DOCUMENT RESUME ED 376 043 SE 054 743 AUTHOR Helms, J. … · 2013-11-23 · DOCUMENT RESUME ED 376...

DOCUMENT RESUME

ED 376 043 SE 054 743

AUTHOR Helms, J. Christopher; Corbett, .obert J.TITLE Close Encounter With a Carolina Bay. Jones Lake State

Park: An Environmental Education Learning ExperienceDesigned for Grades 6-8.

INSTITUTION North Carolina State Dept. of Environment, Health,and Natural Resources, Raleigh. Div. of Parks andRecreation.

PUB DATE Apr 94NOTE 47p.; For related guides, see SE 054 736-744 and SE

054 746.AVAILABLE FROM North Carolina Division of Parks and Recreation, P.O.

Box 27687, Raleigh, NC 27611-7687.PUB TYPE Guides Classroom Use Instructional Materials (For

Learner) (051) Guides Classroom Use TeachingGuides (For Teacher) (052)

EDRS PRICE MFO1 /PCC2 Plus Postage.DESCRIPTORS `Data Collection; Ecological Factors; *Ecology;

Environmental Education; Grade 6; Grade 7; Grade 8;*Habitats; Intermediate Grades; Junior High Schools;*Parks; Science Activities; Science Education;Science Equipment; Temperature; *Water Quality

IDENTIFIERS *Aquatic Life; Environmental Awareness; Hands OnExperience; North Carolina State Parks System.; *pH

ABSTRACTThis activity guide, developed to provide hands-on

environmental education activities geared to Jones Lake State Park inNorth Carolina, is targeted for grades 6, 7, and 8 and meetscurriculum objectives in the standard course of study established bythe North Carolina Department of Public Instruction. Three types ofactivities are included: pre-visit, on-site, and post-visit. Theon-site activity is conducted at the park, while pre- and post-visitactivities are designed for the classroom. Major concepts includedare: water quality, data collection, pH, animal adaptations, andgeomorphology of a Carolina bay lake. Includes an introduction to thewater cycle, a vocabulary list, scheduling worksheet, parentalpermission form, North Carolina Parks and Recreation programevaluation, sources of information on water resources, andinformation about Jones Lake State Park and Carolina bays. (MKR)

***********************************************************************

Reproductions supplied by EDRS are the best that can be madefrom the original document.

***********************************************************************

"PERMISSION TOREPRODUCE THIS

MATERIAL HAS BEEN GRANTED BY

TO THEEDUCATIONAL RESOURCES

INFORMATION CENTER (ERIC)...

?``'4',

2 BES1 COPY AVAILABLE

"The bay lakes region of North Carolinais among the few of the states

unique natural featuresto receive Ivor/divide attention."

NC Division of Parks and RecreationState Lakes Master Plan

Funding for this publication was generously provided by

C P&L

James B. I lunt. Jr.Governor

This Environmental Education Learning Experiencewas developed by

J. Christopher Helms and Robert J. Corbett,Lead Interpretation & Education Ranger and Park Ranger 11

Jones Lake State Park

N.C. Division of Parks and RecreationDepartment of Environment. Health and Natural Resources

4111,7711117A

[DE Ir--INIIF-7CJonathan B. Howes

Secretary

iii

Other Contributors ...

Park volunteers:

The N.C. Department of Public Instruction:

The N.C. Department of Environment. Healthand Natural Resources:

and the many individuals and agencies who assistedin the review of this publication.

5()0 copies of this public documentIx ere printed at a cost of$1,750 or $3.50 per copy

® Printed on recycled paper.4-94

iv7,

1. IntroductionIntroduction to the North C'arolina State Parks System 1.1

Introduction to Jones Lake State Park 1.1

introduction to the Activity Packet for Jones Lake State Park 1.5

Introduction to Carolina Bays 1.6

Introduction to the Water C\ elc 1.9

2. Activity. Summary.") I

3. Pre-Visit Activity'1 Water Quality Testing Procedures 3.1

4. On-Site Activity"1 Water Quality TestinL, 4.1

5. Post-Visit Activity"1 How's Your Wate:. 5 1

6. Vocabulary 0.1

7. References 7.1

8. Forms 8.1

9. Notes 9.1

3

Introduction to the North Carolina State Parks System

preserving and protectingNorth Carolina's natural

resources is actually a rela-tively new idea. The seeds ofthe conservation movementwere planted early in the 20thcentury when cititens werealerted to the devastation ofMount Mitchell. Loggingwas destroying a well-knownlandmark - the highest' peakeast 01 the Ni ississippi. Asthe magnificent forests ofthis mile-high peak fell tothe lumbermen's axe. alarmedcitiiens began to voice r,...their objections. Gover-nor Locke Craig joinedthem in their efforts tosave Mount Mitchell.Together they convincedthe legislature to pass a billestablishing Mount Mitchellas the first state park of NorthCarolina. That was in 1915.

The North Carolina StateParks System has now beenestablished for more than threequarters of a century. Whatstarted out as one small plot ofpublic land has grown into 59properties across the state, in-cluding parks. recreation areas,trails. rivers, lakes and natural

.lone. I.ahe Sidle Park. M

areas. This vast network ofland boasts some of the mostbeautiful scenery in the worldand offers endless recreationopportunities. But our stateparks system offers much morethan scenery and recreation.Our lands and waters containunique and valuable archaeo-logical, geological and biologi-cal resources that are importantpails of our natural heritage.

a

As one of North Carolina'sprincipal conservation agen-cies. the Division of Parks andRecreation is responsible forthe more than 125,000 acresthat make up our state parkssystem. The Division man-ages these resources for thesafe enjoyment of the publicand protects and preservesthem as a part of the heritagewe will pass on to generationsto come.

An important componentof our stewardship of theselands is education. Throughour interpretation and environ-mental education services.the Division of Parks andRecreation strives to offerenlightening programs whichlead to an understanding andapp.ciation of our naturalresources. The goal of ourenvironmental educationprogram is to generate anawareness in all individualswhich cultivates responsiblestewardship of the earth.

For more information contact:

N.C. Division of Parksand RecreationP.O. Box 27687

Raleigh, NC 27611-7687919/ 733-4181

April 1994

Tones Lake State Park inJ Bladen County covers2208 acres, including twonatural lakes. Jones Lake. thepark's namesake, is about 224acres and Salters Lake is 315acres. Jones Lake State Parkis located four (-t) miles northof Elizabethtown on NC High-way 242.

Jones Lake was onceknown as Woodward's Lake.for Samuel Woodward, aJustice of the Peace in themid-1700's. It was renamedfor Isaac Jones. a landownerwho donated a tract of landon which Elizabethtown wasestablished in 1773. SaltersLake got its name from SallieSalter, a Revolutionary Warheroine who spied on theTories encamped in town.

Statewide interest in the haylakes emerged in 1827-28 and1911 when legislation prohib-ited private ownership of landcovered by lake waters andfurther established that anylake in Bladen. Columbus andCumberland counties of 5(t)

acres or more become propertyof the state of North Carolinafor the use and benefit of all itspeople. Additional legislationin 1929 designated lakes of 50acres or more as state property.

The depressed economictimes of the thirties providedthe impetus for many stateparks. In order to create jobs.the federal government pouredmillions of dollars into thefield of conservation. Forstate parks. this assistance cre-ated a tremendous amount ofdevelopment and land acquisi-tion. The federal governmentpurchased submarginal farmlands in the area, which weremanaged from 1936-39 bythe Resettlement Administra-tion. On this land, using localtalents and materials. theResettlement Administrationdeveloped a recreation centerat Jones Lake. A large bath-house. beach, picnic groundsand refreshment stand wereconstructed. All of thesebuildings have since beenreplaced.

This property was turnedover to the state of NorthCarolina July 1. 1939. foroperation under a lease agree-ment. Jones Lake opened inthe summer of 1939 as the firststate park for blacks in NorthCarolina. The park achievedimmediate popularity and inlater years, like all other NorthCarolina State Parks, was de-segregated. In October. 1954,the land was given to the stateby the federal government.

Today, the park's recre-ational activities center aroundJones Lake, while Salters Lakeis maintained as a natural areaand used for educational andscientific study. Permits forentry to Salters Lake NaturalArea may be obtained at theJones Lake State Park office.Facilities at Jones Lake in-clude: a 20-site family camp-ground with a modern bath-house: a day-use area withpicnic tables: a protectedswimming area which is openfrom Memorial Day to LaborDay: changing areas and

Jones I.ake State Park. NC 1.2

10Chain pickerel

April 1994

showers: and an interpretivestand where you may learnmore about the Carolinalakes and flora and fauna ofthe area. A hiking trail followsthe lakeshore about three milesaround .lones Lake. while ashorter self-guided nature loopis also adjacent to the day-usearea.

Jones Lake State Parkcontains a number of plantcommunities. Evergreens.such as sweet hay, loblolly bayand red bay. are predominantin the park and are the originfor the name Carolina hay.A hay forest surrounds thelake and has poor drainage.Around the edge of the bayforest and in other areas withmoist soils. a pocosin plantcommunity contains sheep lau-rel, blueberry and fetterbush.Pond pine and Atlantic whitecedar are common in the bayforest and pocosin, thanks topast natural tires that burnedunderbrush allowing theirestablishment. Today. con-trolled burning is essential forthe perpetuation of these com-munities. Without such tires.the character of these vegeta-tive communities would even-tually change.

On higher ground, the well-drained sandy soils supportplant communities dominatedby longleaf pine and turkeyoak. The use of controlledburns is also essential to pro-tect the ecological integrity ofthese communities.

Due to the acidity of bothJones and Salters lakes, few

Jone,, Lake State Park. NC

species of fish are present.The most abundant fish areyellow perch. with chain pick-erel, catfish. lake chubsuckersand bluespottecl sunfish alsopresent.

Program OptionsJones Lake State Park is

an excellent place to teachecology, environmental issues.biology, conservation andearth science. as well as a funplace to enjoy recreationalac';vities. The area is rich withnatural resources and providesa wonderful outdoor classroomto have a close encounter witha Carolina hay.

