Educators guide to resource access linking the classroom to the coastal zone

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

-77
cot

Bringing the Interactive Elements
of the Coastal Zone to the Classroom

EDUCATORS GUIDE

Linking the Classroom to the Coastal Zone

US Department of Commerce
NOAA Coastal Services Center Library
2234 South Hobson Avenue
Charleston, SC 29405-2413

US Department of Comm ce
NOAA Coastal Services Center Library
2234 South Hobson Avc-nue
Charleston, SC 29405-2413

For
EDUCATORS

Produced by

E-3 Awareness Educational Development Group
1987

PROJECT MANAGER & AUTHOR Neal Maine

PROJECT GRAPHICS & AUTHOR Linda Newberry

PROJECT ADMINISTRATOR David Fox

The RESOURCE ACCESS PROJECT was financially aided through a
grant from The Oregon Department of Land Conservation and
Development with funds obtained from the National Oceanic and
Atmo3pheric Administration, and appropriated for Section 306 of
the Coastal Zone Management Act of 1972, with the support or
the Columbia River Estuary Task Force and the schools of Clatsop
County.

TABLE OF CONTENTS

Introduction .................................... I

Model Study Program ........................... 5
Planning Goals ........................... 6
Estuaries ................................. 12
Coastal Shorelands ......................... 20
Beaches and Dunes ......................... 27
Ocean Resources ---------------------------- 36

Concept Development ........................... 43

Resource Management &
Land Use Planning Policies .................... 49

Case Studies ----------------------------------- 57

Resource Sites ................................ 69

Habitat Sites .................................. 74

Local Resource People ........................... 78

Evaluation .................................... 86

Selected Environmental &
Land Use Publications Bibliograpy ............. 1-63

Resources Persons Guide to Working
With Educators ................ Separate Publication

INTRODUCTION

The Land Use Planning Process in Oregon has generated a wealth of knowledge,
community involvement, and comprehensive plans for lands, resources, and economic
direction. This process is linked to the subjects offered in schools of this state and needs
to be effectively included !.a the curriculums in the integrated way that is displayed in
the comprehensive plans of communities. Educators can play a significant role in
helping to prepare young citizens for their increasingly important role in the land use
decision-making process.

The coastal region of Oregon has political, economic and ecological factors that are
on a collision course. This demands the most of its citizens in problem-solving skills and
communication. The RESOURCE ACCESS PROJECT is dedicated to helping educators
gain access to specific local materials and support systems necessary to provide
leadership in preparing citizens for "Life in the Coastal Zone." The intent of this project
is to release the creative and professional talents of educators.

The RESOURCE ACCESS PROJECT has set the following goals:

*To develop methods of access for the educational community to existing
environmental resources, land use planning and resource management
materials.

*To improve the quality of natural resource education on the coast by provi-
ding effective utilization of these materials by educators and an integration
of this information into the natural science and social studies curricula.

*To prepare citizens for participation in local land use planning, problem-
solving, decision-making and value judgements, related to the coastal
zone.

The goaI3 of the RESOURCE ACCESS PROJECT will be reached
in part by the use of the following:

MODEL STUDY PROGRAMS have been developed to demonstrate the use of the
Oregon Land Use Planning and Coastal GOALS in reaching educational goals and
as models for teacher-developed materials.

CONCEPT DEVELOPMENT is proposed as one vehicle that will help in
implementing a District or classroom program.

PLANNING POLICIES describe some of the more important support materials
that can be useful to educators.

CASE STUDIES are included for educators to use in the preparation of their
ovn materials.

LOCAL PUBLICATIONS that can be useful to classroom teachers have been
inventoried.

RESOURCE SITES have been inventoried as a beginning point for teachers'
continued development.

RESOURCE PEOPLE have been listed as a beginning point for teachers'
continued development.

RESOURCE PERSONS GUIDE has been developed to promote cooperative
efforts with educators.

SLIDES SHOWS on RESOURCE ACCESS and Coastal Resources have been
developed to illustrate the Resource Access concept.

MOTE- Teachers should consider Oregon's Statewide Planning Goals and
City and County COMPREHENSIVE PLANS as companion documents to
this educator's Guide.

A FRAMEWORK FOR THINKING ABOUT

THE COASTAL ZONE

The following diagram is an attempt to provide a visual ebarl of the
framework that has been used to guide the design of the RESOURCE ACCESS
PROJECT. Although there is no perfect way to demonstrate the interactive
nature of this process, there is value in attempting to model for reference,
how this process appears to function.

In addition, the variety of elements used in the planning process can be
linked to the various phases of this framework. For instance, although
inventories attempt to define the type of ecosystem under consideration,
none of these ecosystems operate in isolation; rather there is interaction
between a variety of physical and biological laws 'and with other
ecosystems. At the same time, human ecology can create known impacts
on the systems, thus setting the stage for correctives that are
implemented through the planning process. These correctives may take
the form of technological or attitudinal adjustments. just what these
adjustments are and how they will be implemented is left to be mediated in
the public forum.

Each of the products developed for this Project are an attempt to illustrate
the variety of elements displayed on the chart, and the way in which school
subjects have bearing upon this process.

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MODEL STUDY PROGRAMS

STUDY PROGRAMS
INTRODUCTION

STIMY PROGRAMS FOR THE COASTAL ZONE

INTRODUCTION

The STUDY PROGRAMS have been developed as amodel to be used by educators as
a guide for the generation of their own materials. If students are to be provided with
local, concrete experiences, classroom teachers, district personnel, and local resource
managers must help develop site-specific support materials that will link textbooks,
local resources, planning, and the interdisciplinary nature of our society more
effectively to the school experience.
The school district goals ask educators to provide such leadership. but iii many cases
the resources and the background materials are not readily available to the classroom
teacher. although they are adundant in the broader community. This project is an
effort to provide more support to the classroom educators and school districts to
effectively convert local materials and resources into usable classroom products and
student experiences.
Nationally published textbooks typically provide generic models for their text, but
almost always lack specifics about local settings. These STUDY PROGRAMS will model
how more effective learning opportunities can result for students by having access to
local resource materials and using them for instruction and concept development.

