Lesson Plan: Physical Habitat of a Stream
Subject: Earth and Space / stream
Classtime: Two to three (2-3) days including pre-activity discussion of procedures, data to be collected, data collection, and data analysis
Grade Level: 7-12

Materials/Technology:
Teachers will need easy access to a stream, that is either have field trip monies for transportation or be within walking distance of a stream

• 150 m tape measures
  
• 2-3 Floatable objects (2-3 orange tennis balls)
  
• Stop watches
  
• PVC pipe pre-marked with cm gradations OR mark water depth with a permanent marker at each measurement OR use meter sticks if water is not any deeper
• Topographic maps of streams
• Stream Order Classification information
• Calculator
• Waders, several pairs of varying sizes OR If students own their own, have them bring them in for data collection
  

Safety, Handling, Disposal:
First and foremost, water safety in sampling. Students must be cautious when taking in-stream measurements. Watch for slippery and unstable footings. They should also be dressed appropriately for the weather while they are actually collecting data.

Learner Outcomes:
Students should be able to:

• Measure in metric units.
  
• Use a stopwatch, calculator.
• Collect data with minimal instructions after the initial pre-activity briefing.
• Record data in the data sheets provided.
• Measure and calculate the velocity and discharge of the selected stream reach.
• Read information from a topographic map and data tables.
  

Problem/Purpose:
Identify the physical parameters of a specific reach of a stream.
Coordinate data collection and analysis with groups of students.
Read information from a topographic map.

Background/Inquiry:
Basic stream data such as velocity and discharge helps to identify stream parameters that will change throughout time, affecting the biological, chemical and physical components of that stream. If students can coordinate not only with groups within your class but with biology or chemistry classes, even more knowledge about a stream can be gathered. From basic knowledge of one stream, students can transfer knowledge to other streams, increase understanding about run-off and its effects on the various components previously mentioned. Flooding, bank erosion, and biological factors are all areas that are affected by stream flow and discharge.

Vocabulary List: Here.

Hypothesis:
This could vary with classes and time of year for sampling. Below are sample questions to help students come up with hypotheses.

How does discharge vary with velocity?

How does velocity and discharge vary throughout the year?

Procedures:
Advanced teacher prep -
Provide the students with a handout of procedures and data tables at least one day prior to data collection. Discuss procedures, data collecting protocol, etc. with students prior to data collection.

Divide students into groups of 2-4 members.

Assign specific data collection to each group. If you want each group to experience all sampling techniques, then work out a rotation so that only one group is collecting a type of data at a time.

Discuss safety in and around the stream.

Student Procedure:

Stream velocity protocol:

1. Pick a 50 to 100-meter section of a stream that is a free flowing riffle without any "hang-up" areas. Measure the exact length in meters and record in data table.
   
2. Have a student gently release the floatable object at the surface of the water. Another student will be downstream at the end of the reach to catch the object.
3. A third student/fourth student(s) records the time between release and capture of the object. Do this at least three times. Record each trial.
4. Average the timed trials and record.
5. Divide the distance by the average time to get velocity, meters/second.

Discharge protocol:

1. Pick a representative reach that preferably includes the stretch used for velocity. At the beginning, middle, and end of the reach, measure and record the wet stream width.
2. At those same three locations, measure and record the depth one third, one half, and two thirds of the way across the channel. You should have nine depth measurements. Average the nine depths and record.
3. Choose a bottom stream type from the data table.
4. Take the discharge formula and plug in the appropriate values. You will need a velocity value and average travel time from your velocity test.
5. Complete the math and you have discharge in cubic meters per seconds.

Physical Habitat protocol:

1. Complete the map work on your river by providing the data on the provided table.
2. Complete the fieldwork and associated table.

