Feasibility study and site design for the presentation [i.e. preservation] of Westlake Area swamp/wetlands as part of the implementation of the Pennsylvania Coastal Zone Management Program

[From the U.S. Government Printing Office, www.gpo.gov]

FEASIBILITY STUDY and SITE DESIGN

for the PRESERVATION of WESTLAKE AREA

SWAMP/WETLANDS

as part of the implementation of the

PENNSYLVANIA COASTAL ZONE MANAGEMENT PROGRAM

PREPARED FOR:

PENNSYLVANIA COASTAL ZONE

MANAGEMENT PROGRAM

PREPARED BY:

MILLCREEK TOWNSHIP SCHOOL
GB
626 DISTRICT
M55
F43
1982
Zw,1E July 30, 1982

BOARD OF ED UCA TION

Mrs. Pat Robertson, President

Donald Mountjoy, Vice President

Richard M. Estock

Dr. Gary L. Howell

John Leubin

Joseph Maloney

Vere Montgomery

John Pulice

Paul H. Quinn

ADMINISTRATORS

Robert J. Agnew, Superintendent

Dr. Verel R. Salmon, Assistant Superintendent

FEASIBILITY STUDY and SITE DESIGN for the

PRESENTATION of WESTLAKE AREA SWAMP/WETLANDS

as part of the implementation of the
PENNSYLVANIA COASTAL ZONE MANAGEMENT PROGRAM

PREPARED FOR:

ERIE COUNTY DEPARTMENT of PLANNING

PREPARED BY:

MILLCREEK TOWNSHIP SCHOOL DISTRICT

July 23, 1982

GB626.M55 F43 1982 c.l

The preparation of this report was financed through the Pennsylvania Coastal Zone
Management Program under provisions of the Federal Coastal Zone Management Act of
1972, (as amended), administered by the Coastal Zone Management Office, Office of
Resources Management, Pennsylvania Department of Environmental Resources, and the
Erie County Department of Planning.

TABLE OF CONTENTS

Page

I. Introduction 1
Acknowledgment 2

Ii. Purpose of the Project 3

III. Procedure
A. Investigation and Identification 4
B. Preservation of Site Design 12

IV. Out Comes and Recommendations

A. Site Design 22
B. Gas Well Camouflage.Plan 23
C. Greenhouse Plan 25

V. Future Activities 26

A. Progress Report 44
B. Map of Site 49

Introduction

With new energy sources and alternatives being investigated,
building, and development taking place close by, it is an envi-
ronmental priority to preserve the natural habitat of the lake
area.

Westlake Middle School is rapidly becoming an alternate
energy site with a natural gas well while wind and solar energy
systems are being explored.

The wetlands area adjacent to Westlake is owned by a build-
ing contractor. Housing developments are possible in the near
future.

We, at Millcreek School District, felt it was important to
involve our students in a study to investigate the liklihood of
preserving the wetlands area from an environmental stand point.
The study would indeed cause students to apply their course work
to a real immediate problem solving situation that they could
impact.

ACKNOWLEDGMENT

We would like to deeply thank the following Millcreek students
for devoting their time, and especially their efforts to seeing
that this project could be a major success.

1. Melissa Sanders

2. Michele Clingerman

3. Michele Buckovich

4. Angel Wyler.

5. Jon Patterson

6. Paul Flak

Barry Robinson, Instructor
Ed Lindberg, Instructor
Shelley Ford, Coordinator

-2-

Purpose of the Project

The purpose of the project was to enhance coastal resources
by conducting a feasibility study for site design to preserve
coastal features and habitat areas. By investigating the wetlands
behind Westlake MIddle School, students were able to identify
types of flowers, trees, mammals and other organisms. An outdoor
laboratory served as the project center. After identification of
the flora and fauna, students investigated the area for rare, en-
dangered, and/or threatened species. Man-made and natural vari-
ables that threaten the natural balance of the coastal babitat
were also studied. A site design was developed which ensured
preservation of the natural habitat area. As an ongoing final
product, a videotape was developed to sensitize cable television
viewers to environmental education and the scope of the project
as it progressed.

The time frame for this study was approximately twelve (12)
months. The study involved Westlake Middle School students,
teachers and local consultants. The necessary tasks that were
completed are outlined in the following three phases. Implemen-
tation of recommended site design will be completed in year two.

PHASE I - INVESTIGATION

A. Outdoor research laboratory assembled and supplied
B. Teachers and students investigate trees, flowers,
and animals
C. Videotape developed by-students, teachers and media
specialist

PHASE II - IDENTIFICATION

A. Rare, endangered, and/or threatened species in the
lake area identified
B. Man-made and natural variables threatening the nat-
ural habitat identified
C. Videotape developed by students, teachers, media
specialist

PHASE III - PRESERVATION SITE DESIGN

A. Site design and alternatives developed
B. Implementation plan outlined
C. Videotape developed

-3-

Procedure

A. Investigation and Identification

The study of the Westlake wetland began in March of 1982.
A group of 30 8th grade students were chosen to conduct the
basic study. The group began their investigations by estab-
lishing a basic work area by using aerial photographs taken
of the study area. After establishing a basic work area the
group dealt with the best means by which to come up with an
overall study of the area. It was decided that the best ap-
proach would be to establish random quadrants through out the
study zone and obtain as complete of an overview as possible
from the area.