SELECTING DISTRICT GOALS FOR UNIT DEVELOPMENT

School district goals speak to the broadest hoped-for gains by students passing
through our educational institutions. and can serve as useful organizers to implement
the RESOURCE ACCESS concept. The goals at the district level do not identify specific
subject matter connections, but point the direction for the end result of the student
experience in a given district. For the most part. these goals address the continuing
citizenship development of young people. Often school is viewed as the place where
young people are in a training program to heaco.=.& citizens, to qualify for the adult
world. The RESOURCE ACCESS program accepts the citizenship of students in school.
and provides opportunities for them to participate in the citizenship process at their
level of development.

SAMPLE DISTRICT GOALS:

*The STUDENT will understand and exercise their rights and responsibilities of
citizenship.
*The STUDENTwill develop an awareness and understanding of the balance beween
man and his environment.

LINKING PROGRAM GOALS: (SS) Social Studies and (S) Science

*(SS) STUDENTS will have an awareness or vaiues, personal and societal.
*(S) STUDENTS will value science as away of learning and communicating about
self. others and the environment.
(S) STUDENTS will be able to use scientific problem solving and inquiry processess.
(SS) STUDENTS will be able to participate in so cietal activities as individuals,
learners, family members, citizens. producers and consumers.

Linking school program goals will more accurately portray
the interactive nature of life in the coastal zone.

STUDY PROGRAMS
PLANNING GOALS

SRJDY MODEL * I

STATEWIDE PLAMING

1. PLANNING GOALS

Introduction

Planning in Oregon presently drives the basic process of decision-making for the
citizens of this state. Although at some point in the past, educational institutions may
have been asking students how they think the state and their communities should be
planned, that phase in the process does not now exist. The issue today is the important
role that edu cation can play in helping to prepare young citizens for evolving active
roles using decisions made during the past 10 years of the planning process in Oregon.
It is also important to provide personal experience with the process; a mandate has
provided for this in the Oregon Statewide Planning Program under Goal 1: 'MIZEN
INVOLVEMM.'
On the surface, Oregon's Land U" Planning Program might appear to be the
sole responsibility of a discipline historically called "social studies." While most of the
leadership for this discipline should be placed in this category, it is the investigation of
the relationships between other areas of study, i.e. physical science, geography,
natural science and citizenship development, that is most in need of leadership from
the educational community. Providing leadership in the demonstration of the ways that
these disciplines interact, rather than solely transferring the historical reservoir of
content knowledge to the student, is valuable to young citizen development.
Such interactive opportunities are critical if citizens, young and old, are not to be
cut off from access to the system that determines the fate of resources within the land
use planning process. Lack of knowledge about how this process works and lack of
opportunities to participate in it, can have the potential of isolating citizens from the
process as it was designed, with the Oregon tradition of active citizen involvement.
Because the theme of this "EDUCATORS GUIDE TO RESOURCE ACCESS" has a focus on
Coatal Goals, there will only be a short review of th& other Goals. They are not less
important, but they address more of a statewide basis, whereas the Coastal Goals speak
specifically to the "coastal fringe" of Oregon.

Each of the Goals has two important parts: the 'Goal' section sets out the
state framework and has the force of the law, the 'Guidelines" are not mandated by
law, and this section contains suggested courses of action, but not required ones. All of
the goals are adopted as administrative rules in accordance with Oregon law.

STUDY PROGRAMS
PLANNING GOALS

II. BACKGROUND RESOURCE INFORMATION

The Goals can be organized into four broad categories, and am to be achieved
through local comprehensive planning. Those Plans have been completed in all coastal
communities. The following review is not intended to be comprehensive, but rather to
communicate the legal requirements of the Goals.with examples of Guidelines that can
be useful in reaching the Goals.

The first group of Goals identifies the planning process:

GOAL 1: CITIZEN INVOLVEMENT-To develop a citizen involvement program that
insures the opportunity for citizens to be involved in all phases of the planning process.

GUIDELINE AZ: Universities, colleges, community colleges, secondary and
primary educational institutions and other agencies and institutions with interest+s in
land use planning are asked to provide information on land use education to citizens, as
veil as to develop and offer courses in land use education which provide for a. diversity
of educational backgrounds in land use planning.

GOAL 2: LAND USE PLANNING-To establish a land use planning process and
policy framework as a basis for all decisions and actions reLiUd to use for Lsmd. and to
assure an adequate, factual base for such decisions and actions.

GUIDELINECI suggests that inventories and other forms of data are needed as the
basis for the policies and other decisions set forth in the Plan. This factual bass should
include data on natural resources. man-made structures and utilities, population and
economic charazteristics of the area., and the roles and responsibilities of government
units.

The second group of Goals includes the conservadon goals:

GOAL 3: AGRICULTURAL LANDS-To preserve and maintain agricultural lands.

GUIDELINE A2 proposes that plans providing for the preservation and
nuintenance of farm land for farm use should consider as a major determinant the
carrying capacity of the air, land, and water resources of the planning area. The land
conservation and development actions provided for by such plans should not exceed the
carrying capacity of such resources.

GOAL 4: FOREST LANDS-To conserve forest lands for forest uses.

GUIDELINE Al asks that forest lands be inventoried so as to provide for the
preservation of such lands for forest uses.

GOAL 5: OPEN SPACES. SCENIC AND HISTORIC AREAS. AND NATURAL
RESOURCES-To conserve open space and protect natural and scenic resources.

GUIDELINE A3 recommends that the National Register of Historic Places and the
recommendations of the State Advisory Committee on Historic Preservation should be
utilized in designating historic sites.
7

STUDY PROGRAMS
PLANNING GOALS

GOAL 6: AIR. WATER AND LAND RESOURCES QUALITY-To maintain and
improve the quality of the air, water and land resources of the state.

GUIDELINE Al recommends that plans should designate alternative areas suitable
for use in controlling pollution including, but not limited to, wastewater treatment
plants, solid waste disposal sites. and sludge disposal sites.

GOAL 7: AREAS SUBJECT TO NATURAL DISASTERS AND HAZARDS-To protect
life and property from natural disasters and hazards.

GUIDELINE A5 proposes that planning for known areas of natural disasters and
hazards should include an evaluation of the beneficial impact on natural resources and
the environment from leaing such events naturally reoccur.

GOAL 9: RECREATIONAL NEEDS-To satisfy the recreational needs of the citizens
of the state and visitors. and where appropriate. to provide the siting or necessary
recreational facilities including destination resorts.

GUIDELINE A2 suggests that an inventory of recreation opportunkies should be
made based upon adequate research and in analysis of the resources in 'the planning
area which are available to meet recreational needs.

GOAL 9: ECONOMY OF THE STATE-To diversify and improve the economy of the
state.