Groups arc encouragedto visit the park during allseasons of the year for hikes.exploration, nature study andother activities. Group leadersmay choose to design and con-duct their own activities or usethe Environmental EducationLearning Experience activity.Park staff will he `glad to assistyou with your programmingneeds. Every effort will bemade to accommodate personswith disabilities. To makearrangements, pleasecontact the parkoffice at least twoweeks befbre er7,1,

your visit.Ad110 -

411tOr

Ruth T lininqeito

Scheduling a Trip1. To make a reservation, con-tact the park at least two weeksin advance.

2. Complete the SchedulingWorksheet, located at the hackof this activity packet on page8. I. and return it to the park assoon as possible.

3. Research activity permitsmay be required for samplingactivities. If your group plansto collect any plant. animal ormineral within the park. pleasecontact the park office at least30 days in advance to obtain apermit application.

Before the TripI. Complete the pre-visitactivity in the EnvironmentalEducation Learning Experi-ence packet.

2. Group leaders shouldvisit the park without the par-ticipants prior to the grouptrip. This will enable you tobecome familiar with the fa-cilities and park staff, identifythemes and to work out anypotential problems.

3. Group coordinators shoulddiscuss park rules and behav-ior expectations with adultleaders and participants.Safety should be stressed.

4. Activities that take placeoutdoors may expose partici-pants to insects and seasonalweather conditions. Be pre-pared to dress accordinglyand wear sunscreen or insectrepellent. if necessary. Com-fortable walking shoes shouldalso be worn.

April 1994

5. Prior to the park visit,the group should be dividedinto four smaller testinggroups. These groups willwork together during the on-site testing.

6. Group leaders or teachersare responsible for obtaininga parental permission formfrom each participant, includ-ing a listing of any health con-siderations and medical needs,An example of this form islocated after the reference listat the hack of this packet onpage 8.2.

7. If you will be late or need tocancel your trip, please notthe park as far ahead as posible.

While at the ParkPlease obey the followingrules:

1. To help you get the mostout of the experience and in-crease the chance of observingwildlife, be as quiet as possiblewhile in the park.

2. On hikes, walk behind theleader at all times.

3. The water quality testswill be conducted on the pierat Jones Lake. Horseplayand misconduct will not beallowed.

Jones Lake Mate Park. NC

4. All plants and animalswithin the park are protected.Breaking plants or harminganimals is prohibited in allstate parks. This allows futurevisitors the same opportunityto enjoy our natural resources.

5. Picnic only in designatedpicnic areas. Help keep thepark clean and natural., putlitter in the nearest trash can.

6. In case of accident oremergency, contact park staffimmediately.

Following the Trip1. Complete the post-visitactivity in thr EnvironmentalEducation Learning Experi-ence packet.

2. Build upon. the fieldexperience and encourageparticipants to seek answersto questions and problemsencountered at the park.

3. Relate the experience toclassroom activities andcurriculum through reports,projects, demonstrations, dis-plays and presentations. Askpark staff for additional ideas.

4. Give tests or evaluations,if appropriate, to determine ifstudents have gained desiredinformation from the experi-ence.

5. File a written evaluation ofthe experience with the park.Evaluation forms are availableat the back of the packet onpage 8.3.

1 2.

Park InformationJones Lake State ParkRt. 2, Box 945Elizabethtown, NC 28337Tel: (910) 588-455(

Hours of OperationNov-FebMar,OetApr,May,SepJun-Aug

8:00 an 6:00 pm8:00 an 7:00 pm8:00 am - 8:(X) pm8:00 am - 9:00 pm

Other Attractions in theArea:

Singletary Lake State ParkRt. 1, Box 63Kelly, NC 28448

Bladen Lakes EducationalState ForestRt. 2, Box 942 -AElizabethtown. NC 28337

Moores CreekNational BattlefieldHighway 210P.O. Box 69Currie. NC 28435

Lake Waccamaw State ParkRt. 1, Box 147Lake Waccamaw, NC 2845()

444-

Ruth T BrunstetWrillustration h)

1.4 April 1994

\Introduction to the Activity Packet for°Jopes Lake State Park

rr he Environmental Educa-tion Learning Experience,

Close Encounter with a Caro-lina Bay, was developed toprovide hands-on envirolunen=tal educational activities for theclassroom in the outdoor set-ting of Jones Lake State Park.This activity packet, designed'to be implemented, in themiddle school grades, meetscurriculumobjectives of standard courseof study established by?theNorth Carolina Department ofPublic Instruction. tt includesthree types of activities:

1) pre-visit activity2) on-site activity3) post-visit activity

The on-site activity will beconducted at the park, whilepre-visit'ancl post-visit activi-ties am designed for the class-room. The pre-visit activityshould be done prior to the

park visit to prepare studentsfor the on-site activity, giving;them the necessary back-ground and vocabulary. Weencourage you to use theMost -visit activity to reinforceconcepts, skills and vocabu-lary learned in the pre-visitand on-site activities. Theseactivities may be performedindependently or in a series tobuild upon the students' newlygained knowledge and experi-ences.

The Environmental Educa-tion Learning Experience,Close Encounter with a Caro-lina Bay, will expose thestudent to the following majorconcepts:

Water qualityData collectionpHAnimal adaptationsGeonaphology of acarolina,bay lake

Vocabulary words usedthroughout this EnvironmentalEducation Learning Experi-ence appear in bold type thefirst time they are used in eachactivity. These words and theirdefinitions may be found inthe vocabulary at the back ofthe activity packet. A list ofthe reference materials usedin developing the activitiesfollows the vocabulary.

This document was de-signed to be reproduced, inpart or in its entirety, for usein North Carolina classrooms.Should you wish to photo-copy or adapt it for otheruses, please credit the NorthCarolina Division of Parksand Recreation.

Jones Lake State Park, NC 1 . 5 April 1994

Introduction to Carolina Bays

What is a Carolina hay?On the Atlantic Coastal

Plain. from Florida to NewJersey, there were once over50(),0(X) hays. At one time.Bladen County contained some1,200 bays covering almost 20square miles. Many of these.however, have been destroyedto make way for agricultureand other uses. In general,bays are shallow. ellipticaldepressions in the earth thatare oriented in a southeastnorthwest direction. The sizemay range from less than 1acre to 9,000 acres. The termhay can he confusing becauseit does not refer to a body ofwater. Most Carolina hays do

not contain open water duringthe majority of the year. Thename of these natural basinsoriginated from the fact thatthere is a high concentrationof them in the Carolinas andan abundance of three speciesof associated vegetation: redbay, sweet hay and loblollybay.

Carolina bays were discov-ered in the early thirties, whenaerial photographs were beingused to lay out fi.u-ms. Theirsimilar shape, orientation andthe presence of an elevatedsand ridge on the southeastrim were obvious from the airand brought the Carolina baysto the immediate and on-goingattention of scientists.

Bay Forest

While sharing many simi-larities, Carolina bays also candiffer in a number of ways.For example, the interior ofBushy Lake, despite its name,doesn't contain open water,but is dominated by pocosinvegetation growing on thickdeposits of peat. On the otherhand, Cotton Head Bay, justsouth of the park, is primarilybay forest. Given the largenumber of Carolina bays, onlya very small percentage pres-ently have open water.

It is likely that all bayswere once bodies of waterthat over thousands of yearsbecame peat-filled bogs. To-day, Jones Lake is only 34percent as large as its originalsize, evidence of the fillingprocess.

Sand Rim

Pulpy Peat BottomScatteredCypress

ExposedBeach

Jones Lake State Park, N('

ErodedShoreline

Built-upSand Rim

1.6 14 April 1994

?c

i VI

Jones LakeGeomorphology

Sand LayerHard-pan Clay

Bladen County contains anunusually high number of baylakes. Singletary, Bay Tree,White, and of course, Jonesand Salters lakes are the mostwidely known.

Bay lakes depend on rainfallto maintain the water level.This results in a great deal offluctuation from season toseason. During periods oflow water, pond cypress canbecome established on the ex-posed lake floor. The rootsystem of mature cypress treesin open water traps floatingvegetation. Over time, thisallows the thick bay vegetationto creep further out into thelake.

Slow movement of rainwa-ter through the peat soil of thebay forest dissolves chemicals,such as tannic acid, producedby the decaying vegetation.The tea-colored water foundin most bay lakes is the result.This natural acidity is a deter-mining factor in what types offish and aquatic plants can livein this environment. Whit?Lake, however, is differentfrom the other water-filled

Jones Lake State Park. NC

Carolina bays. Its outletstream exits the lake throughthe northwest rim where mostof the peat soils occur. In thismanner the dark-stained,acidic water flows away from,rather than into, the lake. Thelake is therefore clear andless acidic.

Few geological phenomenaare more mysterious to scien-tists than the origin of Carolinabays. Many theories havebeen proposed to explain theiroccurrence. These theorieshave generated much debateamong the scientific commu-nity, but none has gained uni-versal acceptance. Some ofthese theories include meteorimpact, dissolution of lime-stone and streamlining of baysby the flow of groundwater,dissolution by artesian springsand streamlining of bays bywind and current action, theactivity of giant prehistoricfish spawning, and the orientedlake theory. While there is nogeneral acceptance of any onetheory, the oriented lake theoryis best supported by scientificevidence.

151.7

The meteor impact theory,one of the more popular,was proposed by Melton andShreiver in 1934 and was laterrevised by Prouty in 1952. Itsuggests the Carolina bayswere formed by a swarm ofmeteors that crashed into theearth at a low angle from thenorthwest. Air shock waves,generated by meteor impacts,created the shallow, ellipticaldepressions in the loose,unconsolidated sands of thecoastal plain. While fascinat-ing, this theory is not well-supported scientifically. Nometeorite materials have beenfound in the bays and a sub-bottom profile of the bay lakesdoes not show the degree ofdisturbance a meteor impactshould make.

Recent research seems toindicate that the bays wereformed during the last IceAge when strong winds blewacross ponds in what wasthen a sandy, barren land-scape. Lake waves, generatedby strong prevailing winds,eroded the shallow lakes andponds into ellipses. In the

April 1994

area of the Carolinas, prevail-ing winds from the north-northeast created the south-east-northwest orientationof the Carolina bays. As theclimate changed and warmingbegan after the WisconsinIce Age, precipitation wasreduced and vegetation beganto overtake the hays. This isthe oriented lake theory.

Geologists have determinedfrom studying pollen grainsthat not all Carolina bays wereformed at the same time. Agesrange from 20,000 to 40,000years, with Singletary Lakebeing one of the oldest ever re-corded.