In the study of each of the quadrants, groups of four
students carried out a number of activities, regarding the
identification of all flora and fauna found within their
quadrant.

ECOLOGICAL STUDY OF A,,QUADRANT PROCEDURE

1. Location: State County

Town

Property of

2. Description: a. Size of Quadrant

b. Weather Conditions

c. Is the land flat or
does it slope?

d. What is the major plant
cover?

e. What kinds of rock can be found?
(Take a sample of one of each kind.)

-4-

Ecological Study of A Quadra nt Procedure (cont.)

3. Soil profile diagram: Depth Profile

4. Water Absorption Rate: (Measured in inches from top of can)

a. End of first minute End of fourth minute

b. End of second minute End of fifth minute

C. End of third minute End of tenth minute

-5-

5. Dig to a depth of three inches in one square foot of the
quadrant. How many different kinds of plants and animals
are found both on and under the surface in the quadrant?

PLANTS ANIMALS

(List three or more) (List three or more)

6. Collect a container of soil from your quadrant for later study
in the classroom, Take a sample which includes litter and
humus. Dig to a depth of at least six inches.

7. General questions about the area:

a. What are the natural resources found in the area?

b. How has man affected the land?

c. How do man and the animals use the local trees and plants?

d. What kinds of birds are there in the area?

e. What kinds of insects are there in the area?

f. Is there enough food for the animals? How can you tell?

Also included in the investigation was one group of 6 students who
dealt only with transit organisms (Birds, Mammals, Amphibians,
Reptiles) that could be found through out the basic study area.
There was a third investigative group involved with the basic study
of the area, that dealt totally with the chemical analysis of the
water and soil found within the area.

The main emp
hasis of the water study was focused on the basic
conditions of the habitat and the involvement of any pollution
problems that could be possibly affecting the area. The test con-
ducted during the study were as follows:
Dissolved Oxygen, CO 2 @ Ph , Alkalinity, Ammonia, Calcium,
Chlorides, Magnesium, Manganese, Nitrates, Phosphates, Silica,

and Sulfides

The group also conducted some basic oil tests regarding the

-6-

JEVIELWEEDS (TOUCH-ME-NOTS)

There are 2 varieties of this species
found in this area, they are the Spotted and
Pale.
These plants are very interesting for
two basic reasons. The first is due to the
fact that Jewelweed is nature's answer to
poison ivy cure. By taking the plant and
crushing it to produce a juice it can be then
applied to the areas of the body where poison
ivy has been contacted. The second point is
that this plant can be used by biologist to
demonstrate how plants transport water upward
through the plant. This is due to the trans-
lucent stem of this plant.

CATTAILS

Cattails can be considered nature's po-
tato patch. The rootstock of the plant can be
used in salads or as we normally use potatoes.
Leaves are valuable for matting and thatching.
Cattail marshes provide excellent cover for
waterfowl but their growth hinders the growth
of plants that waterfowl use as food.

STAGHORN SUMAC

This plantri-s eas4.ly identified by its
furry twigs and leaves. The plant also produces
large compact groups of berries that are red in
color. The Indians used the berries to produce
a beverage. It is created by boiling the berries
in water and then sweetening the beverage with
sugar.

WILD ROSE BUSH

Provides beauty and game cover. Rose
hips are a good food source for many birds
and mammals. Jellies can be made from the
hips usually after a frost.

GARDEN ASPARAGUS

Here we have an escapee from someone's
domestic garden. The seeds of this plant were
probably deposited here by a bird and the seeds
began to develop. The species is an edible veg-
etable during the spring, when the-new shoots
are just beginning to emerge from the soil.

SENSITIVE FERN

The name of this plant may ccme from the
fact that it wilts quickly when cut or touched
by frost.

The yellowish or bluish green fronds are
sterile. The fertile fronds are produced in
late summer and may produce spores for 2 years
or more.

EROSION

Water is a vital element for all life forms,
but can also be the source of a great deal of
damage. As water in the stream gather more velo-
city it is able to carry more material; eventually
carving a deep gully in the landscape.

DUCKWEED

Duckweed is a tiny floating herb. It is a
favorite food for water fowl. Duckweed is the
smallest seed plant known. These plants repro-
duce mainly by division of the leaflike plant
body.

BUR REED

These plants are a close relative of the
Cattail and can be found in marshes through out
the United States. They are of importance mainly
in the feeding of wildlife. They produce seeds
which are relished by various waterfowl, while
the leaves of the plant are favored by muskrats
and surprisingly deer.

-9-

POISON IVY

Probably one of the worst weeds because it
is a contact poison causing an itchy rash on any-
one susceptible. Can be found as an upright shrub
or a vine. When.-found as a shrub it is called
Poison Oak. The flowers of this plant produce a
cluster of white berries. Areas of the body that
come in contact with the plant should be thoroughly
washed, rinsed and dried. Jewelweed juice can bring
relief from poison ivy.

SCOT'S PINE

Scot's Pine is easily recognized by the large
amount of reddish-orange colored bark visible in the
trunk and stem. Needles are in groups of 2 with a
twist to each needle. Needles grow to 3" in length.
Most important timber tree of Europe. In America
its chief use is as a quick growing cover and soil
anchor.