GUIDELINE A3 asks that plans should designate the type and level of public
facilities and services appropriate to support the degree of economic development being
proposed.

The third group of Goals includes those relating to developinent:

GOAL10: HOUSING-To provide for the housing needs of citizens of the state.

GUIDELINE A2 suggests that plans should be developed in a manner that insures
the provision of appropriate types and amounts of land within urban growth
boundaries. Such lands should be necessary and suitable for housing that meets the
housing needs of households of all income levels.

GOAL 11: PUBLIC FACILITIn AND SERVICES-To plan and develop a timely,
orderly and efficient arrangement of public facilities and services to serve as a
frame-work for urban and rural development.

GUIDELINE A3 asks that public facilities and services for rural areas should be
provided at levels appropriate for rural use only and should not support urban uses.

GOAL 12: TRANSPORTATION-To provide and encourage a safe, convenient and
economic transportation system.

GUIDELINE A2 proposes that no major transportation facility should be planned or
developed outside urban boundaries on Class I or 11 agricultural land, as defined by the
U.S. Soil Conservation Service unless no feasible alternative exists.

STUDY PROGRAMS
PLANNING GOALS

GOAL 13: ENERGT CONSERVATION-To conserve energy.

GUIDELINE A2 encourages that the allocation of land and uses permitted on the
land should seek to minimize the depletion of non-renevable sources of energy.

GOAL 14: URBANIZATION-To provide for an orderly and efficient transition from
rural to urban land use.

GUIDELINEAI proposes that plans should designate sufficient amounts of
urbanization land to accommodate the need for further urban expansion, taking into
account (1) the growth policy of the area, (2) population needs, by the year 2000, (3) the
carrying capacity of the planning area. and (4) open space and recreational needs.

GOAL 15: VILLANMTE RIVER GREENWAY-To protect, conserve, enhance and
maintain the natural, scenic, historical, agricultural. economic and recreational
qualities of lands along the Willamette River as the Willamette River Greenway.

NOTE: this Goal has special considerations and the 1985 OREGON'S STATEWIDE
PLANNING GOALS should be reviewed for details.

The balance of the Goals include the four Goals that deal with Oregon*s
coastal resources. and will be developed as separate Study Programs.

To Foacher ffsrrs: the preceeding, review is intended to list only in general terms the
planning goals for Oregon. The 1985 OREGON'S PLANNING GOALS should be considered
an essential part of the RESOURCE ACCESS and used as a companion document.

11. EDUCATIONAL PROGRAMS

The State-wide GOALS have attempted to take the values that are described in the
PLANNING GOALS and link those to the management plans that best represent the
local conditions and still provide direction for citizen's views. At this point in
Oregon's history, learning about how the GOALS work, and the role citizens have in the
process is vital in the educational scheme. The necessity of weaving the social studies
and science components of the process into student sutdies is vital to the long range
success of planning in Oregon.
Values that have been developed at the local level can be promoted by Goals and
Policies and Zoning in response to GOAL 8. RECREATION.

EXAMPLES
City of Astoria

GOAL: The City of Astoria will work to encourage waterfront parks.

POLICIES: Improved access to the Columbia River and to Youngs Bay for residents and
visitors alike has been a long-standing public need. The City Planning Commission.
Parks Department, and other city agencies will actively participate in cooperative
measures to institute such access through concepts like the "People Places" System.

ZONING: Recreational uses in waterfront areas shall take maximum advantage of their
proximity to the water by providin g for water access poin ts,water viewin g areas an d
structure design compatible with the aesthetic qualities of the waterfront location.
Parking areas shall be located as far away from the shoreline as feasible.

ACTIVITY DEVELOPMENT
PLANNING GOALS

ACTIVITY DEVELOPMENT

The goal of ACTIVITY DEVELOPMENT in the RESOURCE ACCESS PROJECT is to
look for the major cvacepts that the instructor would like to link to things happening
in the local environment, The covcepts are selected from social studies and science,
and then are linked to the social demonstration of the understanding of that concept,
and eventually, to its application, after being mediated in the larger community.
If the local character of ACTIVITY DEVELOPMENT is to be demonstrated. it is'
necessary for instructors to plan on developing their own activities. This may demand a
bit of time, but the payoff is high and the quality of learning and personal experience
for students. using their own "place," can be improved.

Theme: -Citizen Involvement In Land Use Decisions-

Goals: SOCIAL STUDIES

Citizens of all ages need opportunities to participate in
societal activities as individuals and in groups.

SCIENCE
Technical information generated using science processes
is useful in the decision-making process.

STUDENT BACKGROUND:

The very first of the planning goals in Oregon deals with CITIZEN INVOLVEMENT.
Every effort has been made to insure that all citizens have access to the planning
process. GOAL I has set out a process by which County and City governing bodies must
insure the involvement of local citizens. This process is designed to have a wide
cross-section of affected citizens participating in all phases of the planning process.
Much of the planning process has occurred; now the task falls to understanding the
process by which it came about, and the ways that citizens can continue to be involved
with, and gain access to the system. If the planning process is to remain strong in
Oregon, secondary and primary schools must provide opportunities for involvement and
experience by students in planning related activities.

STUDENT INSTRUCTIONS:

Using the sheet provided by the teacher. cut out each of the Goals set out in
Oregon's Statewide Planning Goals (1985). When all have been cut out, think about
how you would arrange them on a large sheet of paper. Which ones would go on the
top; which ones would connect, where would you connect the ones that are
important to you? Put the ones you think are most important at the top.
After you have placed them in a pattern that you think is one that works for you.
tape them. down to a large piece of paper. If you need to add connecting lines, do so.
When you have completed the project, compare yours to others in the class. Have a
small group discussion about the way you decided to organize the project.
10

ACTIVITY DEVELOPMENT
PLANNING GOALS

OREGON'S STATEWIDE PLANNING GOALS

CITIZEN INVOLVEMENT LAND USE PLANNING

AGRiCULTURAL LANDS ESTUARINE RESOURCES

OCEAN RESOURCES ECONOMY OF THE STATE

HOUSING OPEN SPACE. SCENIC AND
HISTORIC AREAS, &
NATURAL RESOURCES

FOREST LANDS AIR, WATER. AND LAND

RESOURCE QUALITY

TRANSPORTATION ENERGY CONSERVATION

URBANIZATION BEACHES AND DUNES

PUBLIC FACILITIES & RECREATIONAL NEEDS
SERVICES

AREAS SUBJECT TO NATURAL WILLAMETTE RIVER
DISASTERS AND HAZARDS GREENWAY

STUDY PROGRAMS
ESTUARIES

STUDY MODEL #2

ESTUARIES

I. PLANNING AND ESTUARIES

The Oregon STATEWIDE PLANNING GOALS AND GUIDELINES have identified the
importance of estuaries to Oregon and its citizens. GOAL 16 is dedicated to the effective
use and protection of the natural resources and developmental values of estuary
systems. In this, the overall goal asks citizens in part to:

"recognize and protect the unique environmental, economic and social values of
each estuary and associated wetlands; and

To protect, maintain, where appropriate develop, and where appropriate restore the
long-term environmental, economic. and social values, diversity and benefits of
Oregon's estuaries."

