper than adjacent areas. They provide feeding, resting and spawning areas for fish. Riffles and/or runs are flows swift in comparison to surrounding areas. Riffles are shallow and fast water, runs are deep and fast water and pools are slow and deep water. Stream Channel Cross-section Shape Please check the box which matches the shape of the stream channel. If you are unable to see the shape of the bottom and banks, please estimate. You can base your estimate on the flow of water. The slower the water in the middle of the stream, the flatter the bottom. 18 ------- Stream Bottom (substrate) Indicate the most common type of material on the stream bottom. Silt/clay/mud: This substrate has a sticky, cohesive feeling. The particles are fine. The spaces between the particles hold a lot of water, making the sediments behave like ooze. Sand (up to 1 inch): Sand is made up of tiny particles of rock. It feels wonderful underfoot. Gravel (.1- 2 inches): A gravel stream bottom is made up of stones ranging from tiny quarter inch pebbles to rocks of about 2 inches. Cobbles (2-10 inches): The majority of rocks on this type of stream bottom are between 2 and 10 inches. The average size is about that of a grapefruit. Boulders (greater than 10"): Most of the rocks on the bottom will be large, greater than 10 inches. Bedrock: This kind of stream bottom is solid rock. Width of Natural Streamside Corridor The streamside corridor, riparian area or zone of influence are terms that describe the natural veg- etated area on either side of the stream. It, along with the stream, forms the habitat of the river. It includes vegetation that shades the water, holds the soil in place, adds nutrients to the stream in the form of leaves and during flooding, and provides habitat for streamside wildlife. Estimate as best you can width of the corridor at your site. Indicate with an "x" on the bar graph the width. Note: Left and right are based on looking down stream. If the vegetation is pasture or landscaped, this is not a natural state, so mark "o." Streamside Vegetation A description of the presence and type of streamside vegetation provides much information about the stream due to its important role in molding the stream environment. Vegetation acts as a filter for sedi- ment and pollution coming in from the near land. It provides habitat for the many creatures that are dependent on and influence the stream. Branches, logs and leaves enter the stream from this region. Vegetation also provides shade, which keeps the watercool. On the data sheet mark all the categories that apply. Conifer: A cone bearing, evergreen tree or shrub (e.g. a pine tree) Deciduous: A tree which sheds its foliage at the end of the growing season Small trees or Shrubs: Either conifers or deciduous bushes less than 20 feet high. Grasses: Any of numerous plants with narrow leaves, jointed stems and spikes or clusters of incon- spicuous flowers. Overhead Canopy (Stream Cover) This is the amount of vegetation that overhangs the stream. It focuses on several important values of streamside vegetation: offering protection and refuge for fish and other organisms, shading the stream and keeping the water cool, and providing"launching" areas for insects that might fall into the river. Estimate as best you can, about how much of the river is overhung by vegetation, whether it be grasses, shrubs or trees. Please check the category that is appropriate for the current condition of your site. For example, if in the winter there are no leaves on the trees in your segment, you might check 0-25%. However, in the summer when the trees have leaves, you might check 50 - 75%. 19 ------- Artificial Bank Protection This category includes such streamside modification as riprap (a retaining wall built of rocks or concrete) and bulkheads. It may also include placed wrecked auto bodies, refrigerators, and washing machines. People in the past have thought that such modifications helped stabilize stream banks. Unfortunately, not only do they drastically degrade habitat for stream side and instream dwellers, they can cause bank erosion in flood conditions. Mark the categories which best describe the condition of the stream bank within your 500 foot segment. Presence of Logs or Woody Debris in Stream Logs and woody debris (not twigs and leaves) can slow or divert water to provide important fish habitat such as pools and hiding places. So please mark the