Carolina hays arc idealhabitat for a number of rareplants and animals. Somesmall hays, while wet duringthe fall to spring months. dryup during the summer andtherefore do not support fish.These r:sh-free hays are idealhabitat for many frogs andsalamanders whose larvae

and eggs are preyed on byfish. Nearly 50 reptile andamphibian species use NorthCarolina's bays, including therare tiger salamander. Otherrare species include the Venusfly-trap, white-wicky (a coastalplain relative of mountainlaurel) and the black hear.

Since European settlement,over half of all Carolina hayshave been logged and drainedfor farmland or tree planta-tions, even though farmingyields are poor without firsttreating the land with heavyamounts of limestone to

neutralize the acidity of thesoil. These land uses havecaused the loss of valuablehabitat for sonic of the state'srarest plants and animals.

The Salters Lake NaturalArea at Jones Lake State Parkencompasses one of the finestexamples in the state of anundisturbed hay lake commu-nity. Guided hikes in this areaare available by contactingthe park office.

Jones, Lake Slate Park. NC f .8 11

yellow pitcher plant

April 1994

Introduction to the Water Cycle

Humus ANDLill ER

TOPSOIL

SUBSOIL

PARENT SOILMATERIAL

Evaporation The changing of water intowater vapor.

Groundwater Water found below thesurface of the Earth.

Hydrologic cycle (Water cycle) Processinvolving the circulation and distribution of thewater on Earth.

Infiltration The process by which waterseeps into the soil.

Precipitation Forms of condensed watervapor that are heavy enough to fall to theEarth's surface, such as rain, snow. sleet, hailand fog.

"The water cycle is the system by whichEarth's fixed amount of water is collected,purified and distributed from the environmentto living things and back to the environment.Plants play a large part in the cycle by absorb-ing water with their roots and transpiring it as

Jones Lake State Park, NC

vapor through their leaves. All living thingsare connected through the water cycle."(from "Water Wonders", Project Learning Tree)

The water cycle shows us that the Earth'swater can be found in many different places.

Atmosphere 0.001 %Water held in the air as water vapor.

Surface water 0.019%Fresh water found in lakes, riversand reservoirs.

Subsurface water 0.630%Fresh water found beneath the ground,usually brought up by pumps.

Glaciers & ice caps 2.150%Fresh water frozen into ice, found inthe Arctic and Antarctic oceans.

Oceans 97.200%Large bodies of salt water such as theAtlantic and Pacific, that cover about71% of the Earth.

171.9 April 1994

oActivity Summary

The following outline provides a brief summary of each activity, the major concepts intro-duced and the objectives met by completion of the activity.

I. Pre-Visit Activity#1 Water Quality Testing Procedures (page 3.1.1)

Instruct students in the use of various pieces of water testing equipment such as: litmus paperfor pH testing; thermometer; calibrated depth marker and a Secchi disk for measuring waterclarity. The use of these tools will be demonstrated.

Major concepts:Water qualityScientific testing proceduresBay lake ecologyData collection

Objectives:Identify the four main factors that influence water quality in Carolina bay lakes and learnmethods to monitor and test for them.Name the two natural acids that affect the pH of Carolina bay lakes.Discuss the two zones relating to the amount of sunlight penetration and explain whicharea is most productive and why.List two natural influences that affect productivity in a Carolina bay lake.Explain how the amount of light penetration dictates the type of aquatic life present.State the environmental temperature range that must be maintained for the survivalof most aquatic life.Convert temperature readings from the Fahrenheit scale to the Celsius scale and fromCelsius to Fahrenheit.Name the layers of a lake during stratification and give the characteristics of each.Explain reasons for temperature changes relating to water depth.

Bay Forest//1.. _ _ /A. 1.


Sandy_ _

70_ Bottom

_Sand Rim

Scattered--Cypress

ExposedBeach

!7 7 72.. 1---..

21 3

ErodedShoreline

Built-upSand Rim

April 1994

II. On-Site Activity#1 Water Quality Testing (page 4.1.1)

In this hands-on activity, students will perform various water quality tests to determine the pH,temperature, water clarity and depth of Jones Lake.

Major Concepts:Water qualitypHpH range best suited for aquatic lifeClarityTemperature rangesReading a calibrated scaleBay lake geomorphology

Objectives:Work as a scientific testing group to gather data on the water quality of a Carolinabay lake.Use litmus paper to measure pH.Demonstrate how to use a Secchi disk to.measure clarity.Measure temperature.Determine temperature ranges that best support aquatic life.Learn the average depth of most Carolina bay lakes.Demonstrate the use of a calibrated depth scale to measure lake depth.Present and explain the data collected in the water quality tests.Based on the pH of Jones Lake and Lake Waccarnaw, explain the difference in aquaticlife of the two lakes.

III. Post-Visit Activity#1 How's Your Water ? (page 5.1.1)

The class will discover the pH values of water sources located in and aroundtheir school and home, and determine typical plants and animals that could live inthese habitats.

Major concepts:pHpH range best suited for aquatic lifeWater quality

Objectives:Use litmus paper to measure pH.Predict habitat suitability for select fish.

Jones Lake State Park, NC 2.2 April 1994

Curriculum Objectives:Grade 6

Communication Skills: studyskills using environmentalsources, listening, reading,vocabulary and viewingcomprehensionScience: how science helpsusSocial Studies: gather, orga-nize and analyze information

Grade 7Communication Skills: studyskills using environmentalsources, listening, reading,vocabulary and viewingcomprehensionScience: characteristics ofplants and animals, plant andanimal communities, naturalphenomenaSocial Studies: know the im-portance of natural resources,gather, organize and analyzeinformation

Grade 8Communication Skills: studyskills using environmentalsources, listening, reading,vocabulary and viewingcomprehensionScience: ecology, geomor-phology, landform processesSocial Studies: North Caro-lina geography, gather, orga-nize and analyze information

Location: Classroom

Group Size:30 students or less

Estimated Time:45 minutes to 1 hour

Appropriate Season: Any


Materials:Provided by park: litmus paper,

pH range poster, clear liquids(one acid, one base), glasscontainers (vials), Secchi disk,calibrated depth marker, "BayLake Geomorphology" hand-out, mercury thermometers,thermometer poster

Provided by educator: orangejuice, antacids (i.e., RolaidsTm ,

TumsTm ), tap water, very darkcolored water or tea, small bagof potting soil or other dirt,aquarium or other rectangular,transparent container, hairdryer, ice cubes

Per student: Student's Informa-tion sheets

Major Concepts:Water qualityScientific testing proceduresData collectionBay lake ecology

Objectives:Identify the four mainfactors that influence waterquality in Carolina Baylakes and learn methods tomonitor and test for them.Name the two naturalacids that affect the pH ofCarolina bay lakes.Discuss the two zonesrelating to the amount ofsunlight penetration andexplain which area is mostproductive and why.List the two natural influ-ences which affect produc-tivity in a Carolina bay lake.

203.1.1

a I41.

1

Explain how the amountof light penetration dictatesthe type of aquatic lifepresent.State the environmentaltemperature range that mustbe maintained for the sur-vival of most aquatic life.Convert temperature read-ings from the Fahrenheitscale to the Celsius scaleand from Celsius to Fahren-heit.Name the layers of a lakeduring stratification andgive the characteristics ofeach.Explain reasons for tem-perature changes relatingto water depth.

Educator's Information:

Tn this activity, the studentswill learn three ways to test

water quality, and the instru-ments and procedures to beused during the On-Site Ac-tivities at Jones Lake. Reviewthe testing and backgroundinformation provided and besure that the students have readthis material before you beginthe classroom discussion.

April 1994

Instructions:

pH Testing1. Review the Student's Infor-mation on pH. Discuss whatthe term pH means and how itis measured on the pH scale.To reinforce the concept of thepH scale, use an example suchas a lake with a pH value of 5,which is 10 times more acidicthan a lake with a pH readingof 6; 4 would be 100 timesmore acidic than 6.

2. Explain how just a smalldifference in pH values candrastically affect the types ofaquatic life found there andwhich balancing mechanismsaffect the pH of an aquaticsystem. Photosynthesis, pro-ductivity, clarity, rainfall andlight are all factors which caninfluence the pH of a body ofwater. At Jones Lake, as inthe other Carolina bay lakes,the most important factoraffecting pH is tannic acid,which leaches into the lakefrom the surrounding bay bogfollowing rainfall. Display theposter of pH ranges that maysupport aquatic life (providedby the park).

3. Discuss the method of pHtesting tiiat will be used atJones Lake. Students will use

litmus paper, a speciallytreated paper which changescolor when it is moistened bya sample solution.

The type of litmus paperwe will use covers the pH'sof solutions in the ranges ofto 12 and has a different shadeof color corresponding witheach pH.

A testing square in the cen-ter of the paper will turn to theshade of the pH value whenplaced in the testing solution.Inform the students the pHtesting station will be on JonesLake pier and no horseplaywill be tolerated. On the pier,a small bucket with an attachedstring will be lowered overthe side to get a water sample.Group members will poursome of the water in a smallspecimen jar and then dip theirlitmus paper in the water andrecord the value.

4. In the classroom, test twoclear liquids, one base and oneacid. These will be providedby the park. This test willshow that two substances canlook the same and have totallyopposite pH values. Also,at this time, ask the studentsif and how pH may affecthumans in our daily life. Use


examples such as pH-balancedshampoos, acidic or spicyfoods that cause indigestion,such as pizza, tacos, spaghettiand orange juice (citric acid).Also mention substances thatcan be taken to neutralizeindigestion, like RolaidsTMTumsTM or Alka SeltzerTm. Ashumans, we are also livingorganisms and cannot toleratedrastic changes in pH. In lateractivities, students will have anopportunity to test themselves.

Household items will betested at the park and com-pared to the water of JonesLake, but as a preview youmay want to test orange juiceand RolaidsTM or baking sodato show how an antacid works.Solids such as RolaidsTM mustbe dissolved in water beforetesting. If the water used todissolve the solids is acidic,then the pH of the RolaidsTMwill not test as basic as itwould if water with a neutralpH had been used.

Clarity Testing1. Review the Student'sInformation on dark'. Brieflydiscuss why the clarity of abody of water is important indetermining the existence andtypes of aquatic life which maybe present. If the students haveread the provided information,they should be able to describethe importance of sunlight inphotosynthesis of plants, evenfor underwater plants.