"Comprehensive management programs to achieve these objectives shall be
developed by appropriate local, state, and federal agencies for all estuaries."

"Comprehensive plans and activities for each estuary shall provide for appropriate
uses. Estuary plans and activities shall protect the estuarine ecosystem, including its
natural biological productivity, habitat, diversity, unique features and water
quality."

NOTE: the preceding parts of GOAL 16 represent only a small part of the
Goal; it should be read in its entirety to gather its full meaning.

II. BACKGROUND RESOURCE INFORMATION

Estuaries have long been an important reservoir in which natural systems occur.
Estuary systems thrive on the dynamics of the mixing of fresh and salt water. They
provide excellent sites for the production of organic materials, special habitats for the
life cycles of marine species, open shores for the growth of vegetation, and a variety of
other important ecological characteristics.
The availability and access to these resources have made them important gathering
sites for humans during the history of the Pacific Northwest. Dating from their use by
Native Americans to modern day shipping and fishing practices, humans have long
depended upon the bounty of the estuary system. During the early use of estuaries and
their shorelines, natural controls and limited technological development maintained
the integrity of the estuary. As increased use and technology continued, it became
increasingly difficult to maintain this integrity through natural controls. It became
clear that some form of control needed to be instituted to maintain the dynamics of the
estuary system. What about our local estuaries, the Columbia. the Necanicum, and
Ecola. Is so important, that large scale restrictions need to be imposed for their
protection?

STUDY PROGRAMS
ESTUARIES

THE NATURE OF ESTUARIES IN CLATSOP COUNTY

Local estuaries provide the all-important link beLveen ocean water and river
systems. The waters of stream and rivers in an expression of the energy activity on
the land and the accumulation of many of the products of the land. The rivers and
stream are the life-lines of the estuaries. As a result, the net, interaction between the
freshwater and the marine water produces one of the most unique and interesting
habitats in the area. It is in this isolated mixture of freshwater and marine water where
special environments are produced. Highly adapted organisms that can cope with these
conditions are found in local estuaries.
The nature of the relationship between freshwater and saltwater Is often used to
classify estuarine systems. The degree of mixing, or the lack of it, has been used in
Clatsop County to identify the character of the estuary. "Mixing" refers to the dilution of
saltwater and freshwater in the estuary. Saltwater is brought in by the tides and
freshwater flows from the rivers and streams. Because of a number of physical factors.
such as the magnitude of freshvater inflows and the shape of the estuary. the
proportions of fresh-to-salt water can vary widely. The Necanicum Estuary falls into
the classification of a."partially mixed system."
One problem with the classification of estuaries by a salinity structure is that a
given estuary may be partially-mixed during one season and vertically vell-mixed
during another. It is also possible for different cross-sections of an estuary to belong to
different, clams. Again nature is rarely simple. The Columbia River is a cl=ic example
of this complexity. Under high now conditions, the Columbia River tends to be highly
stratified, particularly upstream from the mouth. but it apparently does not become a
salt-wedge because of strong tidal mixing. The surface vater at the mouth usuOy
remains slightly saline. This suggests a partially-mixed state, except at the end of ebb
tide during high now conditions. when salt penetration is found only along the bottom
in the lover 2-5 miles of the river. Under low now conditions, the estuary is
npartially-mixed.n
Clatsop estuary systems have had varying amounts of study; the Columbia River is
represented by a wealth of information. For spe cific information, the reader is referred
to the ColumNx Hrer,&Wv7JPvoAMrv materials at the CREST library. For the
Necanicum Estuary, please see the "Necanicum Estuary Inventory." Ecols Creek has
been inventoried as a part of the planning process, please see the Cannon Be"h
COMPREMSIVE PLAN. (fior more Leribrmj"om "e. THE RESOURCE ACCESS
INVENrORY).

ESTUARINE MARSHES

The tidal marsh wetlands of estuaries in Clatsop County are composed of those
communities of vascular aquatic and serai-aquatic vegetation rooted in poorly drained,
poorly aerated soil, which contains varying concentrations of salt occurring from lover
high vater, inland to the line of non-aquatic vegetation. (O.C.C. & D.C., 1974)
The vital role that estuarine wetlands play in the natural cycle of the estuary has
only been recently realized to the degree that management programs have been
instituted to protect this resource. Because estuaries are far more productive than most
other types of habitats, and that productivity is of direct benefit to man, planning
programs and management policies have become increasingly important.

STUDY PROGUMS
ESTUARIES

The most vital link in the food chain in this aquatic environment is the marsh plant,
which processes solar energy in the presence of chlorophyll, carbon dioxide and water
to produce carbon compounds. In this process the marsh plants assimilate and convert
phosphorous and nitrogen into compounds that are necessary for many of the estuary
organisms. The success of these photosynthetic plants in converting sunlight into
stored chemical energy determines the productivity of the estuary marshes and the
eventual productivity of the entire system.
Much of the organic debris resulting from this plant decay is maintained within the
estuary and becomes the foundation for the energy cycle. Ge.: In an intertidal salt
marsh, little of the living plant materials are consumed by herbivores. and most is used
by detritus-feeders and decomposers.) The decay is a result of bacteria colonization
which significantly increases the protein content of the original particle.
This brief summary in no way describes the intricacies of food cycles in estuaries. It
is used here only to demonstrate the role of the marsh plants and their significance as
the base of the food pyramid in the form of decaying organic matter.