IT
TULIPTREE or YELLOW-POPLAR

The yellow-poplar is a tree of ancient lineage.
The tuliptree goes back to fifty million years ago.
Fossil leaves have been found in rocks of Europe and
Greenland. The Tuliptree grows tall, its straight
trunk free of branches near the ground, may reach as
much as 200'. It's fruit supplies many animals with
their winter food supply.

_10-

quality of the soil. These tests included: Nitrogen, Phos-
phorus, Potash, and Ph.

The project continued on with the holding of a two week
summer workshop from July 6 - July 16. The purpose of the
workshop was to complete the findings started during the school
year, and then to develop a design for preserving the area as
a basic natural environment. The students created the basic
plan for the area by using a simple mapping technique of using
a compass and steel tape. Once readings and distances were
taken they were then plotted on a final map. After establish-
ing the basic area of the design the students chose some basic
points of interest they wanted to highlight in the area and
then created a trail within the area which could incorporate
all their desired points. They completed the trail on the map
by using the same techniques as they used to create their map

After completing their over all map of the area the students
wrote trail cards explaining each of their points of interest
found along the trail. Examples of these cards can be found
within this report.

B. Preservation of Site Design

According to the results of the various student inves-
tigations the area was found to be a typical wetlands en-
vironment indiginous to Northwestern Pennsylvania. Dense
vegetation is present through out the year. A variety of
marsh found commonly appeared: cattails, burreed and
duckweed. Marginal vegetation which can adapt to both
wet and semi-moist conditions would involve sedges, sensi-
tive ferns and willows. Secondary growth plants were
present in the dryer areas of the area: cottonwoods, su-
mac, poison ivy, and jewelweed. A plantation situation
was also found in the wetlands where man planted Scot's
Pines and Blue Spruce trees.

The following photographs are examples of the different
types of plant life found in the area.

-12-

HIGH BUSH CRANBERRY

SEC. GROWTH

BUCKTHORN
SEC. GROWTH

RED OSIER DOGWOOD
SEC. GROWTH

RED MAPLE WITH INSECT GALLS
SEC. GROWTH

POISON IVY
SEC. GROWTH

M I LKWE ED
SEC. GROWTH

SENSITIVE FERN
MARGINAL

77777.

'A'
-AX

STAGHORN SUMAC
sit
SEC. GROWTH

i; b

.1.j
rjl

01 f

NIGHT SHADE
SEC. GROIWTH,
Ir

BEAK RUSHES
HA RG I NA L

JEVIELVIEED
MARGINAL

B E Air' R U S P; E S
LATFF, DEVELCPt,!Ei-.!T

CATTAIL MARSH

BLACK WILLOW
MARGINAL

Olt

It. HORSETAIL
lARG I'
IiAL

Ave

WATER CRESS
MARSh

BURREED
MARSH

AP DUCKWEED
i',', A R IS P,

The following is a list of transit organisms found
within the study area.

MAMMALS

1. whitetail deer

2. star nosed mole

3. skunk

4. white-footed deer mouse

5. eastern cottontail

6. raccoon

7. oppossum

BIRDS

1. ruffed grouse

2. kill deer

3. robin

4. common grackle

5. red-winged blackbird

6. cardinal

7. american goldfinch

8. field sparrow

9. song sparrow

10. house sparrow

11. eastern meadowlark

12. white-breasted nuthatch

13. black-capped chickadee

14. blue jay

15. purple martin

16. least flycatcher

17. starling

18. mourning dove

_19-

BIRDS (cont.

19. tricolored blackbird

20. slate-colored junco

AMPHIBIANS

1. red salamander

2. leapard frog

3. green frog

4. american toad

5. spring peeper

REPTILES

1 . garter snake

2. dekay snake

-20-

As a part of the total investigation of the envir-
onment the students completed some basic soil tests.
The purpose of the tests were to find out the quality
of the soils, and to observe if that quality was affect-
ing in anyway the plant growth in the area. The studentt
first determined the pH of the soil, which was found
to be 51-
, Then tests for nitrogen were conducted. The
soil was found to contain 4% nitrogen. Tests for phos-
phorus and potash were also completed. The results here
showed levels of 12% phosphorus and 18% potash. From
the results one can determine that the soils of this area
are above average in regards to fertility and could sup-
port a wide variety of plant growth.

This information shall be used when determining the
types of plants that can be used to refurbish this area.
The data was also used in determining the plants that
were used to camoflouge the natural gas well.

Outcomes/Recommendations

A. Site Desion

After the wetlands area was investigated and the habitat
identified a basic lay out of a nature area was develcped.
The plan will be put into operation within a year including
all Westlake property and will be expanded to its full extent
Che adjacent land holder.
upon permission frcm 4, J

There are nine stations along the trail design that in-
dicate various points of 'Interest through out the four major
areas of vegetation. The trail, was designed to incorporate
all the different elements of the habitate found within the
perimeter of the designated area.

The trail will be cut to approximately four feet in width
and constructed of bark and corduroy road.

The nature area will be used for educational purposes
for middle school Students and any other interested communit].,
group such as Audubon.

WESTLAKE WETLANDS TRAIL DESIGN

IKO

In%

......... . . . . . . . .