2. Make sure the studentsrealize that the tea-coloringof Jones Lake is the most im-portant factor affecting clarity,

21 April 1994

but in other water sourcesturbidity is a major concern.Turbidity is soil, algae or otherparticles or pollutants settlingto the bottom through the lakewater. These particles may bestirred up by wind, waves orhuman activity in the lake it-self or may run off into thelake from nearby farms, con-struction sites or parking lots.Fortunately, Jones Lake issurrounded by Bladen LakesState Forest. so runoff and pol-lution is not as large a concernas in bodies of water wherethere is more activity aroundthe lake. Most Carolina bayslack an overland input of water(i.e. river or streams) whichmeans that water is not beingstirred up or made turbid.From a standpoint of produc-tivity this means thatnutrients essential forthe growth of aquaticplants arc scarce,because they are notflowing into the lakes.

3. For the classroom activityshow the Secchi disk that isdescribed in the Student'sInformation and remind thestudents of the Italian admiralwho invented it by loweringan ordinary dinner plate intothe water from his boat.

4. In order to demonstrate theconcept of clarity in the class-room, start with two largeaquariums (buckets or trashcans could work if aquariumsare not available). One shouldbe filled with clear, tap waterand one with very dark tea-colored water, like that ofJones Lake.

5. Have a student lower theSecchi disk into the clear waterand then into the tea-coloredwater. Explain to them thatthis is the same procedure theywill be using at Jones Lake.Be aware that the disk maystill he visible in the tea-col-ored water because light canpenetrate through the shallowwater in the container Showthe students that the disk is lessvisible in the darker water thanthe clear water.

6. Ask the students whateffects the darker water wouldhave on aquatic life found inthe water. Could they tell whattype of life a body of water

might contain justby its water clar-ity? (Answer: No,because there are

so many more


factors such as pH, tempera-ture and nutrient concentrationthat are just as important asclarity.)

7. Stir soil and organic mate-rial into the clear water. Thiswill demonstrate how theclarity of water can becometurbid from the introduction ofmaterial, or from sedimentsin the bottom being stirred up.Soon after adding this mate-rial, check the clarity again,using the Secchi disk. Whatproblems would a fish livingin such muddied conditionsencounter?

Depth Testing:1. Review the the Student'sInformation and lead a dis-cussion with the class on thedepth of the Carolina haylakes. At this time, hand outcopies of the "Bay LakeGeomorphology." Point outto students that this type of'lakes only averages about 9 ft.in depth and have differentcharacteristics from deeperlakes.

2. The measure of depth asan activity is done because itso closely relates to the clarityand temperature of a Carolinahay lake. To introduce theprocess of stratification, focuson the fact that this is a transi-tion that occurs on the basisof temperature. Increasedperiods of sunlight in springheat the surface of the lake andcause it to he several degreeswarmer than the rest of thelake water that is not beingradiated by the sun. In thesummer, the lake will havedefinite layers due to this solarheating. The epilimnion isthe top layer and is well mixedby surface winds and waveaction. The epilimnion, there-fore, keeps a uniform tempera-ture throughout. The layerclosest to the bottom is muchcolder and darker and is calledthe hypolimnion. Naturally,sunlight penetration decreasesthe deeper you go in thewater, so this cool, dark regionhas less productivity. Thetwo layers are separated by alayer of transition called themetalimnion. Location ofthis layer depends on tempera-

3. I .3 2 2 April 1994

ture and oxygen levels. (Themetalimnion is sometimescalled the thermocline, thoughthis term refers strictly totemperature differences, anddoes not measure changes indissolved oxygen).

0

5

10

eg.

=15

20

Epilimmon

Metalimnion

Hypolimnion

25 '&

30 t 1

0 5 10 15 20 25 30Temperature ('C)

3. Explain to the students thatstratification works this way inmost deep water lakes, but inthe oval-shaped depressionscalled Carolina bay lakes theprocess is different. Becausethese lakes are so shallow, theentire water column becomesmuch like the epilimnionlayer, having a quite uniformtemperature throughout. Pre-vailing winds and winds asso-ciated with thunderstorms alsoplay a part in mixing the lakewater and making it roughlyone temperature. This is notto say that Carolina bay lakesnever stratify at all. Duringlate spring a cool water hy-polimnion may in some yearsbe detected at the very bottomof the Carolina bay lakes.

4. At the park, students willbe using a calibrated depthmarker to check the depth intwo locations from the pier atJones Lake. Show the depthmarker to the students.

5. Another activity you maywant to perform in the class-room further demonstrates theconcept of stratification.

A. First, get a transparentcontainer at least 24 incheslong. (An aquarium or shal-low, rectangular baking dishworks well).

B. Fill the container withcold tea to a depth of about 2to 3 inches, depending on thesize of the container.

C. Add about an inch ofvery warm water, carefullypouring the water over theback of a spoon to avoid mix-ing it with the tea. You shouldbe able to observe the twodistinct layers with the meta-limnion, or thermocline,between them.

D. Try different things, likeblowing warm air across thesurface of the water from ahair dryer and observing whattakes place. Does the thenno-cline move? Add a couple ofice cubes to float in the warmwater and see what happens.

2r

Jones Lake State Park, NC 3.1.4

Temperature Testing:1. Review the Student's Infor-mation on temperature.

2. Discuss with students thereason temperature is mea-sured (because of the roleit plays in determining theamount of dissolved oxygenpresent in water). Coolerwater has the capability tohold more dissolved oxygenthan does warm water. Ex-plain that this is one reasonmany species of fish arefound in deeper waters duringthe summer. Warm water alsocauses a rise in the metabolic

rate of fishes'11.'4^ and therefore

98.6° F37° C

Normal BodyTemperature

32° FC

Water Freezes

an increased need foroxygen. Remind thestudents that seasonaltemperature changeshave the greatest effecton the water temperature,but the mixing of water bywind will also cause thetemperature and presence ofoxygen to fluctuate.

April 1994

3. Pass the thermometer

411/

around for the class to see.While the thermometer shouldremain in its plastic case today,it will be removed from it toget accurate readings at JonesLake. Inform students thatthis is a mercury thermometer,like those used to measurehuman body temperature. Thereadings taken at the lake willbe on the Fahrenheit scalethat we use in the UnitedStates. This scale is namedfor Gabriel Daniel Fahrenheit(1686-1736), the same manwho perfected a way of purify-ing mercury so that it could beused in this type of instrument.

4. Make the students awarethat on the Fahrenheit scale,32° F is the freezing point and212° F is the boiling point. Toillustrate the scale in use, theeducator may use the ther-mometer to take a few of thestudents' temperatures. Theyshould read around 98.6° F.Use the thermometer poster tocompare the Fahrenheit andCelsius scales.


5. Most of the world uses theCelsius scale to measure tem-perature. The Celsius scale,like the rest of the metric sys-tem, is based on tens, with0° C for its freezing point and100° C for the boiling or steampoint. Numbers in betweengo up in increments of ten.Using the following formulasyou can easily convert a Fahr-enheit temperature to Celsiusor vice versa. Please explainthese formulas to your classand have them do the sampleproblems at the end of thesection.

Fahrenheit to Celsius°C = (F 32°) 5+9

1. Replace the F in the for-mula with the Fahrenheit tem-perature.2. Subtract 32° from theFahrenheit temperature.3. Multiply the result by five.4. Divide that result by nine.5. This is the temperature inCelsius. ,

24

Example ( °F = 98.6°)

°C = (98.6° 32) 5+ 9

= (66.6' x 5) +9

= 333°+ 9

°C= 37°

Celsius to Fahrenheit°F = {(9 x °C) +5}+ 32

1. Replace the °C in theformula with the Celsiustemperature.2. Multiply the Celsius tem-perature by 9.3. Divide that result by 5.4. Add 32.5. This is the temperature inFahrenheit.

Example (°C = 100°)

°F. {(9 x 100°)+5} +32°F=(900°±5)+ 32°F=180°+32°F= 212°

Haw! students convert thefollowing temperatures toFahrenheit or Celsius:

70° F (21° C)12° C (54° F)57 °C (135° F)

129° F (54° C)204° C (399° F)

3.1.5 April 1994

pH R

ange

s T

hat S

uppo

rt A

quat

ic L

ife

Aci

dic

Neu

tral

Bas

ic1

23

45

67

89

1011

1213

14

Bac

teri

a

Plan

ts(Y

ello

w-e

yed

gras

s,M

aide

ncan

e)

Cha

in p

icke

rel,

Cat

fish

,Y

ello

w p

erch

Bas

s, C

rapp

ie

NN

NN

NN

\*N

Kt4

NN

\L'*

V,Ix

t(4

\CO

CC

ii\4

1

>4.

010

*ow

-"s

tmss

o-

POP

4041

1

Mus

sels

, Sna

ils, C

lam

s41

1141

1011

10,0

1

Lar

gest

Var

iety

of

Ani

mal

s(m

ayfl

ies,

sto

nefl

ies,

cadd

isfl

ies)

26

PHThe term pH means (p)ower

of (H)ydrogen ion activity.Scientists use the pH scale toshow levels of acidity in soiland water. At one end of thescale, a pH of 0 is extremelyacidic, having more hydrogenions (H+). A pH of 14 is verybasic, or alkaline, with morehydroxide ions (OH-). A sub-stance with equal numbers ofhydrogen (H+) and hydroxide(OH-) ions is neutral and car-ries a value of 7 on the pHscale. Pure water has a valueof 7, being neither acidic norbasic.

productivity, turbulence orclarity, rainfall and light areall balancing mechanisms thathelp keep a pH range constant.The pH of rainfall is naturallyacidic, normally registeringaround 5 to 5.5, but may be"buffered" or neutralized whencoming in contact with manytypes of soils.

The soils of Carolina bays,such as Jones Lake, containlarge amounts of peat, partiallydecayed plant material, whichis naturally acidic. Therefore,when rain falls on a Carolinabay peat bog and leaches orruns off into the lake, it is tea-

ACID RANGE NEUTRAL

PH0

FEW OH-

7

BASE RANGE

14

LARGELY OH-

FEW H'

LARGELY H

pH is measured on a loga-rithmic scale with each num-ber representing a factor of ten.Therefore, a pH reading of 5is ten times more acidic than areading of 6.