FISH AND WILDLIFE HABITAT

In addition to these energy factors, the marsh plays a role as an important habitat
for a number of animals. It provides important habitat for raccoons, mink, otter and a
number of other small animals. One of the most critical roles, and least obvious to the
layperson. that the marsh plays, is during the high tide cycle in providing habitat for
fishes. This is especially true for anadromous fishes. such as coho salmon, chinook and
steelhead trout during their downstream migration. As the salmon spends a period of
time in the estuary before their migration to the set, the daily flood of large areas of low
marsh is critical to their survival. The marsh fringe provides protection and important
food in the form of small aquatic animals.
Of equal importance is the number of marine fishes and other organisms that
migrate from the ocean to spawn in protected waters. Some have suggested that more
than half of the coastal fish species depend upon estuaries to complete their life cycle.
Marsh habitats are important to both migrant and resident birds. The marsh
provides habitat for the nesting cycle. and is important for food and cover to many local
and migran L species.

WATER QUALITY CONTROL

Wetiand vegetalion can play an important role in providing stability to shorelands
by protecting them from the erosive forces of heavy winter runoff and storm-driven
tides. At the same time, they help control the rate of runoff by reducing its velocity.
Because of the marsh substrate, wetlands am also critical in storing water during low
va.ter periods.
Within certain limits, wetlands and associated marsh plants can play an important
role as natural purifying agents of the water. As long as the surface areas of mArshes
are maintained. they have a tremendous potential for absorbing nitrogen and
phosphorous from sewage. Each vetland has a limited capacity though, and to exceed it
would deplete the oxygen needed for a balanced ecological system. Coastal rivers already
carry a large supply of oxygen-depleting nutrients; therefore, the "use potential" of the
marshes as water purifying agents must be balanced with their ability to handle the
peak loads. The Ecol% Crock Estuary has a small marsh area; the Necanicum has a
limited marsh area, because of filling over the years, and the Columbia River
Estuary marshes have been significantly reduced because of diking practices.

STUDY PROGRAMS
ESTUARIES

RECREATIONAL VALUE

Marshes can withstand limited impact and do not recover veil from Inappropriate
use. They have recreational value to the hunter, fisherman, the nature enthusiast and
photographer. In considering the uses of marsh areas, serious consideration should be
given to the nature of the recreational use, so that it does not cause irreversible damage
to the marsh and wetlands.
An important value that is often addressed in urban areas is the aethetic value of
marshes, and the regarding of the psychological value of wetlands/marshes as "open
spaces" and natural areas.

BOTTOM DWELLING ORGANISMS

The bottom sediments provide habitat for a large and important group of organisms
that make up the benthos. These organisms faage in size from microscopic plants and
animals to large animals, such as clams and ghost shrimp. Each of these organisms play
an important role in the estuary ecosystem. Bacteria is of particular importance in the
decomposition cycle. Small worms and a variety of mud-dwelling organisms make up
another important group in the benthic system. The larger, more conspicuous
of ganisms that can be seen with the unaided eye make up the balamce of the fauna of
the benthos. Crabs, shrimp, clams, polychaete worms, barnacles and mussels are a few
representatives of this group.
Of particular importance is the interrelationship between a number of the benthic
invertebrates and the estuarine fishes. Utilization of benthic invertebrates as a major
food supply is vital, in particular, to the downstream migrating salmon juveniles that
spend an important part of their life cycle in this habitat.

WATER COLUMN ORGANISMS

Water column planktonic organisms include those that are weak swimmers and are
at the mercy of the water movement. This group includes the hacterioplanktan
(bacteria). phytoplankton (plants), and zooplankton (animals).
Plankton plays an important role in the food web of the estuaries and during
specific times of the year marine plankton becomes the major component of the estuary
plankton. The variables that affect their growth and reproduction are extensive and are
beyond the scope of this discussion. It should be noted that physical and biological
factors are vital to the success of these organisms in maintaining a viable ecological
setting for the maintenance of estuary life. Alterations to &ny of the physical or
biological constituents greatly affects plankton ecology.

STUDY PROGRAMS
ESTUARIES

111. EDUCATIONAL PROGRAMS

The State-wide Goals have attempted to take the values that were briefly discussed.
and link those to management plans that best represent the local conditions and still
provide the necessary protection for the estuary systems. At this point in Oregon's
history, learning about estuaries, without the link of pertinent management policies
and laws, will not contribute to our students' full understanding of the opportunities to
participate in the process or to understand the way in which science is mediated in the
public forum. The necessity of weaving the social studies and science components of the
students' studies becomes obvious, as the relationships betveen inventories of
estuaries and protection and use policies are displayed.
At the local level, the day-to-day management of an estuary is guided by
management policies designed to protect those values as described to estuary systems.

EXAMPLES

Necanicum Estuary

GOAL 1: To maintain all identified marsh areas in their natural, productive condition.

POLICY: As a conservation estuary, the Necanicum shall be managed so as to
protect its natural resource values primarily. Permitted uses or activities in the estuary
that result in significant alteration. including filling, dredging, rip-rap, road building
and similiar activities shall not be carried out in salt marshes or associated freshwater
wetlands.

POLICY: Uses or activities that do result in alteration of estuarine areas shall be
permitted only in areas of existing alteration. The Necanicum River in the vicinity of
downtown Seaside, other than its marshes, is generally considered capable of sustaining
development, whereas the upper Necanicum, the Neavanna, and the Neacoxie estuary
areas are not.

Columbia River Estuary

CLATSOP COUNTY PLANNING POLICIES
Youngs Bay. Astoria

Log Storage: Log storage in the Levis and Clark Youngs Rivers should continue to
be allowed at all existing sites, even in those instance where it is a non-conforming use
in a Natural area. However, no new log storage sites should be allowed in Natural areas
or in wetlands, where the logs would rest on the bottom at low tide.

Columbia River Estuary

Shallow draft ports and marinas play a significant economic role in the Columbia
River Estuary. Since marine construction usually involves major alteration of estuary
shorelines and aquatic areas. it is important that marinas be sited, designed, constructed
and expanded such that adverse impacts to the estuarine environment and other
shoreline uses are minimized.

Note: The Columbia River Estuary is so large that a decade of serious
planning has generated thousands of pages of planning research
documents. The examples here are used only to demonstrate the linkage
between resource evaluation and the planning process for school
programs.

ACTIVITY DEVELOPMENT
ESTUARIES

ACTIVITY DEVELOPMENT

The goal of ACTIVITY DEVELOPNM in the RESOURCE ACCESS PROJECT is to
look for the major comcvpts that the instructor would like to link to things happening
in the local environment. The ceacep& are selected from social studies and science,
and then are linked to the social demonstration of the understanding of that concept.and
eventually, to its application after being mediated in the larger community.
If the local character of ACTIVITY DEVELOPMM is to be demonstrated. it is
necessary for instructors to plan on developing their own activities. This my demand
a bit of time. but the payoff is high and the quality of learning and personal experience
for students, with their own "place,- can be improved.