Results/Analysis:

Stream Data Velocity Data Sheet

River __________________________________ Date______________

Group participants __________________________________________

__________________________________ ______________________

1. Starting point description: ___________________________________

_______________________ _______________________ _________

2. Ending point description: _______________________ ____________

_______________________ _______________________ _________

3. Distance between start and end ______ meters

4. Seconds for object to travel reach:

5. Velocity equals Reach Distance divided by average number of seconds.

Velocity = ____________________meters/second

Comments: _________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

Stream Discharge Data Sheet

River __________________________________ Date______________

Group participants __________________________________________

__________________________________ ______________________

1. Width of stream channel:

2. Depths across the channel:

3. Stream bottom type:

___(0.8) rough, loose rocks, coarse gravel OR

___(0.9) smooth, mud, sand, hardpan rock

4. Based on the above information, use the following formula to calculate the discharge:

r = (w x d x a x l) / t

r = discharge in cubic meter per second
w = average width of channel section tested, 1A above
d = average depth in meter, 2B above
l = length in meters of channel section tested
t = average time in seconds required for object to float travel length (Do NOT use velocity)
a = constant it’s value depends on the nature of the stream bottom: rough, loose rocks, etc. 0.8 OR smooth, mud, etc. 0.9

5. Discharge equals rate of flow in cubic meters per second ___________m3/second

Physical Habitat Data Sheet

River __________________________________ Date______________

Group participants __________________________________________

__________________________________ ______________________

Part I: Map work from headwaters to the mouth-of-the river perspective

Length: ___________meters
Number of tributaries: ___________
Number of lakes: ____________

Part II: Map work from your stream-reach perspective

Part III: Field Data

Walk a 100-meter section within a stream reach, measuring the following physical parameters at three randomly selected transects. Select these transects BEFORE you begin!

Check one of the following:

1. What is the condition of the stream vegetation on both banks?

______Excellent ______good ______fair ______poor

2. What is the stability of both banks?

______excellent ______good ______fair ______poor

3. Look up and down the stream, what is the habitat diversity?

______excellent ______good ______fair ______poor

4. What is the overall cover available for all life stage of fish (instream and bank)?

______excellent ______good ______fair ______poor

5. Rate the overall physical habitat

______excellent ______good ______fair ______poor

Conclusions:
Answers will vary according to time of year sampling, stream sampling, ability of students.

Conclusions should include a connection of data to hypothesis, summary of velocity, discharge, and physical habitat data (not just a recounting of it, but highlights from the physical habitat data, the actual velocity, and discharge).

Data tables.

Assessments:Examples:

How do you measure the velocity of the stream?

Why use an average for the depth of the stream?

How would stream substrate affect stream velocity?

Oral and/or written presentation of data

Reflections:
Share your thoughts on this lesson with the NTEN team.

Please send an e-mail to Patti Harrison.

Extensions:Find if the time lapses change with elevation.

• Study more than reach of the stream sampled.
• Photographic record of the site for a year, monitoring the seasonal changes visually.
• Chemistry: correlate data with alkalinity, hardness, pH, and dissolved oxygen.
• Biology: sample the biological parameters; plant and animal life in the reach.
• Ecology: discuss the ramifications of flood control, erosion control, dams, pollution, etc.
• Geology: reach classification such as order of the stream, morphology, substrate/morphology relationships, etc.
• Visit with or bring in hydrologist to discuss data collected, the data they may/would collect, their interpretation of your data, careers.

References/Resources:

Videos: A Guide for Field Identification for Bankfull Stage in Western USA, USDA Forest Service & Rocky Mountain Forest and Range Experiment Station Stream System Technology Center
Print: Colorado Division of Wildlife, Rivers of Colorado Water Watch Network, 1995.

Credits
Contributing Teachers: Beverly DeVore; Barb Horn, Colorado Division of Wildlife
NTEN Course: Mountain Streams and Lakes
Instructor: Steve Custer
Developing Team:
T.L. Buck Buchanan, Patti Harrison, Don Samuelson, John Usher, Don Wilson
HTML Programmers: Tyson N. Trebesch, Ryan Huddleston, Andy Tomascak, Ching-Kwong Chia

Copyright © 1998 - 2002, National Teachers Enhancement Network
Comments: pattih@montana.edu

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