4.11

SCALE 11/11611

-22-

B. Gas Well Camouflage Plan

In the fall of 1981 Millcreek School District drilled a
natural gas well (medina level) based upon recommendations
from a study completed by DOE and Monsanto Corporation. The
well is located at Westlake Middle School adjacent to the wet-
lands, approximately 100 feet west of the area.

With new energy sources and alternatives being, investiga-
ted, it is an environmental priority to preserve the natural
habitat. One outcome of this project was to develop a plan to
camouflage or alter the physical presence of the gas well to
complement the environment.

The following diagram illustrates a plan to use plants
indigenous to the area for maintaining a year round ground
cover.

DAY LILLIES 21 HIGH

BAYBERRY BU=,
WILD ROSES AND F1OWERI1Z RASPBERRIES
41 HIGH

YEWS 81 HIGH

FENCE
201
(10, HIGH) o L

GAS
WELL

FENCE

The plants will be planted on all sides of the well.

- r) 11 __

Yews are evergreens and as a result would cover the
entire fence year round. They would also supply shelter
for nesting birds and small mammals.

Wild roses, flowering raspberries, and bayberry bushes
would provide food for birds and mammals. They would also
add color and fragrance to the camouflage and remain in
bloom for approximately five months.

Day Lillies, a hearty survivor of extreme conditions,
would also add color and shelter for critters. In addition
they provide a lower ground cover.

Each of these plants would be propagated at Westlake
in the greenhouse.

-24-

C. Greenhouse Plan

A great deal of time in this project was spent identi-
fying the various plant species found in the area. The con-
struction of a greenhouse on the south side of the glass
hallway would enable us to better study these plants and the
ways they adopt to environmental changes. This greenhouse
will also enable us to grow plants indigenous to this area
for use as camouflage for the natural gas well. Most of these
plants would otherwise not be available for our use.

The following plan illustrates the type of greenhouse
that will be constructed within the courtyard of the school.

-25-

V. Future Activities (Grade 6)

Because of the shortage of time left in the school year
when the project began and curriculum guideline that had to
be completed, the 6th grade was unable to participate in the
project. The following activities conducted by the 6th grade
science classes will utilize the wetlands area at Westlake.

A study of meteorlogical conditions in the area will be
conducted. Weather conditions will be monitored daily through
out the year. The platform will serve as the base for the
weather station. Readings will be plotted and generalization
about weather changes made based on the data collected.

Students will also use the wetlands area to investigate
adaptation made by various plants and animals to the environ-
mental conditions found in the wetlands. Adaptation caused by
changes in climatic conditions will also be investigated.

One problem that has existed along the lakeshore is ero-
sion caused by the wave action of the lake, and deep gully
erosion by small streams draining into the lake. A small stream,
caused by an artesian spring, originates in our wetlands areas.
The students will stake out the stream bed using 5takes made
from treated lumber. A reference point will be Olaced on the
stake and the distance from the reference point to the bottom of
the stream bed measured. Stakes will be placed at specific
intervals along the stream and a profile of the stream bed es-
tablished. At each stake students will also measure and record
the velocity of the stream at that point. A comparison profile
will be made in late Spring. Students can then discuss what areas
of the stream erode fastest, what factors cause this increased
erosion, and what possible measures, if any, could be tried to
reduce the erosion.

-26-

Even though the 8th grade science program has played a
rather large part in the investigation of the proposed study
area, there are some further investigations which will be in-
stituted.

In the Fall of the year all of the 8th grade students
shall be involved with a complete entomology study of the
area. The study shall involve collecting and identifying as
many species as possible. The specimens shall be then mounted
and preserved for future studies of entomology and the overall
ecology of the area.

Other relative activities that shall be used in relation-
ship with the current science curriculum can be found in the
following pages.

-27-

A. Lentus Life Study

Objectives:

1. After you have collected and observed the life of the swamp
and the life of a man-made pond, you will be able to draw
some conclusions as to the different life systems, and com-
pare and contrast each.

2. You will be able to identify all of the life viewed at the
field sites, and also the life discovered beneath the micro-
scope.

3. You will construct a map of each of the field sites, and
label the positions from which you have extracted your samples
or done your observations.

4. You shall construct a food web for each of the field sites,
showing the producers, primary consumers, and secondary con -
sumers.

5. Each group shall construct their own artifical environmental
for study in the lab.

Study Guide

Physical Characteristics:

1. Construct a map of the pond, labeling all areas that were
used in sampling or observation.

2. Sample the temperature of the water, both the air temperature
above the surface and the water temperature.

3. Can you explain how this pond is supplied with water. Con-
struct a diagram to illustrate your answer.

4. What is the turbidity of the pond?

5. Compute an average depth for each pond.
6. What do you believe to be the approximate water capacity of
this pond?
7. Do you believe it to be polluted? if you believe it to be,
what evidence can you state to support your views.

Biological Guide

1. What signs of life do you see on the surface? In the water
along the shore? In deeper water? In the air over the water?
At the waters edge?
2. On what are the life forms feeding? Why do you think so?
Scoop up a jar of water. Look at it with a microscope.
What signs of life do you see? Where do these fit into the
food web of this pond? What would happen if we stocked the
pond with fish? If we did, what species would survive ths
best?

-28-

Biological Guide (cont.)

3. Scoop up a jar of mud from the bottom and examine it.
Examine decaying vegetation and undersides of the leaves
of any water plants. Examine the algae under the micro-
scope. Where do these organisms fit into the food web?
Are they part of the web only if they are eaten? Why
do you say this? What do you suppose they eat?