Theme: -Estuary Management-

Goals: SOCIAL STUDIES
Estuaries must be managed in such a way as to protect marsh
systems. and still allow community development.

SCIENCE
Marsh areas of the estuary are critical to the energy cycle.

STUDENT BACKGROUND:

Plants found in estuary wetlands are very important to the health of an estuary. In
order to protect the plants from damage, we must develop measures (ways) to protect
them. To know vhat rules to make, we need to knov more about how the marsh plants
live.
Certain plants like to live in special places where they get covered by water so me of
the time. but not all of the time. One of the main events in the daily life of the estuary
is the rise and fall of the tides. If we can find out where the tide falls, and where the
special places are that plants like, we can use this to help make plans or guidelines to
protect wetland areas.

ACTIVITY DEVELOPMENT
ESTUARIES

STUDENT INSTRUCTIONS:

1. Using the following tide chart for your information, make a dot indicating
the tide level, straight up from the appropriate time (on the lover part of the chart).
This will tell you how high, or low the tide is, at that particular hour. The first one
has been placed for you. Continue doing the same all the way across the page.
When all of the dots have been placed connect them with a gentle curved line.
This will show you the TIDE CYCLE for one lunar day (since tides are caused by the
moon, we have to think about how long it takes the moon to get around the earth.)

TIDE CHART

1:00 am 8.2 ft. 1:00 pm 3.0 ft.
2:00 am 6.1 ft. 2:00 pm 2.2 ft.
3:00 am 5.0 ft. 3:00 pm 3.4 ft.
4:00 am 4.5 ft. 4:00 pm 5.5 ft.
3:00 am 5.0 ft. 5:00 pm 8.5 ft.
6:00 am 7.1 ft. 6:00 pm 8.8 ft.
7:00 am 8.7 ft. 7:00 pm 9.0 ft.
9:00 am 9.9 ft. 9:00 pm 8.8 ft.
9:00 am 10.2 ft. 9:00 pm 8.1 ft.
10:00 am 9.9 ft. 10:00 pm 7.4 ft.
11:00 am 8.2 ft. 11:00 pm 6.2 ft.
12:00 am 5.5 ft. 12:00 pm 4.5 ft.
1:00 pm 3.6 ft.

2. Studies have shown that estuary plants like to live in the tide ranges shown
below. Draw a line showing the area within the tidal range that the plants like to
live. Color them according to the following color scheme:

ALGAE - blue ARROW GRASS -yellow
LYNGBY'S SEDGE - green PACIFIC SILVERWEED - gray

NAME: ALGAE NAME: LYNGBY'S SEDGE
Ulva 4 ft. to 3.3 ft. 5 ft. to 9 ft.

NAME: ARROW GRASS NAME: PACIFIC SILVERWEED
6.3 ft. to 9.5 ft. 9.0 ft. to 11.5 ft.

3. Using your completed chart, make a red line where you think would not
be a good idea to cover over the plants with fill.

Draw a brown line where you think it would not be a good idea to dig out the
estuary.

Make a list of the type of activities that would not damage the marsh. (for
example: bird watching from a raised viewing platform.)

Write rules that you think would give your marsh complete protection.
18

PLANNING CHART

10-
-q9 -
0 8.
m
@r 7-
M6.
u..."
G) 5
-71
4

3--

0.0

-2. 6-

1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 7
TIME

STUDY PROGRAMS
COASTAL 3HORMANDS

SMY MODEL * 3

COASTAL SHORELANDS

1. PLANNING AND SHORELANDS

One of the most obvious characteristics of the coastal setting is the preponderance of
shorelands associated with water systems. The shorelands may take shape as stream and
river banks, intertidal areas, shorelands around estuaries, or the many lakes and
wetlands systems found in coastal settings. In addition, the presence of the described
resources create the settings often valued by society because or their aesthetic or scenic
quality, including the unique headlands that take shape at the coastal interface. At the
same time, the interface systems of coastal regions produce a variety of geologically
unstable conditions. Adding to the unique qualities and values of these natural resources
the need to protect historical and archaeological sites in coastal areas, makes the
management and protection of coastal shorelands important and challenging to the
planning process. This is a challenge, as these lands provide both the environmental
and economic values that must be mediated in the public forum.
Coastal shorelands are identified as "land contiguous with the ocean, estuaries. and
coastal lakes! Goal V asks coastal communities in part to:

..conserve. protect. where appropriate, develop and where appropriate restore the
resources and benefits of all coastal shorelands. recognizing their value for
protection and maintenance of water quality. fish and wildlife habitat,
vater-dependent uses, economic resources and recreation and aesthetics. The
management of these shoreland areas shall be compatible with the characteristics of
the adjacent coastal waters; and

reduce the hazard to human life and property, and the adverse effects upon water
quality and fish and wildlife habitat, resulting from the use and enjoyment of
Oregon's coastal shorelands."

11. BACKGROUND RESOURCE INFORMATION

COASTAL SHORELANDS AS WETLANDS

The variety and values of wetlands in Clatsop County. along with the forests. may be
the counties most important resource, although in many ways a hidden one. Unlike the
forests that are Most obvious and directly linked to the historical view of resources, the
wetlands of the county am subtle and so fused with the coastal landscape that their
values are often overlooked; in turn their values are often displayed in secondary ways
with the support of more directly observable resources. Thus wetlands values often
must be linked to secondary benefits to display their values.
A challenging task his been to create a definition of wetlands that most will agree
upon. Although there are a number of legal definitions that were developed for agency
management, mostvill. agree that:
a wetlands 13 Z "land where water is the dominant factor determining
the nature of soil development and the types of plant and animal
communities living in the soil and on its surface." (Our Nations Wetland
1979).

STUDY PROGRAMS
COASTAL SHORELANDS

Thus in Clatsop County wetlands are represented by freshwater marshes, swamps,
estuarine marshes, bogs, strean, river and lake borders, and forested wetlands.
See GOAL 17 for a more specific description of Coastal Shorelands.

