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)
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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.
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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
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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
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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.
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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.
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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.
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•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.
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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.
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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
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* 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
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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
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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
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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
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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?
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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.
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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-
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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.
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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
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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.
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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
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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
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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
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