4. Do any birds seem to be getting food from the water, or
because of the water? What would happen if there were
no birds?

5. Are any animals feeding directly on plants? What did you
observe that made you think this?

6. Where do the plants get their food?

7. Does the life of the pond contribute in any way to the
plants life? How?

8. What are the producers in the pond? What are some of the
primary consumers? Secondary consumers?

-29-

B. Stream Life Lab

Objectives:

1. To develop an understanding of the fast flowing stream
as a habitat, i.e. as a place to live.

2. To observe the advantages and disadvantages enjoyed and
suffered by organisms in this environment.

3. To observe the adaptation of the organisms for life in
the stream.

Suggestions for Study

Work in your assigned teams. Designate one member as a
recorder and then work closely together to insure that all
collections of specimens are promptly and properly labeled
and all field data are clearly entered. To aid in the re-
cording of data make a map sketch of the portion of the
stream studied with locations of rapids, quiet back waters,
major eddies, and prominent landmarks indicated. The loca-
tion-of samples may then be indicated on this sketch.

Physical-Chemical Information

1. Velocity of flow = Get an indication of the distribution
of velocities in the stream by timing movement of water,
by floating a wood chip. (Repeat 3-4 times and average).
How does the velocity change with depth, Width of stream,
obstacles in the stream.
2. Light Penetration = What parts of the stream are shaded?
What areas will be unshaded in all seasons?

3. Temperature = Take the air temperature and water tempera-
ture at station. Are these temperatures related to 1 and
2 above?

water surface
4. Oxygen concentration = Collect samples of
and bottom and analyze for oxygen as demonstrated.

Biological Information:

Collect samples of all biological materials found at your
station. In this collection be sure to include samples of all
filamentous algae attached to rocks, stumps, and other vegeta-
tion. Scrape rocks and stones to secure samples of encrusting
diatoms and other members of the "Aufwuchs." A variety of aquatic
insect larvae will be found in tubes attached to rocks, or craw-
ling on the rocks, or partially buried among the debris. In
the rapids work in pairs and as rocks are turned over or dis-
turbed one member of the group should hold a hand net down stream
to collect dislodged materials. Use a screen on samples of sedi-
ments and debris where they have collected. Be on the alert for
fish, amphibians, particularly in the quiet backwaters and the
tributary brook. Take a plankton sample from your station.

-30-

C. Stream Study Lab I: Stream Flow and Economy

1. To begin your stream lab, let us visit the bank of a
typical river and watch its activities. What do we see
that sets a river aside from other bodies of water?

D .

2. What creates the power of this stream?

3. Choose a section of this stream to conduct your experi-
ments. By the use of a meter stick construct a map of
your station. On the map should be placed any informa-
tion pretaining to the conducting of this lab.

4. Can you determine the discharge of water from this stream?
(The discharge of a stream is the quantity of water passing
a given point in a unit of time.) Write a summary of how
you determined the answer you did. To help you in your cal-
culations perhaps you might like the following formula for
determining the discharge of a stream.

Discharge = width x depth of channel x velocity of
the stream

Remember that discharge is usually expressed in cubic feet
per second.

Materials needed for this experiment:

1. meter stick

2. length of rope

3. wood block

4. watch

5. What seems to be the gradient or slope of this stream? Use
the contour map of this area to determine your answer; be
sure to express your answer in feet per mile. Sketch the
basic gradient of this stream in the space provided.

6. Sketch the basic shape of the stream channel. Now that-you
have determined the basic cross-section of your stream,
let's consider the following quotation.

"It can be proven mathematically that the channel of
semicircular cross section A exerts less friction
against the moving water be-cause its rubbing surface
per unit area is less than that of either B or C.
Water flowing in a deep and narrow channel-drag@_
against the walls and tends to widen them by erosion.
Water flowing in a wide but shallow stream drags
against the bottom and is so slowed, particularly
along the shallowest margins, that deposition of
material carried by the stream is likely to occur on
these margins, narrowing the channel and deepening
its central part."

Explain how the channel of your stream has been effected
by its shape.

7. Is the velocity of the stream the same through out its
entire channel? Place some red dye in three places
across the stream. How does the dye move? What does
this tell you about the streams movement?

8. Streams carry 3 basic varieties of loads. By using the
stream at hand, determine the 3 types of load carried by
this stream. What type of material is carried by each
variety of stream load? In what part of the stream do
you find each of the loads being carried?

9. The maximum size of particles that a stream can move under
a particular set of conditions is defined as the competence
of the stream. Can you determine the competence of your
sample stream?

-32-

D. Stream Lab II: Geologic Activities - Erosion and Deposition

Up to this point we have examined streams in order to try
to understand their flow and economy. Now we are ready to ex-
amine their geologic activities.

1. Now that you are familiar with the stream in our study,
let's list the three basic geologic activities of this
stream.

2. One of the most important of the geologic activities of
this or any stream is erosion. Erosion in a stream can
operate by (3) basic means; hydraulic action, abrasion,
and solution. Give at least (1) example of each of these
methods of erosion in action in the stream. Show on the
map where each is taking place.

3. Another activity of this stream is transport. We have al-
ready discussed and worked with transport in regards to
stream load, but there is still some investigations to be
done.