WETLANDS: SOCIAL AND ECONOMIC VALUES

A full discussion of the values of wetlands exceeds the scope of this teachers guide,
but must be considered an important part of any communication about natural
resources. The values of resources are often assigned and given their values by the
existing social system. In the case of many of the values related to the social and
economic criteria of wetlands. there is often the opportunity to ascribe some dollar
savings or financial profit.
The value of wetlands in reducing or greatly limiting flooding, storm damage, and
controlling erosion can often be directly related to financial savings and reduced
burdens on local residents. With this, vater supply and groundwater recharge,
harvesting of natural products, and stock grazing often gain general acceptance when
related to economic systems. Many of the regulations in comprehensive plans relating
to wetlands attempt to protect wetlands and wetlands systems as they relate to these
values.
The actual harvest of natural products from wetlands and associated uplands are
often the most valued by the social setting. The harvest may come in the form of timber
products from vetlands; or adjacents; lands, fish and shellfish products, cranberries, and
in many places direct gr"-;ng by livestock. In addition, fur-bearing mammal harvest is
almost exclusively from animals that depend upon wetlands. In this case the furs are
given economic value because of their harvest values.
The direct use of wetlands for recreational activities such as hunting and fishing
has a long been valued by the public. Waterfowl hunting has been one of the most
populax and often the most supported value assigned to wetlands. Most other recreation
in wetlands is non-consumptive and comes in the form of hiking, nature observation,
photography, and boating. The aesthetic value of wetlands is very difficult to place a
dollar value on, but even without a dollar assignment, such values are more and more in
demand by the public.

WETLANDS AND ENVIRONMENTAL QUALITY

Wetlands play an increasingly important role in maintaining quality environments,
both for aquatic and non-squalic settings. Although an indicator of problems that may
be occurring on more upland environments, wetlands have the potential to help in
maintaining water quality or in some cases improving degraded waters.
Wetlands have the potential to remove -nutrients. often in the form of nitrogen and
phosphorus, from flooding waters for plant growth. There am limits to this process and
each wetlands system must be considered to have individual capacities. Because of the
capacity of wetlands to remove waste, the City of Cannon, Beach has been actively
pumping waste water from their treatment plant into a local wetlands duritig summer
peak times. This system has been very efficient in lowering the biological oxygen
demand and removing coliform bacteria.
The valuable role wetlands can and do play in reducing turbidity of flooding waters
has recently been added to the growing list of "wetland values." This capacity can be a
valuable asset in reducing siltation of ports, harbors, and river reservoirs. This is
especially true of salt marsh creek banks where increased stands of vegetation slow the
velocity of water causing sediment to dropout. This not only improves water quality,
but becomes a nuLrienttrap. which leads to higher plant productivity.

STUDY PROGRAMS
COASTAL SHORELANDS

The productivity of wetlands is legendary among those who study natural systems.
With this process, wetland plants convert solar energy into plant matter and produce
large supplies of oxygen as a by-product, This biomass, better know as food, becomes
available in the green stage, to a host of both aqualic and terrestrial animals, large and
small. The direct use of plants at this stage is limited; the real value of the "aquatic
farm" comes when the plant material begins to decay and takes the form of detritus:
small particulate materials that cycle through wetlands systems and form the base of the
aquatic food web, which in turn support larger consumers, including commercial
fishes.

FISH AND WILDLIFE VALUES

Fish and wildlife values are often the more visible aspect of wetlands, and are often
used as the most marketable resource to the general population. Many of these values
are related to the use by people of wetlands and associated waters for fishing and
hunting uses, both commercial and recreational.
Waterfowl use of wetlands is very high and has been instrumental in gaining
support from user groups to protect wetlands for feeding, nesting, and overwintefing
habitat. Waterfowl use is most notably linked to wetlands; these habitats are very
important for nesting, feeding, and resting areas for both migratory and resident birds.
As important are the riparian areas around wetlands which provide valuable cover,
nesting, and feeding.
Within the hundreds of wetlands areas in the coastal shorelands of Clatsop County
all of these values are present. The values of wetlands include the continued use by a
host of mammals linked to the wetlands. In Clatsop County this includes muskrats,
beaver, otter, nutria, mink, raccoon, skunk and weasels. In addition, there are a large
variety of amphibians and other animals that depend upon wetlands.

EDUCATIONAL VALUES OF WETLANDS

Wetlands offer abundant opportunity for use in educational programs. Many of the
major social studies and science concepts are very evident in association with wetland
and upland fringes. This ecosystem has a very special appeal to people because of the
magic ingredient vaftr. With water. exciting and interesting things are often
happening; systems are seldom static. and yearly cycles produce unique and interesting
observations.
Almost all of the wetland biological habitat of prime importance is inventories, with
limited descriptions, in a County report SIGNIFICANT SHORELAND AND VETLAND
HABITATS IN THE CLATSOP PLAINS by Duncan Thomas.

SHORELANDS OF EXCEPTIONAL AESTHETIC OR SCENIC QUALITY

Although difficult to ascribe dollar values to, coastal headlands. beaches and active
dunes are considered to be of high value in the planning process because of the quality
that is derived from their association with coastal -waters. These values are related to
visual and aesthetic qualities often associated with "views" provided by such resources.
The planning process set out to provide protection for such resources; resources that
many considered to be a part of the public domain.
In Clatsop County, Tillamook Head and Oswald West State Park are considered
important headlands, In association with these headlands are the off-shore rock islands
that are included in the Oregon Islands Wilderness Areas, and are managed by the U.S.
Fish and Wildlife.

STUDY PROGRA14S
COASTAL SHORELANDS

With coa4tal headlands comes the potential of "adjacent areas of geologic instability-
that may be actIve. The Clamp County planning materials describes them as "geologic
ha!72 areas which are caused b the action of a coastal water body, or have the
potential to adversely impact a coastal vaur body. Geologic hazard areas which are
caused by the action of a coastal water body include rapidly or slowly retrograding
coastlines, and areas where wave erosion is undercutting headlands and terraces,
causing shoreline retreaL Geologic hazard areas with potentioal to impact a coastal
water body include active and inactive landslides and faults, and landslide topography."

Many of these areas are described in detail in A Field Inventory of Geologic
Elizards From Silver Point to Cove Beach, Clatsop County. Oregon. and
Environmental Geology of the Coastal Region of Tillamook and Clatsop
Counties. S--,& BIBLIOGRAPHY.