general amount of logs and woody debris in the stream. DO NOT REMOVE LOGS OR DEBRIS. Organic Debris in Stream The presence of other organic matter in the stream can be both good and bad. If there are dumped grass clippings, it is not good for stream health. On the other hand, naturally failing leaves and twigs can be beneficial. Fish in Stream Can you see any fish? Mark it down! If you know what kind of fish it is, note that in the space next to the question. If you think there are fish but you cannot see them, mark "no." Adjacent Land Uses Adjacent land use has a great impact on the quality and state of the stream and riparian areas. Enter a "1" if the land use is present and a "2" if it is clearly impacting the stream. If you cannot determine the type of housing, industry or development, please make your best estimate. Conditions This section is designed to get information about potential problem conditions at your Streamwalk site. Enter a "1" if the condition is present and "2" if it is severe. Stream Banks Natural plant cover degraded: Indicate if stream side vegetation is trampled, missing, or replaced by landscaping or cultivation. Banks collapsed/eroded: Note if banks or parts of banks have been washed away or worn down. Banks artificially modified: Indicate if banks have been artificially modified by construction or place- ment of rocks, wood or cement supports or lining. Garbage or junk adjacent to stream: Indicate if human-made materials are present. Stream Channel Mud/silt/sand on bottom/entering stream: Excessive mud or silt entering the stream and clouding the water can interfere with fishes' ability to sight potential prey. It can also clog fish gills and smother eggs in spawning areas on the stream bottom. Mud/silt/sand can be an indication of poor construction prac- tices in the watershed; where runoff coming off the site is not adequately contained. It can also be a perfectly normal occurrence, especially if, for example, a muddy bottom is found along a very slow- moving segment or a wetland. Use your best judgement. 20 ------- Artificial Stream modifications. Please note if the stream water has been dammed, dredged, filled, or channelized through culverts or if other large scale activities such as log removal are apparent. Algae/scum floating/covering rocks: Evidence of algae (very tiny plants that can color the water green or can resemble seaweed) or scum in the water can point to a problem such as an upstream source adding too much nutrient (fertilizer) to the water. Foam or sheen: This is a bit of a tricky category because this type of thing can be naturally occurring or a problem. For example, an iridescent or shiny sheen on the water might be from rotting leaves or it might be from some upstream pollutant. If you are not sure, mark it on the checklist. Garbage or junk in stream: This is your chance to point out very straightforward problems: litter, tires, hot water heaters, car bodies, and garbage dumps. Other Organic debris or garbage: The purpose is to determine if the stream is being used as a dump site for materials which would not be present naturally. Debris can be anything from a pop can to vegetation brought from outside the stream corridor. Livestock in or with unrestricted access to stream: Are livestock present or is there an obvious path that livestock use to get to the water from adjacent fields? Is there stream-side degradation caused by access? Actively discharging pipes: Are there pipes with visible openings dumping fluids or water into the stream? Please note, even though you may not be able to tell where they come from or what they are discharging. Other pipes: Are there pipes which are entering the stream? Please mark even if you cannot find an opening or see matter being discharged. Ditches. Are there ditches, usually draining the surrounding land, which lead into the stream? Sick Stream Symptoms Shiny Surface or Rainbow colors - If you see rainbow color on the water's surface or if you smell oil ( a gas station smell), then oil might be polluting your stream. Oil can come from a pipeline leak, a storm sewer or illegal dumping. Oil kills fish and can make kids who play in the water sick. Green Water - Too much algae. Algae are small plants that are found in the water. Fertilizers from farms and lawns can get into streams and cause too much algae to grow. When algae break down, oxygen is used up and fish don't have