A. Take some samples from the bottom of the stream.
Can you identify the rock type? By using a geologic
map of the area can you retrace the origin of your
sediment samples.

B. Which of these (3) stream loads is carrying the great-
est amount of sediments. Provide an explanation as to
why you believe your answer to be correct.

C. Of what size are most of the sediments carried by this
stream? To help you in your investigations refer to
chart 2-1 at the back of this lab.

4. The third activity of this stream is deposition. Let's in-
vestigate the deposition of our stream.

A. Where is most of the deposition of this stream taking place?
Can you provide a reason as to why your answer is correct?

B. When we look at our stream in regards to deposition, we
notice that where there are curves in the stream channel
we usually find deposition occuring.

1. Can you determine where most of this deposition is
taking place?

2. Provide a solution as to why these deposits seem to
be always found occuring in the same situation.

-33-

5. Can you find evidence along the banks of this stream where
erosion and deposition have occurred, but are not in contact
with the present stream channel? List as many as you can
find, and try to provide an explanation for its occurrence.

-34-

E. Soil Lab: Find out how much alive soil is.

Procedures:

1. Take three large, heavy paper shopping bags, a ruler,
a small spade, and 6 or more small bottles with lids
or corks. A small magnifying glass will also be help-
ful.

2. Measure off an area 1 foot square and collect the soil
to a depth of 2-3 inches from each of the following places.

A. Below the leaves in an ungrazed and unburned woodland.--
Deciduous

B. Grass/Lawn

C. Heavy Humas Deposit Around Swamp Areas

0. Coniferous Forest

3. As you remove the soil watch for burrows of worms and other
animals. You may also find the eggs of certain insects
singly or in masses.

4. Pour out the samples on separate sheets of paper the size of
an open newspaper.

5. Carefully sort the soil, watching closely for small living
things.

6. Place the different kinds of animals in separate bottles.

7. Count the animal life belonging to each of the following groups:

A. Worms (such as earthworms or night crawlers having no legs)

B. Grubs (any wormlike animal with legs)

C. Snails (snails without shells are called slugs)

D. Insects (any hard-shelled, soft-bodied, or winged animal
with 3 pair of legs)

E. Spiders, mites, ticks (animals with 4 pair of legs)

F. Animals with more than 4 pair of legs

G. Others (any animal not falling into one of the,above
groups)

_35-

Questions:

1. Which soil sample has the most animal life? Why?

2. Can you see any relationship between the rate these soils
absorbed water and the amount of life they support?

3. Does the amount of animal life and the burrows the animals
make appear to have any relationship to the looseness of the
soil? Explain your answer.

4. Figure the total number of each animal group per acre for
each of the sampled areas. (There are 43,560 sq. ft. in
an acre) Also figure the grand total of all the animals for
1 acre.

No matter how large the total number of visible animals you
find in the soil, it is small compared to the number of micro-
scopic plants and animals, particularly bacteria, present.
Check out the presence of microscopic life in the soils by
taking a sample of each of the sampling grasses back to the
lab and analyze it under a microscope, noting the different
life forms.

1. Draw at least 5 of the microscopic life forms you have
located in the soil.

2. How do these life forms seem to affect the soils.

3. Which of the soils seems to have the greatest microscopic
population? Why?

4. Can you estimate by the previous method the total number of
microscopic life found in an acre?

-36-

POPULATION STUDY

Any school which has a lawn can do population studies using

dandelions or plantain as study organisms. Bend a coat hanger

into a circle one foot in diameter, or make a square measuring

one foot on a side. These should be thrown at random into the

test area a specified number of times (i.e. 10 times for 100

foot plot). The more samples the greater the probability of

accuracy. Record the number of the test organisms found inside

the circle or square. The probable number of test plants in

the whole plot can then be calculated. This figure can be checked

by involving the whole class in an actual count of the test organism

in the large plot. A comparison of the average of a number of

statistical estimates with an equal number of actual counts will

give an indication of statistical accuracy.

-37-

G. Field Mathematics Lab.

Objectives:

1. To measure the heights of several trees using the Biltmore
stick principle.

2. To measure the diameters of several trees by using a diameter
tape and a Biltmore stick.

3. To measure the distance between several trees randomly
selected within an area and find the average distance between
the trees.

4. To estimate and measure a slope.

5. To step off an equilateral triangle using only a compass with
the best possible accuracy.

6. To sight contour.

7. To estimate and measure off an acre.

Concepts:

1. The Biltmore stick makes use of geometric prlnciples of tri-
angulation in finding the height.

2. Each unit on the Biltmore stick is equivalent to 16 ft. of
tree height at 66 ft. from the tree, and each Biltmore is
equivalent to 6.15 inches.

3. By averaging the random sampling of tree heights in a certain
area, one should obtain an approximation of the average tree
height for that area.

4. By averaging the random sampling of tree diameters, one should
obtain an approximation of the average diameter of the trees
for the area from which they were selected.

5. By averaging the random sampling of distances between trees, one
should obtain an approximation of the average distance between
trees of the immediate area.

6. Slope is expressed in percentage.
7. The per cent of slope equals rise x 100.
run

8. Each angle in an equilateral triangle is equal to 60 degrees.

9. The compass points toward magnetic north.

10. Compasses are calibrated in degrees and the entire circle from
North back to North is 360 degrees.

11. Contour planning is often used in road building, farming, and
many other areas.
12. Land areas are often measured in acres, especially farms, forests,
and parks.