The level of acidity is veryimportant in ponds and lakesbecause it affects what aquaticlife can live there. Differentanimals can tolerate varyingranges of pH. Any changes inthe pH ranges can be harmfulto the aquatic life. (See the "pHRanges That Support AquaticLife" chart) Factors such as


colored and acidic, as you willdiscover during your On-Sitetesting. This natural acid iscalled tannic acid and is notharmful to humans or to theaquatic plants and animalswhich have adapted to livehere. Peat, as it decomposes,releases carbon dioxide (CO,)which also makes the pH ofwater decrease when it formsa weak carbonic acid.

The water qualify of JonesLake and other Carolina baylakes is monitored severaltimes a year by the N

3.1.7 2 7

Carolina Division of Environ-mental Management to ensurethat the pH range and otherwater quality factors remainwithin the appropriate rangefor aquatic life and humanenjoyment.

ClarityThe energy source of a lake

or pond ecosystem is the samefor our entire planet, sunlight.The intensity or degree ofsolar penetration in an aquaticsystem decreases with depthdue to the absorptive character-istics of water, microorganismsliving in the water and othersuspended or dissolved materi-als. Clarity is a measure ofthe clearness or visibility ofwater. Color and water chem-istry have the biggest effect onthe clarity and, therefore, thebiology and productivity ofthe Carolina bay lakes.

The clarity of a lake orpond is important because itallows sunlight to penetrateand allow photosyntheticactivity. In this area, called thephotic or photosynthetic zone,green plants and phytoplanktonthrive. These organisms con-tain chlorophyll, which usesenergy from sunlight, alongwith water and carbon dioxide,to make food that plants needin order to grow. The decom-position zone is located nearthe bottom. where very littleor no sunlight can reach. Inthis area, oxygen given offfrom photosynthesis is usedin the break down of organic

April 1994

material. In the Carolina bays,however, the rate of decompo-sition is quite slow, due to highacidity and a limited supply ofoxygen. Because of the slowrate of decomposition, scien-tists have been able to studypollen grains, preserved forthousands of years in the peatat the bottom of these lakes.This information enables re-searchers to understand moreabout what the environmentwas like when the Carolinabays were formed.

Jones, Salters and Singletarylakes are classic examples ofthese natural basins and associ-ated ecosystems. Like mostCarolina bays, these lakesreceive almost no overlandinputs of water, relying insteadon rainfall and groundwaterleaching from the surroundingbay-forest bog. These bogs arethe cause of the characteristictea-colored water of Carolinabays. Bogs normally formwhere little water flows in orout of a watershed. As plantsdie, their leaves, stems, rootsand other parts fall into thewater. These partially decay,forming peat. The peat is richin tannic acid which, afterrainfall, is released like teafrom a tea ba&

in order to test theclarityof the- Water nf Jones Lake you

t***Asinple devicecatied:a seetw{pronouncedSeek This:measur-:Trik device 'Vas invented by anItalian admiral, Pietro AngeloSecchi (18 18-1879), wholowered an ordinary dinnerplate over the side of a boat

Jones Lake State Pack, NC

until it disappeared from view.He took a reading of the depth,and then raised the plate untilit reappeared and then took themean of the two readings toobtain the clarity. The Secchidisk you will use is 20mm indiameter and is divided into

:sections of black and white,and no, you can't eat lunch:on it.

DepthThe Carolina bay lakes,

while different in such aspectsas clarity and pH, have a num-ber of common characteristics.One of these similarities isdepth. =These shallolkdepres-sioni average oily around timefeet M.clePth anrrtheiefore havedifferent fromdeeper likesnehas JordanLake in.the-Piedimnt region.

3.1.828

Deeper lakes go through aprocess called stratification.This transition occurs in thespring, when increased periodsof sunlight begin to heat thesurface of the lake. The firstfew feet of water may be sev-eral degrees warmer than thedeep water, which is receivingless solar radiation.

Because the warm wateris less dense, it will float ontop of the cooler water. Inthe summertime, the lake willbe much like a layer cake.The top layer, which scientistscall the epilimnion, consistsof warmer water that is con-tinuously mixed and has afairly uniform temperature.The bottom layer, called thehypolimnion, is colder, darker,denser and at certain times

April 1994

10

,15

20

Epilimnion

Metalimnion

Hypolimnion

25

300 5 10 15 20 25 30

Temperature (°C)contains little oxygen. Thesetwo layers are separated by azone of transition called themetalimnion, also known asthe thermocline, where thetemperature and oxygen levelsvary by depth.

In comparison, Carolinabay lakes are normally underfourteen feet in depth. Most,like Jones Lake, only averagebetween eight and nine feet inmaximum depth. Such a shal-low depth means that nearlythe entire water column can bemixed by constant winds andhave a uniform temperaturelike the epilimnion of a deeperlake. Imagine a shallow sau-cer or dish and you can picturethe bottom of a Carolina baylake. Ideally, the lack of depthof these lakes should allow


sunlight to penetrate to thelake bottom and allow aquaticplant life to photosynthesize.As you will recall from theclarity test, the tea-coloring ofthe lake absorbs much of thelight before it reaches bottom.As a result, aquatic plant life issparse in most Carolina baylakes.

Generally, the deepest wateris in the southeast end of Caro-lina bay lakes. In our stateparks, visitor access and recre-ational opportunities are usu-ally located on this side of thelake. Within 50 feet of thesoutheast shore, there is aninitial drop of 1.1 to 2.0 feet inall of the lakes. This is a resultof wind and wave action. Ashallow wave-built terrace isusually several hundred feet

3.1.92

into the lake, normally with awidth the length of the lake.

Jones Lake, however, hasno such terrace and graduallyslopes to its deepest point nearthe geographic center of thelake. The northwest shoreof Carolina bay lakes haveno terraces, and depths in thisarea may reach five feet at thewater's edge. There is littleor no wind influence on thisside of the lake, which allowsvegetation such as bay treesand cypresses to become moreestablished around these mar-gins of the lake. While reduc-ing the wind and wave action,th's also permits sediments toaccumulate and new plantsto establish themselves. Thus,peat is produced graduallyfrom dead organic matter andthe bay forest slowly growsinto the lake. This processslowly reduces the size of thelake. Jones Lake, for ex-ample, is presently only about34 percent of its original size.Ultimately, bay lakes will bereduced to moist bogs. BushyLake, a state natural area insouthern Cumberland County,is a good example of a Caro-lina bay lake in the advancedbay-bog stage.

TemperatureMost creatures living in

aquatic environments, suchas fish, are cold-blooded.Because of the close relation-ship between body tempera-ture and environmentaltemperature, most aquatic lifeis maintained within a narrowrange of temperatures, from

April 1994

about 32° F t) 122° F (0° C to50° C). Few organisms, withthe exception of some types ofbacteria, can live very long attemperatures above or belowthese limits. This sensitivityto the temperature is a resultof the effect temperature hasupon enzymes, the proteinsthat control the rates of life-supporting reactions. Whenan organism's temperaturedecreases, the rates of suchreactions decrease. In hightemperatures, the complexenzyme molecules becomeunstable and reactions willcease.

The heat-holding capacityof water is great. It absorbsand releases heat much moreslowly than does air. For this

7,800'

4,200'

Jones LakeGeomorphology

PeatSand layerHard-pan Clay

98.6° F37° C

Normal BodyTemperature

32° F0° C

Water Freezes

reason, plants and animals ofmost ponds and lakes are notusually subjected to suddenlyvaried temperatures. In a shal-low pond or lake such as JonesLake, the water temperaturevaries with air temperature.

Oxygen, which is necessaryfor the survival of nearly allplants and animals, is quitesoluble in water, but theamount dissolved in freshwater is much lower than inthe atmosphere. Oxygen fromair is absorbed slowly, but theprocess is speeded when wind,waves and currents disturbthe water surface. Movingwater usually contains moreoxygen because it is con-stantly being stirred up andcomes into more contact withair than does still water. Tem-perature enters the equationof dissolved oxygen becausecold water has the ability tohold more oxygen than warmwater. Water at higher tem-peratures can have a harmfuleffect, because it has less dis-solved oxygen available whileat the same time it raises themetabolic rate of fish andtherefore their need for

oxygen.


0

Depending on the speciesof fish, maximum tempera-tures from 75° F to 92° F(24° C to 33° C) may result inthermal death. This is a resultof the failure of one or moreof the vital processes: respira-tion, circulation or nervousresponse. At Jones Lake, suchhigh water temperatures havebeen recorded, usually aroundlate July to early August, andoccasionally fish have beenfound dead along the shore.On July 10, 1992, a tempera-ture 90° F (32° C) was re-corded at a depth of 3.5 feet.

Temperature is easily re-corded with a thermometer,thanks to its invention byGabriel Daniel Fahrenheit(1686-1736). He perfected amethod of purifying mercury,and figured out that it wouldexpan' or contract uniformlywith changes in temperature.The mercury thermometer isprobably the most widely usedway of measuring temperaturetoday, and Fahrenheit's namelives on in the form of the tem-perature scale that we still usein the United States.

April 1994

A


Communication Skills: lis-tening, reading, vocabularyand viewing comprehensionGuidance: competency andskill for interacting withothersHealthful Living: recreational-safetyMathematics: solve problemsin temperature and measure,mentScience: ecologySocial Studies: gather, orga-nize and analyze information,draw conclusions

Grade 7Communication Skills: lis-tening, reading, vocabularyand viewing comprehensionGuidance: being responsiblein a groupHealthful Living: recreationalsafetyMathematics: solve problemsin measurement and tempera-tureScience: characteristics ofplants and animals, earthscience, natural phenomenaSocial Studies: know theimportance of naturalresources, gather, organizeand analyze information,draw conclusions

Grade 8Communication Skill: lis-tening, reading, vocal-and viewing compre,Healthful Living: recreationalsafetyMathematics: solve problemsin measurement and tempera-ture'Science: ecology, geomor-phology, landform processesSocial Studies: North Cam-lina geography


Location:Jones Lake State Park

Group Size:30 or less; minimum of 1leader per 10 students

Estimated Time:Approximately 60 minutes

Appropriate Season:Early spring to late fall

Materials:Provided by the educator:Per student: "Close Encounter

with a Carolina Bay Work-sheets," pencil

Provided by park: litmus paper,small plastic bucket, smallglass specimen jars, pH testingmeter, Secchi disk, mercurythermometer, calibrated depthmarker

Major Concepts:Water qualitypHpH range best suited foraquatic lifeClarityTemperature ranges

Reading a calibratedscaleBay lake geomor-phology

Objectives:Work as a scientific testinggroup to gather data on thewater quality of a Carolinabay lake.Use litmus paper to mea-sure pH.Use a Secchi disk to mea-sure clarity.Measure temperature.Determine temperatureranges that best supportaquatic life.Learn the average depth ofmost Carolina bay lakes.Demonstrate the use of acalibrated depth scale todetermine the depth of abody of water.Be able to present andexplain the data collectedin the water quality tests.Based on the pH of JonesLake and Lake Waccamaw,explain the (iference inaquatic life of the two lakes.