enough oxygen. Brown or Muddy Water- Too much dirt or sediment in the water. Dirt clogs fish gills to fish can't breathe. Dirt kills stream critters when it settles to the bottom and buries them. Dirt blocks light to under- water plants, and they die too. Orange Water - Orange water can indicate the presence of iron in the water. Iron can be naturally present where the soils are high in iron. This is not a pollution problem. However, orange water can meant that the water is acid from runoff from mining activities. Acid water kills fish and other stream life. Foam or Suds - Some foam or suds in the stream is natural. If you see foam in the stream that is more than three inches tall, looks like bubble bath and doesn't break apart easily, detergent may be in the stream. Soap can come from people's homes, factories or car washes. Soap harms stream critters because it breaks the surface tension of the water and insects, like water striders, sink and drown. Strange Odors- A chemical smell can mean harmful chemicals are polluting your stream. A rotten egg smell can mean sewage is getting into the stream from cows, sewage treatment plants, or people's homes. Sewage or chemicals can make people and animals sick. Reprinted with permission from Izaak Walton League Save Our Streams Program 21 ------- Instructions for Defining Latitude and Longitude Latitude and longitude are defined in degrees, minutes and seconds. There are 60 seconds in a minute and 60 min- utes in a degree. The symbols are as follows ° = degree, '= minute and " =seconds. The following example may help you determine the Latitude and Longitude for your Walk. Longitude Look at the right side (upper or lower corner) under the map name, or the second of two numbers separated by "x", to find the width scale (longitude) of the map: 1) If "7.5 Minute Series," enter 450. Your Work Example If "15 Minute Series," enter 900. If "7.5x15" Minute Series," enter 900. If "15x30 Minute Series," enter 900. 2) Using a ruler, measure the width of your map east to west (exclude borders). 3) Divide #1 by #2 to the nearest whole number 4) Enter the Longitude located in the lower right hand corner. 5) Using a ruler, measure (centimeters) from your site, straight across, to the right hand side of the map. 6) Multiply #5 by #3 (to the nearest whole number). 7) Convert #6 to minutes and seconds by dividing by 60. Your whole number after division is the number of minutes, and the remainder is the number of seconds. (Do not use a calculator.) For example, 215 can be dividedby 60 three times. 215-180=35. So 215 converts to3'35". 8) Add #4 to #7. The Answer for #8 is the Longitude of your site. 7.5 x 15 Minute Series » " " = - _ ._ ,„ _ .. J__ -- -- _ _ - "7 L_ I $ x: - ^ ._ i i -^1__.. i _j- — st ^ • - ream Site j F -4 __I_L walk _ „ _. ~ _ _ _ ._ _ ._ _ _ _ ._ .i.~ .!._ __I_ l_ l_ l_ __J_ __J_ __- Read Latitude (question*! 2) T A Read Longitude (question #4) 900 cm sec/cm 10 90 cm sec/cm cm 122°00' 3.7 3.7x90=333 333/60=5 (300 with 33 left over, or 5'33" 122° cm 5' 33' 22 ------- Latitude Look at the right side (upper or lower corner) under the map name, or the second of two numbers sepa- rated by "x", to find the height scale (latitude) of the map: 9) If "7.5 Minute Series," enter 450. If "15 Minute Series," enter 900. If "7.5x15" Minute Series," enter 450. 10) Using a ruler, measure the length of your map north to south (exclude borders). 11) Divide #9 by #10 to the nearest whole number 12) Enter the Latitude located in the lower right hand corner. 13) Using a ruler, measure (centimeters) from your site, straight down, to the bottom of the map. 14) Multiply #13 by #11 (to the nearest whole number). 15) Convert #14 to minutes and seconds by dividing by 60. Your whole number after division is the number of minutes, and the remainder is the number of seconds. (Do not use a calculator.) For example, 215 can be dividedby 60 three times. 215-180=35. So 215 converts to3'35". 