Vocabulary:

1. Biltmore Stick--a stick marked off in units of 1,2,3 .... with each
unit equivalent to 16' of tree height at a distance of 66' from
the tree.

2. Diameter Tape--a device for measuring the diameter of a tree.

3. Rise--any vertical distance.

4. Run--any horizontal distance.

5. Slope--the inclination of a plane.

6. Plane--any flat, two-dimentional surface.

7. String or line level--a level which can be attached to a piece of
string and used to level two strings.

8. Equilateral Triangle any triangle where all three sides or all
three angles are equal.

9. Contour--a line connecting the points on a land surface that have
the same elevation.

10. Chain--length of chain made of #6 to #9 wire made up of.one hundred
T'ln'Fs equal to 66 feet.

11. Acre--any acre equivalent to 10 square chains; 43,560 sq. ft.

Materials:

1. Biltmore sticks 6. Compasses

2. Diameter Tape 7. Stakes

3. String 8. Sight Levels

4. Meter stick 9. Rope 66'

5. string or line level

Procedures:

1. Tree Estimation

A. How tall is the tree?
B. What is the tree's diameter?
C. What is the average distance between the trees? The average
diameter? The average height?

2. Slope and Equilateral Triangle

A. What is the percentage of slope?
B. By the use of a compass; pace and stake out an equilateral
triangle.

-39-

3. Contour and Acre estimate

A. By the uses of a chain or rope 66' in length, estimate an acre,
and stake it off.

B. After you have established your acre, construct a contour map
of the acre.

-40-

H. Measuring The Diameter of the Sun

Materials:

1. Meter Stick (1)

2. Boards; one 8" x 10"; one 4" x 6"

3. Sissors (1 pair)

4. Drawing Compass (1)

Procedure:

This investigation is best done with one or two partners. The
meter stick and cards are to be assembled as shown in the diagram
in this investigation. Cut slots in each of the cards, in the
position shown, so that the meter stick can fit through them. They
should be a little smaller than the width and breadth of the meter
stick, so that it fits the slots tightly. Draw an eight millimeter
circle on the smaller card. Make a small hole in the other card, as
shown, with the point of the drawing compass. The center of the
circle and the pinhole should be approximately the same distance
above the meter stick slots.

Place the cards on the meter stick with the pinhole card at the
zero end. Aim the zero end of the meter stick at the sun. (DO NOT
LOOK AT THE SUN AS YOU MAY DAMAGE YOUR EYES). MOve the stick around
until the shadow of the pinhole card covers the card with the circle
on it. Move the circle card toward the pinhole card until you can
see the bright dot of light formed by the pinhole. (1) Of what is
this the image? The cards should not flop over but should be kept
perpendicular to the meter stick.

Now carefully move the circle card away from the pinhole card
until the bright image just fills the circle. (2) Why does the image
get larger?

When the bright image just fills the circle, measure (to the
nearest millimeter) the distance between the pinhole and the circle.

Remember how the diameter (centimeters), of the bright image
increased as the distance, I (centimeters), between the circle card
and the pinhole card increased? Suppose that the distance from the
earth to the sun is L (centimeters) and that the diameter of the sun
is D (centimeters). Can you see how the ratio D (cm) equals the ratio
d (cm) I (cm)? E--FCM7
THEN D(cm) = d (cm)
L(6m)- T-Tc-m-)

(3) Why are the ratios equal? (Draw a diagram) Solve the equation for D.

(4) What measurements are needed to calculate D? (5) How can the distance

L be measured? (6) What is the value of L given in Chapter 4 of the Earth

Science text? (7) What is L in centimeters? Use the measurements you have

-41-

made and the value of L in centimeters to calculate the sun's

diameter, D. (8) What are the units of this value of D? (9) What

is the value of D in kilometers?

-42-

SPLASH EROSION

Beating rain breaks up the surface of the soil before

carrying it away. To show splash erosion, prepare two boards

18" long, 4" wide, 1/2 inch thick. Point one end to drive in

soil. Nail tin 4" by 5" as a roof to the unpointed end of the

board. -e'

Drive two boards into the ground, into two locations with

two different kinds of cover. After a rain, compare the amount

of soil splashed onto each board and the height the splasher

reached.

Improve the splash board by tacking 2 inch strips of blotting
paper to the splashboards. A permanent record can be made of the

splashing.

-43-

COASTAL ZONE MANAGEMENT PROJECT

FEASIBILITY AND SITE DESIGN FOR THE
PRESERVATION OF WESTLAKE AREA SWAMP/WETLANDS
-PROGRESS REPORT-
OCTOBER 8, 1982

Phase II and Phase III of the Westlake CZM Project overlapped

during the spring and summer months of 1982. The following report

describes what was accomplished and the future implementation plans.

WHAT WAS DONE:

APRIL, MAY, JUNE, 1982:

1. Identification of plants and animals began. Westlake
eigth grade students (during seventh period activity)
started mapping out the area and established random
quadrants throughout the study zone.