April 1994


rr his activity takes place1 on and around the pier at

Jones Lake, so it is very impor-tant to emphasize safety beforeand during the visit to the park.Horseplay and misconductwill not be allowed. A mem-ber of the park staff or aneducator will be the stationleader at each testing site.

1. Prior to the park visit thestudents should be divided intofour groups.

2. The bus will be met in themain parking area by a parkstaff member, who will leadthe group to the InterpretiveStand located in the picnicarea. At the Interpretive Stand,students will take part in abrief introduction to the parkand learn important informa-tion concerning the locationof testing stations on the pier.Each group will take turns vis-iting each of the water qualitytesting stations. When a groupcompletes a water quality test,they should wait quietly untilthe word is given to move tothe next station.

3. Distribute the materials,testing equipment and datasheets to the students and an-swer any questions concerningthe day's events.

Instructions:

Part ApH Testing:

1. The pH testing will belocated near the boat stallsof Jones Lake pier. Studentsshould be especially careful atthis testing station as there isno railing in this area.

2. When the group has arrivedat the station, the station leaderor a group member will lowera bucket into the water andbring up a sample of water.Have one student stick thelitmus paper into the waterwhile the others observe whatcolor the testing block turns.Students should rememberfrom the Pre-Visit activitiesthat the shade the test blockturns will correspond with theshade of the correct pH value.

3. In order toget a more accu-

rate reading, an-other student, under

the guidance of thestation leader, will dip

a simple pH test meterinto the water for about a

minute. The pH value willthen be displayed on the

small digital screen.

4. Both readings should berecorded on the worksheet andthe water sample returned tothe water. Please be good parkstewards and place used litmuspaper in the nearest trash can.


Part BClarity Testing:1. The clarity testing will bedone near the end of the pierwhere the water is deeper.Students should get a fairlyaccurate reading here sincethe Secchi disk willdisappear beforestriking the bottom.A ropebarrieris inplacearoundthe pier forsafety.

2. The station leader or agroup member will slowlylower the disk into the wateras the students carefully watchthe disk to determine when itfades from view in the tea-colored water.

3. The disk should then beraised slightly until it can justbarely be seen again, almostto the point of no longer be-ing visible. This is the markor reading which should berecorded on the worksheet.The line on the Secchi disk iscalibrated in inches. Theleader will assist the studentsin reading the measurement.

Part CTemperature Testing:

1. In this part students willrecord the temperature of JonesLake at two locations on thepier. The first station is locatednear the end of the pier. Aftertesting the temperature in thislocation, students will movedown the pier to test the tem-perature in shallower water.

rj April 1994

2. Students should rememberto keep the thermometer inthe plastic case before the testbegins. Have one student re-move the thermornetPr fromthe case, being careful to nothold the bulb end, as this mayaffect the test accuracy.

3. The student will lower thethermometer into the water atthe station until it reaches thebottom. The thermometershould be left in the water forat least two minutes.

4. After the allotted time, thestudent should pull the ther-mometer to the surface andquickly take the reading, inorder to get an accurate read-ing not influenced by air tem-perature. Each student shouldrecord this reading on his orher worksheet.

5. Follow the station leaderto the second station near thestart of the pier, to test thetemperature in shallow water.This water should be slightlywarmer because of morethorough heating from solarpenetration. The same proce-dure should be used as in theprevious temperature test andeveryone should record thistemperature on his or herworksheet.

6. Next, leave the thermom-eter out of its case for a fewminutes and record the airtemperature, once again re-membering not to hold ontothe bulb.

Part DDepth Testing:1. In this part, students willcheck the depth of Jones Lakeat two locations on the pier.Students will discover thegradual slope of the bottomof a Carolina bay lake.2. Students will first meet atthe depth station near the endof the pier, where a measure-ment will be taken.

3. The station leader or agroup member will slowlylower the depth marker intothe lake. The marker is cali-brated in inches and feet.Students will record the levelafter the marker has touchedlake bottom.

4. Once this reading has beenrecorded on the worksheet,the station leader will leadthe group to the second depthstation near the start of thepier. Here the students will

Jones Lake State'Park, NC 4.1.3 3 3

take another reading using thesame instructions as before.

Part ETesting Summary:1. Once every group has vis-ited each of the stations andrecorded data on the waterquality tests, they will be ledback to the interpretive stand.

2. Here, students will presenttheir findings for all of thewater quality tests and seeif they correspond with ex-pected results and thoserecorded by other groups.

3. Group members will beasked to come forward andrecord their group's readingson a poster in front of therest of the class. Also onthis poster will be pictures ofactual fish and aquatic plantscommonly found in Carolinabay lakes.

4. Another poster will showpH ranges that supportaquatic life in Jones Lake inrelation to ranges that supportlife at Lake Waccamaw. Howis it possible that more lifemay be present in LakeWaccamaw although it, too,is a Carolina bay lake?

5. At this time students willtest a few items from every-day life. Bleach, lemon juiceand tap water are amongitems to be tested in order todefine the limits or boundariesof the pH scale. Ask studentsto compare the pH of JonesLake water to these other sub-stances. Based on pH, whichof the fluids would be morelikely to support aquatic life?

April 1994

Close Encounter with a Carolina Bay Worksheet

Lake or Water Source Date

Student's Name Time

pH TESTING

Litmus paper pH meter

pH Scale'Acid Base

0 1 2 3 4 5 El 8 _9110 11 12 13 140

0N RG A

TE

wEAK

N W" 0

ME EU AT K

S

0N

A AL T

E

pH is recorded on a logarithmic scale. Each number represents a change by a factor of 10.For example. water with a pH of 3 is 1(X) times more acidic than water with a pH of 5.How many times more acidic is the water of Jones Lake than Lake Waccamaw (pH = 7)?

answer:

CLARITY TESTING

inches

If one inch equals 2.5 centimeters, what is the clarity depth reading of Jones Lake incentimeters? cm

DEPTH TESTINGLocation # I Location # 2

If one inch equals 2.5 centimeters, what are the depth readings of Jones Lake in centimeters?

Location # I Location # 2

TEMPERATURE TESTINGLocation # I (deep) Location # 2 (shallow) Air

In what way does the air temperature of today compare to the water temperatures'?Which of the three is warmer? Why?

General Observations:

Were any signs of animal life present'? If so, what?

Were any signs of plant life present'? If so, what?

Jones Lake State Park. NC 4.1.43 4

April 1994

Post-Visit Activity '1 How's Your Water?


Communication Skills: studyskills using environmentalsources, listening, reading,vocabulary and viewingcomprehensionHealthful Living: environ-mental health, how peopleaffect the environment,recreational and home safetyScience: how science helps usSocial Studies: gather, orga-nize and analyze information,draw conclusions

Grade 7Communication Skills: studyskills using environmentalsources, listening, reading,vocabulary and viewingcomprehensionHealthful Living: home,school and recreational safetyScience: characteristics ofplants and animals, organiza-tion and variety of livingthings, interaction of peopleand the environmentSocial Studies: know theimportance of naturalresources, gather, organizeand analyze information,draw conclusions

Grade 8Communication Skills: studyskills using environmentalsources, listening, reading,vocabulary and viewingcomprehensionHealthful Living: home,school and recreational safety

Location:Classroom, school property,home

Group Size:30 students or less, class size


Estimated Time:As much time as teacherdeems necessary

Appropriate Season: Any

Materials:Pjovided by park: litmus paperProvided by educator: pencils,

"How's Your Water?" datasheet, "Flashy Fish" fact sheet

Major Concepts:pHpH range best suited foraquatic lifeWater quality

Objectives:Use litmus paper to mea-sure pH.Predict habitat. suitabilityfor select fish.


During their visit to JonesLake State Park, students

learned about the term pH andhow it is an important aspectof measuring the quality ofa water source. As studentsdiscovered, pH plays a veryimportant part in determiningthe type and amount ofaquatic life that may livein Jones Lake and the otherCarolina bay lakes. By gath-ering pH readings, we can tellthe acidity of a liquid, whetherit is a mud puddle or a 224acre lake.

In this activity, students willbe testing the pH of differentwater sources in and around

the school or home. In prepa-ration for this testing, youmay want to briefly refresh thestudents on the use of litmuspaper. It may also be neces-sary for you to designatecertain areas as "off-limits"to testing for safety purposes.

Examples of items orareas that could be tested mayinclude mud puddles, a localcreek, pond, road-side ditchclassroom aquarium, drinkingfountain or even the student'sown saliva. By recording thepH values, students will beable to determine if the "FlashyFish" could live in the waterthey tested.

This activity could be donesolely on the schocil groundsor as a take-home project toinclude water sources aroundtheir home. If studentsare allowed to test athome, they should bereminded to stay awayfrom dangerous orpotentially hazard-ous areas and alsonot to trespasson privateproperty.

5.1.1 April 1994


Instructions:1. Once the testing areas havebeen defined, pass out the"How's Your Water?" datasheet and briefly review it withthe class. Instruct the studentsto be sure to record the testinglocation, the type or use ofthe water source and the pHof the water source. You mayfind it necessary to set a timelimit for testing around theschool grounds.

2. After the testing has beencompleted, gather the classback together to discuss theirfindings.

3. Start by asking the class ifthey discovered any watersource that was new to them.Is it permanent or temporary?What is the origin of thewater?

4. Did any of the studentsobserve anything alive in ornear the water source theytested? If it was a naturalhabitat, have the student(s)describe the plant or animallife, if any.