16) Add #15 to #12. The Answer for #16 is the Latitude of your site. Your Work cm Example 10 cm sec/cm 45 cm 47°30' sec/cm 4.8 cm 4.8x45=216 216/60=3 (180 with 36 left over, or 3'36" 47° 33' 36' 23 ------- Site Survey Data Sheet (Complete One Sheet per Site) Location Stream name: County: Date: State: Troop Name: Contact Name: Phone: Site (name, description or number): Latitude: Longitude: " N " N (See instructions on pages 22-23.) Weather (see instructions on page 18) I—I Clear I—I Overcast I—I Rain I—I Showers I—I Storm Stream Description (see instructions on pages 18-20) 1. Depth: Width: feet I—I measured (at site) I—I estimated feet I—I measured (at site) I—I estimated 2. Clarity: Does water appear I—I Clear I—I Cloudy 3. Water Flow: (check all that apply): Q Pools Q Riffles Q Runs 4. Stream Channel Cross-Section Shape: (at site) 24 ------- Site Survey Data Sheet (Complete One Sheet per Site) . Stream bottom: (check the most common) s~\ i t~\ r i s~\ 111 //^ i /~ov Q Clay/Mud Q Sand (up to .1") Q Gravel (.1-2") Q Cobbles (2 - 10") Q Boulders (over 10") Q Bedrock (Solid) 5. Width of Natural Streamside Corridor: (average) Left looking downstream: Feet Right looking downstream: 6. Streamside Vegetation: None/Sparse Occasional Common Conifers Q Q Q Deciduous I I I II I Small trees and Shrubs (<20') Q Q Q Grasses Q Q Q Vegetation appears I—I natural I—I cultivated 7. Extent of Overhead Canopy: Q 0-25% Q 25-50% Q 50-75% Q 75-100% 8. Extent of Artificial Bank Protection: Q 0-25% Q 25-50% Q 50-75% Q 75-100% 9. Presence of Logs or Large Woody Debris in Stream: I I None I I Occasional I I Common 10. Presence of Other Organic Debris in Stream: I I Occasional I I Common 11. Any fish present? Q Yes Q No Other Comments? Feet 25 ------- Site Survey Data Sheet (Complete One Sheet per Site) Adjacent Land Uses (see instructions on page 20) Check "1" if present, "2" if clearly impact- ing stream: 1 2 Residential Q Q Single family housing Q Q Multi-family housing Q Q Commercial development Q Q Light industry Q Q Heavy industry Q Q Road/bridge construction Roads, etc. Q Q Paved roads or bridges Q Q Unpaved roads Construction Underway on: Q Q Single family housing Q Q Multi-family housing Q Q Commercial development Q Q Light Industry Q D Heavy Industry Agricultural Q Q Grazing land Q Q Feedlots or animal holding areas D D Cropland Other Q Q Mining or gravel pits Q a Logging Q Q Recreation Conditions (see instructions on pages 20-21) Check "I" if present, "2" if impact seems severe: 1 2 Stream banks Q Q Natural stream side cover degraded Q Q Banks collapsed/eroded Q Q Banks artificially modified Q Q Garbage/junk adjacent to stream Stream channel Q Q Mud, silt, or sand in or entering stream Q Q Artificial stream modifications (dams, channels, culverts, etc.) Q Q Algae or scum floating or coating rocks Q D Foam or Sheen D D Garbage/junk in stream Other Q Q Organic debris (garbage, grass clippings, etc.) Q Q Livestock in or with unrestricted access to stream Q D Actively discharging pipe(s) Q Q Other pipe(s) entering Q Q Ditches entering Other Comments? 26 ------- Healthy Stream Critters (Cadettes <& Seniors) This activity can be done in conjunction with the Streamwalk. Be sure to observe the Streamwalk tips (page 17) and Safety-Wise Manual before conducting this activity. here is a whole world of life in rivers and lakes. Some of the tiny animals living in the water are benthic, meaning they live in the bottom of the waterbody. Some are MACROINVERTEBRATES because they are large and easy to see (macro) and because they have no backbone (invertebrate). The most common of these creatures include insects, clams, snails, crayfish, and worms. Some live their whole lives in the water, and other leave the water as adults to feed and reproduce. Macroinvertebrates are important as food to all the creatures living in the water. Some are considered by scientists to be indicator species and are a way of telling whether or not a river or lake is polluted. In rivers, macroinvertebrates live attached to rocks and plants where there is fast-flowing water. They are good indicators of water quality because they do not move around and are easy to collect. The moving water gives them food and oxygen. If the stream is polluted, there is less food and oxygen for the aquatic macroinvertebrates. If the water has pollutant-intolerant macroinvertebrate species in it, that is a good indication that the water is clean and of high quality. If there are mostly pollutant-tolerant macroinvertebrates in the water, there is a chance that the water is polluted and only those types of species can survive. Below are a few examples of macroinvertebrates that are very sensitive to pollution. STONEFLY CADDISFLY Larvae ^ Adult Nymph Adult DOBSONFLY MAYFLY ft iyjj PAoiimwpiwrJ q Nymph Adult RIFFLE BEETLE Larvae Adult Larva Larva Adult Girl Scout Troops interested in conducting biological stream monitoring may want to contact the Izaak Walton League of America (IWLA) at 1-800-BUG-IWLA to find out about training, workshops, and organi- zations active in their watershed. The Save Our Streams Monitor's Guide to Aquatic Macroinvertebrates, by Loren Larkin Kellogg (IWLA, 1992 ($5) may be a useful resource. In addition, Troops may want to contact their State Biologist. A list of State contacts is available on the Internet at http://www.epa.gov/ owow/monitoring/bio/toc.htm or by calling the National Service Center for Environmental Publications at 1-800-490-9198. Ask for EPA Publication # 230-R-96-007. 