2. Videotaping was done by students in the activity
period from the beginning of the Indentification
Phase.

JULY, AUGUST, SEPTEMBER, 1982:

1. Identification continued and the Site Design was devel-
oped during a two week summer workshop in July. The
purpose of the workshop was to complete the findings
started during the school year,.and then to develop a
design for preserving the area as a basic natural en-
vironment. The students created the basic plan for the
area by using a simple mapping technique of using a
compass and steel tape. Readings and distances were
plotted on a map. A trail was mapped in encompassing
point of interest using the same technique.

2. Student videotaping continued throughout the workshop.
A complete videotape was produced after editing, an
introduction added, and a narration included.

3. The two project instructors developed and presented a
series of four two-hour workshops for Millcreek
teachers teaching grades 4-3. The workshops focused
on making science (using the CZM area) interdisci-
plinary. Math, Social Studies, Language Arts, and

-44-

and Science workshops were held.

4. Dr. David Gustatson, Professor of Ecology, Villa Maria
College@ consulted with Westlake CZM instructors on the
Greenhouse Plan (Research Hut) and future alternate
energy plans (wind system).

5. The Site Design was completed after the wetlands area
was investigated and the habitat identified a basic
lay out of a nature area was developed. The plan will
be put into operation within a year including all West-
lake property and will be expanded to its full extent
upon permission from the adjacent land holder.

There are nine stations along the trail design that
indicate various points of interest throughoL6t,the
four major areas of vegetation. The trail, was de-
signed to incorporate all the different elements of the
habitat found. within the perimeter of the designated
area.

The trail will be cut to approximately four feet in
width and constructed of bark and corduroy road'

The nature area will be used for educational purposes
for middle school students and any other interested
comunity group such as Audubon.

6. GIS well camouflage plan was implemented.

In the fall of 1981 Millcreek School District drilled a
natural gas well (medina level) based upon recommenda-
tions from a study completed by DOE and Monsanto Corpor-
ation. The well is located at Westlake Middle School
adjacent to the wetlands, approximatels 100 feet west of
the area.

With new energy sources and alternatives being, investi-
gated, it is an environmental priority to preserve the
natural habitat. One outcome of this project was to
develop and implement a plan to camouflage or alter the
physical presence of the gas well to complement the en-
vironment.

The following diagram illustrates the plan using plants
indigenous to the area for maintaining a year round
ground cover.

-45-

DAY LILLIES 2' HIGH

BAYBERRY BUSHES,
WILD ROSES AND FLOWERING RASPBERRIES
4' HIGH

YEWS 8' HIGH

FENCE 20'

(10' HIGH)

UJ M

C-5
UJ M

GAS
WELL

7. The research hut was completed.

A great deal of time in this project was spent identifying
the various plant species found in the area. The construc-
tion of a greenhouse on the south side of the glass hallway
enabled us to better study these plants and the ways they
adopt to environmental changes. This greenhouse also enabled
us to grow plants indigenous to this area for use as camou-
flage for the natural gas well.

-46-

IMPLEMENTATION PLAN:

1. Grade 6 Student Involvement.

Because of the shortage of time left in the school year
when the project began and curriculum guideline that had
to be completed, the 6th grade was unable to participate
in the project. The following activitied conducted by
the 6th grade science classes will utilize the wetlands
area at Westlake.

A study of meteorlogical conditions in the are will be
conducted. Weather conditions will be monitored daily
throughout the year. The platform will serve as the base
for the weather station. Readings will be plotted and
generalization about weather changes made based on the
data collected.

Students will also use the wetlands area to investigate
adaptation made by various plants and animals to the
environmental conditions found in the Wetlands. Adapta-
tion caused by changes in climatic conditions will also
be investigated.

One problem that has existed along the lakeshore is ero-
sion caused by the wave action of the lake, and deep gully
erosion by small streams draining into the lake. A small
stream, caused by an artesian spring, originates in our
wetlands areas. The students will stake out the stream-
bed using stakes made from treated lumber. A reference
point will be placed on the stake and the distance from the
reference point to the bottom of the streambed measured.
Staked will be placed at specific intervals along the
stream and a profile of the streambed established. At
each stake students will also measure and record the velo-
city of the stream at that point. A comparison profile
will be made in late Spring. Students can then discuss
what areas of the stream erode fastest, what factors cause
this increased erosion, and what possible measures, if
any, could be tried to reduce the erosion.

2. Grade 8 Student Involvement.

Even though the 8th grade science program has played a
rather large part in the investigation of the proposed
study area, there are some further investigations which
will be instituted.

In the Fall of the year all of the 8th grade students shall
be involved with a complete entomolgy study of the area.
The study shall involve collecting and identifying as many
species as possible. The specimens shall be then mounted
and preserved for future studies of entomology and the
overall ecology of the area.

-47-

3. The Possibility of a Wind System will be investigated and
erected upon Board approval. This possibility exists be-
cause the school district has an energy loan and this
project is eligible.

4. The site design plans will be underway this fall. The
following tasks will be conducted througout the year.
a. Instructors will attempt to acquire
adjacent property from Mr. Baldwin
to use for educational purposed
through donation. If property can-
not be acquired, the possibility of
using the land will be attempted.

b. Regualr meetings with Asbury Woods
Nature Center and Millcreek Parks
and Recreation will take place for
planning the actual timeline for
developing the nature center. The
target date for completion is-summer
1983.

Shelley Ford
Coordinator

-48-

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