5. Were there any signs ofpollution at the test site? If so,what was the probable cause'?

6. Draw the pH scale on theboard. Have the students sharethe pH results of their test sitesand note these on the boardbelow the pH scale. Abovethe scale, mark what theyrecorded as the pH of JonesLake and Lake Waccamaw.

7. Hand out the "Flashy Fish"fact sheets. Have the classread the biological sketch foreach species. From these char-acteristics students shoulddetermine which fish speciescould live in the water sourcesthey tested.

5.1.2 April 1994

"How's Your Water?"' Dafa Sheeton

to answer the

pH

Find a water source and test it with a strip of litmus paper. Record your observationsthis sheet for use in the second part of this activity. (Use the back of this sheetquestions if additional space is needed.)

Test Site Location Source of / or use of Water

1. water fountain lialllva V drinking

2.

3.

4.

5.

6.

7.

8.

4 Does the test site have water permanently or on a temporary basis'?

I. permanently 2. 3. 4.

5. 6. 7. 8.

4 Is the water clear, moderately clear or turbid/muddy'?

1. clear 2. 3. 4.

5. 6. 7. 8.

List any living things in or near the water test site:

I. people 2.

3. 4.

5. 6.

7. 8.

4 List any sign(s) of pollution at your test site:

4 Any additional comments or observations:

4 Which (if any) Flashy Fish could live in the water at the test site(s)'?

I

Jones Lake State Park. NC 5.1.3 37 April 1994

LARGEMOUTH BASSMICROPTERUS SALMO!DES

The largemouth bass is the largest and prob-ably the most important game fish within

the sunfish family. It is a well-known fish thatis usually only confused with its closest rela-tives. the smallmouth and spotted bass. Asits name indicates, the upper jawbone of thelargemouth extends farther back than the jaw-bone on the smallmouth. A more reliableindicator is the number of rows of scales onthe cheek of the largemouth. The number ofrows of scales is always less than 12 for alargemouth. The largemouth is black to deepbronze-green in color on the dorsal (top) side,blending through lighter green on the sides toa white belly.

NATURAL HISTORY

Largemouth bass spawn under a wide vari-ety of water conditions. Most spawning takesplace in the spring when water temperaturesare between 62° to 68° F (16° 20° C). Asmany as 26,000 eggs may be deposited in thenest by one or more females. After fertilization,the male bass guards the nest from predatorsand circulates water over the eggs through themovement of its fins. Young largemouth hatchin 7 to 10 days and feed on plankton and insectlarvae while remaining schooled together.Once the young bass reaches about 2 inches

will eat almost anything it can swallow.

DISTRIBUTION

The largemouth bass is a native to theeastern United States and is presently foundin nearly every lake and reservoir in NorthCarolina. Warm rivers and streams also pro-vide good largemouth habitat. This species isusually absent, however, from the extremelyacid waters of the southeastern part of the state.

pH TOLERANCE

Largemouth bass, like all fish, and humansfor that matter, has a blood pH of 7.4. Whilethe air that we humans breathe does not havea pH, this value is all-important to the aquaticenvironment of the fish. Even slight changesor variations in pH may affect the fish's hemo-globin and its ability to take oxygen out ofthe water. If the pH of the water is adequate,the fish is able to acquire all the oxygen itneeds, even from oxygen-starved water. If thepH value of the water is too high or too low, asufficient oxygen supply might not be derived,even in oxygen-rich waters.

Largemouth bass prefer and are most activein a pH range from 7 to 8.5. Largemouth bassare not commonly found in water below6 and above 9 on the pH scale.

SIZE RANGE

The average size of the largemouth bass rangesfrom 4.7" to 28" or 12 to 70 cm.

gtC Mer,n1

n

Jones Lake State Park, NC 5.1.4 April 1994

BLACKBANDED SUNFISHENNEACANTHUS CHAETODON

rr he "angelfish" of native fishes, black-

bandedbanded sunfish have a series of four to sixintense black vertical bands crossing a round,silver body. The fins are clear except for theleading spines of the dorsal fin which may beblack and orange.

NATURAL HISTORY

The blackbanded sunfish prefers to spawnin a sandy, heavily vegetated lake or on a riverbottom with slow moving water. Most spawn-ing takes place in early spring as the watertemperature starts to rise. The male defends theshallow nesting depression, even against fishlarger than himself. He also fans the nest toinsure the developing eggs receive oxygenatedwater.

DISTRIBUTION

This species is found in the Atlantic coastalplain from the New Jersey Pine Barrens south-ward to northern Florida. In North Carolina itis more common in the blackwater streams inthe southeastern section of the state.

pH TOLERANCE

Of all the native fish, the blackbanded sunfishprobably has the greatest tolerance for existingin waters with a low pH (acidic). The speciesis routinely found in blackwater lakes andstreams where the pH is in the low 4's. Thefish has even been found living in waterswhere the pH was an exceptionally low 3.5.

SIZE RANGE

The average size of the blackbanded sunfishranges from 1.2" to 2.4" or 3 to 6 cm.

Fothct el F,,,F unbnaCkrpnn0 n, Crnntonn


39April 1994

FLASHY FISH FACT SHEF,T

SHEEPSHEAD PUPFISH

CY'PRINOMA' VARIEGAR IS

T he sheepshead pupfish can be identifiedby the erlarged scale (the humeral) just

behind the gill cover. Also, under a magnify-ing lens you cansee the presenceof three projec-tions on eachtooth. Its body isshort and thickwith dark "Y "-marks on its

silvery flanks. The male has a brilliant irides-cent blue line running from the dorsal fin tothe snout.

NATURAL. HISTORY

Members of this fish genus appear to haveoriginated from marine environments. Theyhave the ability to exist in either freshwater orsaltwater. Their pituitary gland controls theirbody's ability to adjust to changes in watersalinity (salt content) that would be fatal tomost other fish.

DISTRIBUTION

It occurs from Massachusetts to SouthAmerica along the Atlantic coast.

HABITAT

This fish is commonly found in coastalwaters with low salinity. Most typically it isfound in tidal pools or marsh channels withsand bottoms and well-developed shorelinesof marsh grasses. It can also occur in fullstrength seawater. It is rarely found in freshwa-ter mainly because of competition with otherfish, primarily sunfish.

p1-1 TOLERANCE

This species can exist in waters with a pH upto 9.

SIZE RANGE

The average size of the sheepshead pupfishranges from 1.6" to 2" or 4 to 5 cm.

Sterhsnm

Jones Lake State Park. NC 5.1.640.

April 1994

Acid Having a pH less than 7; the chemicalstate of water or other substance in which thehydrogen (H+) ions exceed the hydroxyl (OH-)ions. For example. a car's battery acid has apH of 1. See pH scale.

Adaptation - A change in the structure oractivity of an organism that produces a betteradjustment to its environment. thus enhancingits ability to survive and reproduce.

Alkaline See Base.

Ammonia A colorless, strong smelling gascomposed of nitrogen and hydrogen. It has apH of 12.

Aquatic Life A plant or animal growing orliving in or upon water.

Base Having a pH greater than 7: the chemi-cal state of water or other substance in whichthe hydroxyl (OH-) ions exceed the hydrogen(H+) ions.

Biology The science that deals with theorigin. history, physical characteristics, lifeprocesses and habits of plants and animals.

Carolina Bay Elliptical or oval depressionsin the surface of the coastal plain of the south-eastern United States from northern Virginia tosouthern Georgia. They generally run parallelto each other in a northwest to southeastorientation. Most are tilled withwet, organic soils and areovergrown with swamp-type vegetation. In thepast. nearly all containedlakes. A few open-waterhay lakes remain. Jones.Salters, Singletary. Whiteand Waccamaw are allexamples of Carolina bays inthe lake form.

A

Clarity The distance that sunlight is able topenetrate into a body of water.

Decomposition The rotting or breaking apartinto basic components. Decomposition makesnutrients, such as nitrogen and phosphorous.available for use by other organisms.

Dissolved Oxygen (DO) The amount ofoxygen gas molecules dissolve in water. Fishand other aquatic animals depend on DO forrespiration.

Ecosystem Plants, animals and their physicalsurroundings which interact with environmen-tal conditions, such as temperature and rainfall,forming an interdependent system.

Environment All the living and non-livingconditions, factors and influences whichsurround a plant or an animal.

Epilimnion The uppermost, warmest, well-mixed layer of a lake during summertimethermal stratification. The epilimnion extendsfrom the surface to the metalimnion (thermo-cline).

Fahrenheit Denoting a thermometric scalein which water freezes at 32 F and boils at212 F. Named for Daniel Gabriel Fahrenheit(1686-1736), the inventor of the thermometer.

Geomorphology A science that deals withthe land and soil features of the earth.

Bay Forest

Sand Rim

-8t,

- SandyBottom

- -

Jane. Lake State Park. NC 6. 1

. :ScatteredCypress

Exposed

Sand RimEroded

Shoreltne

April 1994

Habitat The environmental conditions of thearea where a.plant or animal naturally grows orlives. See Environment.

Hypolimnion - Lower, cooler layer of a lakeduring summer thermal stratification.

Larva (larvae, plural) The immature formof an animal that changes structurally whenit becomes an adult, usually by complexmetamorphosis.

Limno logy The scientific study of thephysical, chemical, geological and biologicalfactors that affect aquatic productivity andwater quality in freshwater ecosystems, lakes,reservoirs, rivers and streams.

Litmus Paper Specially treated paper used asan acid-base indicator.

Logarithmic Scale In relation to pH. eachunit of pH on the scale represents a factor often. A lower pH number is more acidic, whilea higher pH number is more alkaline. Forexample, a pH of 5 is ten times more acidicthan a pH of 6, which is ten time more acidicthan a pH of 7. Conversely, a pH of 7 is tentimes more alkaline than 6. which is ten timesmore alkaline than 5.

Metalimnion - Layer of greatest temperaturechange in a stratified body of water; presentsa barrier to mixing. See Thermocline.

Organism A plant or animal; any livingthing.

pH A measure of the power of the hydrogenion (H+) activity in a substance.

pH Scale A range of 0 to 14 used to measurethe degree of acidity or basicity (alkalinity) ofa substance. A pH of 7 is neutral. See Acidand Base.