27 ------- Build Your Own Aquifer BACKGROUND: Many communities obtain their drinking water from underground sources called aquifers. Water suppliers or utility officials drill wells through soil and rock into aquifers to obtain ground- water to supply the public with drinking water. Home owners who cannot obtain their drinking water from a public water supply will have their own private wells drilled on their property. Unfortunately. groundwater can become contaminated by harmful chemicals, including household chemicals such as lawn care products, paints, and cleaners; agricultural fertilizers and pesticides; and oil. These chemicals can percolate down through the soil and rock and into the aquifer—and eventually the well. Such con- tamination can pose a significant threat to human health. The measures that must be taken by well own- ers and operators to either protect or clean up contaminated aquifers are quite costly. NOTE: This demonstration should follow a troop discussion on potential sources of pollution to drinking water supplies. OBJECTIVE: To illustrate how water is stored in an aquifer, how groundwater can become contaminated, and how this contamination ends up in the drinking water well. Ultimately, students should get a clear understanding of what happens above the ground can potentially end up in the drinking water below the ground. MATERIALS NEEDED * 1 6"x8" clear plastic container that is at least 6- 8" deep (shoe box or small aquarium) * 1 Ib. of modeling clay or floral clay * 2 Ibs. of white play sand * 2 Ibs. of aquarium gravel (natural color if pos- sible) or small pebbles (As any small rocks may have a powdery residue on them, you may wish to rinse them and dry on a clean towel prior to use. It is best if they do not add cloudi- ness to water.) * 1 drinking water straw * 1 plastic spray bottle (be sure the stem that ex- tends into the bottle is clear) * 1 small piece (3 x 5) of green felt * 1/4 cup of powered cocoa * red food coloring * 1 bucket of clean water and small cup to dip water from bucket * scotch tape PROCEDURE: 1. To one side of the container place the small drinking water straw, allowing approximately 1/8 of an inch clearance with the bottom of the container. Fasten the straw directly against to the long side of the container with a piece of tape. Explain to the students that this will rep- resent two separate well functions later in pre- sentation (if not placed at this time, sand will clog the opening). 2. Pour a layer of white sand completely cover- ing the bottom of the clear plastic container, making it approximately 1 " deep. Pour water into the sand, wetting it completely, but there should be no standing water on top of sand. Let students see how the water is absorbed in the sand, but remains around the sand particles as it is stored in the ground and ultimately in the aquifer. 3. Flatten the modeling clay (like a pancake) and cover of the sand with the clay (try to press the clay into the three sides of the container in the area covered). The clay represents a "con- 28 ------- 5. 6. 7. fining layer" that keeps water from passes through it. Pour a small amount of water onto the clay. Let the students see how the water remains on top of the clay, only flowing into the sand below in areas not covered by the clay. Use the aquarium rocks to form the next layer of earth. Place the rocks over the sand and clay. covering the entire container. To one side of your container, slope the rocks, forming a high hill and a valley. Now pour water into your aquifer until the water in the valley is even with your hill. Let girl scouts see the water around the rocks that is stored within the aquifer. They will also notice a "surface" supply of water (a small lake) has formed. This will give them a view of both the ground and surface water sup- plies which can be used for drinking water purposes. Next, place the small piece of green felt on top of the hill. If possible, use a little clay to se- curely fasten it to the sides of the container it reaches. Using the cocoa, sprinkle some on top of the hill, while explaining to students that the co- coa represents improper use of lawn chemi- cals or fertilizers, etc. Use the food coloring and put a few drops into the straw, explaining to students that often old wells are used to dispose of farm chemicals, trash and used motor oils. They will see that it will color the sand in the bottom of the con- tainer. This is one way pollution can spread through out the aquifer over time. 8. Fill the spray bottle with water. Now make it rain on top of the hill and over the cocoa. Quickly students will see the cocoa (fertilizer/ pesticide) seep down through the felt and also wash into the surface water supply. 9. Take another look at the well you contami- nated. The pollution has probably spread fur- ther. Now remove the top of the spray bottle and insert the stem into the straw, depress the trigger to pull up the water from the well. (Water will be colored and "polluted.") Explain that this is the same water a drinking water well will draw up for them to drink. 29 ------- Glossary Algae: A chlorophyll containing plant rang- ing from one to many cells in size, that lives in fresh or salt water. Anadromous. Fish that return from salt water to fresh water to spawn (e.g., salmon, steel- head). Aquatic Insect: Insect species whose larval and/or juvenile forms live in the water. Aquifer: Any underground geological forma- tion containing water. Bedrock: Unbroken solid rock, overlain in most places by soil or rock fragments. Benthic: Bottom-dwelling. The plant and animal life whose habitat is the bottom of a sea, lake, or river. Channelized: The straightening and deepen- ing of streams. Channelization reduces the ability of the stream to assimilate waste and disturbs fish breeding areas. Clarity. The clearness of the water in the stream. Conifers: A cone-bearing Evergreen tree or shrub (a pine tree for example). Cover: Overhanging or instream structures (such as tree roots, undercut streambanks, or boulders) that offer protection from preda- tors, shelter from strong currents, and/or shading. Current: The velocity (speed) of the flow (of water). Deciduous: A tree which sheds its foliage at the end of the growing season. Ecosystem: The interacting system of a biological community (plants, animals) and it's non-living environment. Effluent. The wastewater from a municipal or industrial source that is discharged into the water. Erosion: The wearing away of the land surface by wind or water. EPA: Environmental Protection Agency. Filling: The process of depositing dirt and mud in marshy areas(wetlands) or in the water to create more land. Filling disturbs natural eco- logical cycles. Gradient: The slope or steepness of the stream. Groundwater. The supply of freshwater under the earth's surface in an aquifer or soil. Habitat: The specific environment in which an organism lives and depends on for food and shelter. Headwaters: Small creeks at the uppermost end of a stream system, often found in the mountains, that con- tribute to larger creeks and rivers. Mass Wasting. Downward movement of dry soil and rock caused by gravity (often called slides or avalanches). Monitor: To measure a characteristic, such as streambank condition, dissolved oxygen, or fish popula- tion, over a period of time using uniform meth- ods to evaluate change. Nonpoint Source Pollution: "Diffuse" pol- lution, generated from large areas with no particular point of pollutant origin, but rather from many individual places. Urban and agricultural areas generate nonpoint source pollutants. Nutrient: Any substance, such as fertilizer, phosphorous, and nitrogen compounds, which enhances the growth of plants and ani- mals. Point Source Pollution: A discharge of water pollution to a stream or other body of water, via an identifiable pipe, vent, or culvert. 