ACID RANGE NEUTRAL BASE RANGE

PHI 1

I

0 7 14I--------FEW OH

LARGELY OH

FEW H'

LARGELY H

Photosynthesis The chemical processcarried on by green plants in which the cellsthat contain chlorophyll use light as energy toproduce glucose (a plant food) from carbondioxide and water; oxygen is released as aby-product.

Plankton Collective term for the mostlymicroscopic plants and animals that float ordrift in oceans and freshwaters. These plantsand animals are a very important food sourcein aquatic environments.

Pocosin A type of wetland which is domi-nated by dense stands of broad leaf evergreenshrubs or low bay trees.

Secchi Disk Typically a black and white disk,generally 20 cm in diameter, used to measurewater clarity. Named for its originator, Italianadmiral Pietro Angelo Secchi (1818-1878).

Species A biological classification of organ-isms. All organisms of a single distinct kindthat have a high degree of similarity and canmate and produce fertile offspring.

Stratification A division of an aquatic orterrestrial community into distinguishablelayers on the basis of temperature, moisture,light. vegetative structure and other suchfactors creating zones for different plant andanimal types.

Tannic Acid Any of a group of pale-yellowto light-brown, shapeless, substances in theform of powder, flakes or a spongy masswidely distributed in plants. Tannins normallyoccur in the roots, bark, leaves and fruit ofmany plants. Tannins are responsible for thetea-color and low pH oflones Lake.

Thermometer An instrument for measuringtemperature.

Turbidity Cloudiness in water caused byparticles suspended in the water.

Wetland A low lying area, such as a swamp,marsh or pocosin, whose soils are waterloggedfor at least part of the year.

Jones Lake State Park. NC 6.2 April 1994

References

Balcom, Nancy C. (ed.). 1991. "Mainstream,""Habitat Hunt," "Where the Water Falls" and"Little Limnologists" activities. Virginia's StateParks: Your Backyard Classroom, Chesapeakeedition. For more information contact theVirginia Department of Conservation andRecreation, Division of State Parks, 203Governor St., Suite 306, Richmond, VA 23219.

Brown, Walker R., and Norman D. Anderson.1971. Earth Science A Search for Under-standing. Philadelphia, PA: Lippencott Co.

Caduto, Michael J. 1985. Pond and Brook, AGuide to Nature Study in Freshwater Environ-ments. Englewood Cliff, NJ: Prentice Hall, inc.

Dean, Jim 1978. "The Year the Floods Came,"Wildlife in North Carolina, February. For moreinformation contact NC Wildlife ResourcesCommission, 512 N. Salisbury St., Raleigh, NC27604-1188.

Earley, Lawrence. 1990. 'Faking a River'sPulse," Wildlife in North Carolina. August.For more information contact NC WildlifeResources Commission, 512 N. Salisbury St..Raleigh, NC 27604-1188.

Everhart, Jerry (project director). 1986.Project MOST For more information contactPitt County Schools, 1717 West 5th St..Greenville. NC 27834.

lzaak Walton League of America. "Save OurStreams." For more information contact IzaakWalton League of America, 1401 Wilson Blvd.,Level B, Arlington, VA 22209.

Montgomery County Public Schools. 1972."Activities for Studying Streams," Environ-mental Education Series, Bulletin No. 247 A.For more information contact MontgomeryCounty Public Schools, 850 Hungerford Drive,Rockville, MD 28050.

Jove' Lake State Park. NC 7.1

Montgomery County Public Schools. 1972."Activities for Studying Ponds," Environmen-tal Education Series, Bulletin No. 247 D. ForMore information contact Montgomery CountyPublic Schools, 850 Hungerford Drive,Rockville, MD 28050.

National Aquarium in Baltimore. 1987."In Hot Water?" Living in Water: AquaticScience Curriculum for Grades 4-6. For moreinformation contact the National Aquariumin Baltimore, Pier 3, 501 East Pratt St.,Baltimore, MD 21202.

National Wildlife Federation. 1983. Acid RainA Teacher's Guide. For more information

contact National Wildlife Federation, 140016th St. NW, Washington, DC 20036-2266.

National Wildlife Federation. 1987. "We CareAbout Clean Air," National Wildlife WeekEducators Guide, March 15-21. For moreinformation contact National Wildlife Federa-tion, 1400 16th St. NW, Washington, DC20036-2266.

National Wildlife Federation. 1990. Pollution: Problems and Solutions, Ranger Rick'sNature Scope. For more information contactNational Wildlife Federation, 1400 16th St.NW, Washington, DC 20036-2266.

National Wildlife Federation. 1990. "EarthDay Every Day You Can Make a Differ-ence", Educator's Guide. For more informa-tion contact National Wildlife Federation, 140016th St. NW, Washington, DC 20036.

North Carolina Division of Water Resources.1991. "pH What Does It Mean?"Streaniwatch News, Issue #13, Feb. For moreinformation contact North Carolina Depart-ment of Environment Health and NaturalResources. PO Box 27687, Raleigh, NC27611.

d3

April 1994

North Carolina Division of Water Resources.1991. "Sediment: It's Only Dirt. Right?"Streannt arch News, Issue #15. Nov. Formore information contact North CarolinaDepartment of Environment. Health andNatural Resources. PO Box 27687, Raleigh,NC 27611.

North Carolina Wildlife Resources Commis-sion, Dec. 1989. "Josh and the Fish Kills."North Carolina WILD Notebook. For moreinformation contact Division of Conservationand Education.512 N. Salisbury St.. Raleigh.NC 27604-1188.

Slattery. Britt E. 1991. "Wet' n' Wild" activity.WOW!: The Wonders of Wetlands: anEducator's Guide. For more informationcontact Environmental Concern. Inc.,P.O. Box P, St. Michaels, MD 21663.

Swan, Malcolm D. 1983. Tips and Tricks inOutdoor Education Approaches to ProvidingChildren with Educational Experiences in theOutdoors. Danville. IL: The Interstate Printers& Publishers. Inc.

Taylor, Mark. 1989. Streamwatching WithKids, An Outing Leader' Guide. Reprinted byNorth Carolina Wildlife Resources Commis-sion. For more information contact theWildlife Resources commission. 512 NorthSalisbury Street. Raleigh. NC 27604-1148.

United States Dept. of Agriculture. July 1986.Teaching Soil and Water Conservation, AClassroom and Field Guide. For more infor-mation contact Soil Conservation Service.United States Department of Agriculture.4405 Bland Road. Raleigh, NC 27609.

United States Department of Agriculture.1989. Key to The Major Invertebrate Speciesof Stream Zones. Soil Conservation ServicePublication SCS-TP-161 Water QualityIndicators Guide. For more informationcontact United States Department of Agricul-ture, 4405 Bland Road. Raleigh. NC 27609.

Western Regional Environmental EducationCouncil. 1987. Aquatic Project Wild.For more information contact the WildlifeResources Commission. 512 North SalisburySt.. Raleigh. NC 27604-1148.

Willoughby. L. G. 1976. Freshwater Biology.New York, NY: Pica Press.

Winbome, Ferne B. 1989. A Guide toStream walking. For more information contactthe Division of Water Resources. 512 NorthSalisbury Street. Raleigh. NC 27604-1148.

44

Junes Lake State Park. NC 7.2

illustraiwnRuth r. Brunqetter

April 1994

SCHEDULING WORKSHEET

For office use only:Date-request received Request received by

1) Name of group (school)

2)Contact personname phone (work) (home)

address3) Day /date /time of requested Program

4) Program desired and program length

5) Meeting place

6)Time of arrival at park Time of departure from park

7) Number of students Age range (grade)(Note: A maximum of 30 participants is recommended.)

8) Number of chaperones(Note: One adult for every 10 students is recommended.)

9) Areas of special emphasis

10) Special considerations of group (e.g. allergies, health concerns, physical limitations)

1 1 ) Have you or your group participated in park programs before? If yes, please indicate previousprograms attended:

12) Are parental permission forms required? If yes, please use the Parental Permissionform on page 8.2.

1, , have read the entire Environmental Educa-tion Learning Experience and understand and agree to all the conditions within it.

Return to: Jones Lake State ParkRt 2, Box 945Elizabethtown, NC 28337

45Jones Lake State Park. NC g. April 1994

PARENTAL PERMISSION FORM

Dear Parent:

Your child will soon be involved in an exciting learning adventure an environmental educationexperience at Jones Lake State Park. Studies have shown that such "hands-on" learningprograms improve children's attitudes and performance in a broad range of school subjects.

In order to make your child's visit to "nature's classroom" as safe as possible we ask that youprovide the-following information and sign at the bottom. Please note that insects, poison ivy andother potential risks are a natural part of any outdoor setting. We advise that children bringappropriate clothing (long pants, rain gear, sturdy shoes) for their planned activities.

Child's name

Does your child:

Have an allergy to bee stings or insect bites?

If so, please have them bring their medication and stress that they, or the group leader, heable to administer it.

Have other allergies?

Have any other health problems we should he aware or?

In case of an emergency, I give permission for my child to he treated by the attendingphysician. I understand that I would be notified as soon as possible.

Parent's signature date

Parent's name Home phone(please print) Work phone

Family Physician's name phone

Alternate Emergency Contact

Name phone

46

Jone Lake State Park. NC April 1994

NORTH CAROLINA PARKS & RECREATIONPROGRAM EVALUATION

Please take a few moments to evaluate the program(s) you received. This will help us improve

our service to you in the future.

1. Program title( s) Date

Program leader(s)

2. What part of the program(s) did you find the most interesting and useful?

3. What part(s) did you find the least interesting and useful?

4. What can we do to improve the program(s)?

5. General comments

LEADERS OF SCHOOL GROUPS AND OTHER ORGANIZED YOUTH GROUPS

PLEASE ANSWER THESE ADDITIONAL QUESTIONS:

6. Group (school) name

7. Did the program(s) meet the stated objectives or curriculum needs?

If not, why?

Please return the completed form to park staff. Thank you.

Jones Lake State ParkRt. 2, Box 945

Elizabethtown, NC 28337

Jones Lake State Park. NC 8.3

47April 1994

DOCUMENT RESUME ED 376 043 SE 054 743 AUTHOR Helms, J. … · 2013-11-23 · DOCUMENT RESUME ED 376...

Documents

Transcript of DOCUMENT RESUME ED 376 043 SE 054 743 AUTHOR Helms, J. … · 2013-11-23 · DOCUMENT RESUME ED 376...