30 ------- Pool: An area of relatively deep slow water in a stream that offers shelter to fish. Quality Control (QC): The system of checks that are used to generate excellence, or quality, in a program (a monitoring program for ex- ample. QC asks if we are doing things right). Quality Assurance (QA). Quality Assurance is the larger system to see that QC is main- tained. A asks if we are doing the right things (in our case are we monitoring the right things to detect changes in water quality). Reach. A stream section with fairly homoge- neous characteristics. Redd. Shallow depression in the streambed gravel in which a female salmonid deposits her eggs. Riffle: A shallow, gravely area of streambed with swift current. Used for spawning by salmonids and other fishes. Riprap: A sustaining wall built of rocks. Riparian Area: An area, adjacent to and along a watercourse, which is often vegetated and constitutes a buffer zone between the nearby lands and the watercourse. Run: A stretch of fast smooth current, deeper than a riffle. Runoff: The portion of rainfall, melted snow, or irrigation water that flows across ground surface and eventually returned to streams. Runoff can pick up pollutants from the air or the land and carry them to streams, lakes, and oceans. Salmonid: Fish that are members of the family Salmonidae: includes salmon, trout, char, and whitefish. Sediment: Fine soil or mineral particles that settle to the bottom of the water or are sus- pended in the water. Stormwater Runoff: Water that washes off the land after a rainstorm. In developed water- sheds it flows off roofs and pavement into storm drains which may feed directly into the stream; often carries concentrated pollutants. Substrate: The material that makes up the bot- tom layer of the stream, such as gravel, sand, or bedrock. Stream Corridor: A perennial or intermittent stream, it's lower and upperbanks. Stream Mouth: The beginning of a stream, where it empties into a lake, ocean, or another stream. Suspended Sediments: Fine material or soil particles that remainsuspended by the cur- rent until deposited in areas of weaker cur- rent. They create turbidity and, when depos- ited, can smother fish eggs or alevins. Can be measured in a laboratory as "Total Sus- pected Solids" (TSS). Topographic: The configuration of a surface area including its relief, or relative elevations, and the position of its natural and man-made features. V.S.G.S.: U.S. Geological Survey. Wetlands. Wetlands are lands where satura- tion with water is the dominant factor deter- mining the nature of soil development. They also can be identified by unique plants which have adapted to oxy- gen-deficient (anaerobic) soils. Wet- lands influence stream flows and water quality. Zoning: To designate, by ordinances, areas of land reserved and regulated for specific uses, such as residential, industrial, or open space. 31 ------- RESOURCES Learn about Your Watershed Environmental Protection Agency (EPA)'s Locate Your Watershed (www.epa.gov/surf), Index of Watershed Indicators (www.epa.surf/iwi) & Adopt Your Watershed (www.epa.gov/surf/ adopt) Web sites. Through these on-line services. you can locate your watershed and discover its condition and the partnerships that are working to protect it. Use Adopt Your Watershed Internet Database (www.epa.gov/surf/adopt) to find out about watershed groups active in your commu- nity. If you do not have Internet access, you can call 1-888-478-2051. National Water Quality Inventory. 1996 Report to Con- gress. Published by EPA, this report includes de- tailed information about the condition of the nation's waters. Available by calling the National Service Center for Environmental Publication and Information (NCSEP) at 1-800-490-9198 or by faxing a request to (513) 891-6685. EPA841-R-97- 008 http://www.epa.gov/305b. Get Involved in a Local Watershed Project Examples of groups that maintain extensive lists of volunteer opportunities throughout the Chesa- peake Bay: 1) The Anacostia Watershed Society (AWS) Call 301-699-6204 or visit the AWS Web Page at http:\\www.anacostiaws.orgor. (Select the button "volunteer action schedule)" 2) The Chesapeake Bay Foundation (CBF) is also looking for volunteers of all ages to help with oyster restoration and other projects. Call 410-268-8816 or visit the CBF Web Page at http://www.savethebay.cbf.org/ 3) The Alliance for the Chesapeake Bay (ACB) Call 804-775-0951 or visit ACB's Web Page at http://www.acb-online.org/involve.htm for an extensive list of volunteer opportunities in the Bay area. Wetlands Information Call the Wetlands Hotline 1-800-832-7828 (Fax 703-525-0201) to obtain free fact sheets, coloring books, and other useful materials on wetlands. Visit EPA's Wetlands KIDS Web PAGE with lots of fun projects and links to other sites and activi- ties. http://www.epa.gov/OWOW/wetlands/ scinfo.html#Kids The Izzak Walton League,707 Conservation Lane,Gaithersburg, MD 20878 (1-800-BUG- IWLA). Bill Nye " the Science Guy" Video on Wetlands. Available from the Disney Corporation. River of Words Poetry and Art Contest Visit River of Words Web Page or call below to get contest details, entry forms & tips: International Rivers Network Attention: ROW Contest PO Box 4000-J Berkeley, CA 94704 USA Tel: 510-433-7020 (voice mail) Fax: 510-848-1008 email: row@irn.org; Internet: http://www.irn.org Cleanups/International Coastal Cleanups Call the Center for Marine Conservation's toll-free hotline 1-800-CMC-Beach or visit the CMC Web Page—www.cmc-ocean.org—for information about sponsoring a beach cleanup or participat- ing in the annual International Coastal Cleanup every September. Turning the Tide on Trash: A Learning Guide on Ma- rine Debris. Learn about marine debris and spon- sor a local cleanup of marine of other water de- bris (free). Call NSCEP at 1-800-490-9198, 1-513-489-8190, 1-513-489-8695 (fax). Ref. EPA842-B-92-003. On the web at http:// www.epa.gov/OWOW/OCPD/Marine/ contents.html 32 ------- Volunteer Monitoring Several local organizations sponsor training on water quality monitoring in Maryland, Virginia and the District of Columbia, including: 1) Maryland Save Our Streams 1-800-448-5826 2) Audubon Naturalist Society (DC) 301-652-9188 3) Virginia Save Our Streams 540-377-6179 4) Izaak Walton League of America (IWLA) 1-800-BUG-IWLA (www.iwla.org/SOS/) The following publications by IWLA may also be useful. Call 1-800-BUG-IWLA to order: 1) Save Our Streams Monitor's Guide to Aquatic Macroinvertebrates, by Loren Larkin Kellogg (IWLA, 1992) 2) Save Our Streams Volunteer Trainer's Handbook, by Karen Firehock (IWLA, 1994) 3) Hands on Save Our Streams, the Save Our Streams Teacher's Manual for Grades One Through Twelve, by Karen Firehock (IWLA, 1995) Environmental Protection Agency's Getting Started in Volunteer Monitoring. EPA 841-B-98-002. www.epa.gov/owow/. Call (202) 260-7040 if you do not have Internet access. The Volunteer Monitor Newsletter, www.epa.gov/ owow/monitoring/volunteer/vm_index.html EPA's Volunteer Monitoring HomePage www.epa.gov/owow/monitoring/vol.html Wetlands. Lake and Stream Walk Manuals Call US EPA's Region 10 Office at (206) 553-1200. Also ask for the "Teacher's Guide to Streamwalk." Wetland and Lake Walk Manuals and survey sheets are available on the Web at www.epa.gov/ OWOW/wetlands/wqual.html#Volunteer. Click on "Wetlands Walk Manual and Supplement Worksheets" under Volunteer Monitoring. Groundwater Protection EPA's Groundwater/Drinking Water Web Page at www.epa.gov/ogwdw/kids/index.html has great science projects that can be downloaded. Groundwater Festival The Groundwater Foundation has a "how-to" book called "Making Waves: How to Put on a Water Festival." To order "Making Waves" or to receive additional information on their Children's Groundwater Festival, contact the Groundwater Foundation at info@groundwater.org or call 1-800-858-4844. Walk Your Watershed Festival The Water Environment Federation (WEF) has a step-by-step guide to hosting a Watershed Festi- val. Available from WEF at 1-800-858-4844. Order No. ZS1603WW ($8.00 each) Water Use/Wetlands Posters: To order, specify poster titles and grade levels. or write: U.S. Geological Survey, Branch of Distribution Box 25286 Denver Federal Center Denver, CO 80225 Telephone: 1-800-435-7627 Call Nonpoint Source Pollution EPA's Nonpoint Source Kids Web Page: www.epa.gov/ OWOW/NPS/kids/ Alliance for the Chesapeake Bay Fact Sheet on Nonpoint Source pollution www.epa.gov/ owowwtrl/NPS/abc.html This is not a complete list of available resources and mention of these products does not constitute endorsement by EPA. Visit the Adopt Your Water- shed (www.epa.gov/surf/adopt) or Office of Wa- ter web page (www.epa.gov/ow) for a more com- plete list or call toll-free 1-888-478-2051. 33 ------- Application for Troop Recognition Watershed or Waterbody Name: Troop Name: Contact Person/phone: Address: Number of G\r\ Scouts: Brief Description of Troop Activities: (100 words or less). Should demonstrate an ongoing commitment to the protection or restoration of a watershed. Project Highlights/Successes: Return to: Patty Scott, Adopt Your Watershed Project US EPA, 401 M Street, S.W. (4501F), Washington, D.C. 20460 34 ------- |