III. EDUCATIONAL PROGRAMS

The State-vide GOM have attempted to take the values that were briefly discussed,
and to link those to management plans that best represent the local conditions and still
provide the necessary protection for the coastal shorelands. At this point in Oregon's
history, learning about COASTAL SHORELANDS, without the link to pertinent
management policies and laws, vill not contribute to young citizen's full understanding
of the opportunities to participate in the process, or to an understanding of the way in
which science is mediated in the public forum. The necessity of weaving the social
studies and science components of the students' studies becomes obvious, as the '
relationships between inventories of SHORELANDS and protection and use policies are
developed.
At the local level, the day-to-day management of SHORELANDS is guided by
management policies designed to protect those values ascribed to them.

EXAMPLES

City of Warrenton

GOAL: To minimize the impact of a high vater table, shallow flooding and other
limitations on development, and both recognize and protect the unique environmental,
economic and social values of Columbia River waters, wetlands, and shorelands.

POLICY: JUddle SAip"ow River -Freshwater vetland areas of particular natural
resource and habitat value should be protected to the extent possible during the
development of the Skipanon River below the dam and the entire area east of the
Skipanon.

ZONING: AV&r&dcP*yr,1opmeA1 Zose-U-11--This zone identifies aquatic areas
that have been judged suitable to accommodate navigational uses and other
vater-dependent uses. Use controls will be exercized to minimize damage to the
estuarine ecosystem. Physical alteration of certain aquatic areas and shorelands may be
altered to meet the needs of vater-dependent uses.

ACTIVITY DEVELOPMM
COASTAL SHORELANDS

ACTIVITY DEVELOPMENT

The goal of ACTIVITY DEVELOPIEW in the RESOURCE ACCESS PROJECT is to
look for the major comcepts that the instructor would like to link to things happening
in the local environment. The comcepls are selected from social studies and science.
and then are linked to the social demQnstration of the understanding of that concept.
and eventually. to its apiplication after being mediated in the larger community.
If the local character of ACTIVITY DEVELOPNM is to be demonstrated. it is
necessary for instructors to plan on developing their own activities. This may demand
a bit of time, but the payoff is high and the quality of learning and personal experience
for students, using their own "place," can be improved.

Theme: "Zoning- -Calling It Like It Is?"

Goals: Social Studies

Students will be able to understand and apply generalizations and
interdisciplinary concepts drawn from the various social sciences.

Science

Students will be able to apply technology to expanding
their sense of the school environment. and adapting to it.

ACTIVITY DEVELOPMENT
COASTAL SHORUANDS

STUDENT BACKGROUND:

One of the ways local communities have organized their land use plans is through a
process called "zoning." With this, communities inventory the land and water systems
and make decisions about how that land/vater should be used. In response to the
SHORELANDS GOAL, cities and counties set up aquatic zones. For example, in
Warrenton, the City Plan states that:

"the purpose of the Coastal Lake and Freshvater Wetlands Zone is to assure the
conservation of important shoreland and votland biological habits and conserve
examples of different natural ecosystems types in. the Clatsop Plains to assure a
diversity of species and ecological relationships."

This zone is called A-5. and can be found on the map of freshwater wetlands.

STUDENT INSTRUCTIONS:

You will be visiting a site that includes many areas zoned A-3. The trip will be
taking you to sites in and around Camp Kivanilong, much of vhich falls into the
"aquatic zone." During your field work you should:

*Make a list of the types of activities you think should be allowed in this zone.

*Make a list of the types of activities you think should be alloved on the uplands
near the aquatic znoes.

*Look for the characteristics that would make you think that this is an aquatic zone.

*When you return fr6m the field survey, compare your list with the actual *allowed
uses' in this zone, and those that might be allowed with *special conditions." SEE:
City of Warrenton COWREEIENSIVE PLA.K.

to 12

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3

STUDY PROGRAMS
BEACHES AND DUNES
STUDY MODEL '04

BEACHES AND DUNES

I. PLANNING AND BEACHES AND DUNES

The very essence of what most consider to be the "coast" is represented by beathes
and dunes. This narrow band of quality environment is treasured by many, both local$
and visitors. Although most look upon this resource for mostly utilitarian reasons, it
also represents the single line of defense from the effects of the near ocean system.
The beach system, in concert with ocean actions, can best be described as "friend and
foe."
The economic link of local beaches and their access represent much of what people
consider to be the basis of the tourist industry. The variety of recreation that is carried
out in the beach and dune setting are vide-ranging, and are available to diverse
interests. The very nature of the beach and dune system allows for selection of
recreational activities ranging from personal and commercial harvest of razor clams, to
fishing, beach driving, and extensive passive uses.
Planning public law at the state and local level has been extensive; the least of
which is the lavs which affirm the public's right to use the beach, and to have access to
it. Local conditions have generated the need for complete development of GOAL I a and
the necessary requirements. Planning at the local level as been in response to the state
Goals, which ask citizens to:

1. conserve, protect, where appropriate develop, and where appropriate restore the
resources and benefits of coastal beach and dune areas; and

to reduce the hazard to human life and property from natural or man-induced
actions associated with these areas."

II. BACKGROUND RESOURCE INFORMATION

The interactive processes at work on Clatsop Beaches are complex and have received
limited study. The dynamics of having a resource that is constantly on the move. from
water or wind activity creates a very special habitat in terms of management and
detailed understanding. Thus. the management must in some way be consistent with the
best that is known about this process.
In Clatsop County the complete morphology of local beaches and dunes his been
extensively modified down through history, thus producing an almost complete nev
local beach and dune system. Historically the areas around the mouth of the Columbia
River have been represented by a prograding shoreline as a result of the tremendous
loads of sediments carried by the river. That system is now represented by extensive

STUDT PROGRAMS
BEA AND DUNES

artificial development of parallel dune systems. with imported plant species that
stabiflze dunes rapidly, and by major modiflcaLlon of the Columbia River mouth by jetty
construction, which alters the way in which the sand and currents are delivered to the
local beaches. With the stabilization of the dunes, the historical broad. flat beaches have
also been reduced to the point where normal high tide reaches very near the primary
dune faces.

PHYSICAL FEATURES OF BEACHES

Once a sand supply has been placed in the long shore current, it is available to be
delivered to the beaches by vind-driven waves. In the case of the Clatsop beaches. this
ma,terial is derived from the bwalts of the CoastRange and the Cascades. This material is
made up of extensive amounts of quartz, which is responsible for creating beaches that
are somewhat rare around the world; ones that are wide. flat. and often very hard. The
particles of sand on the Clatsop beaches are generally consistent in their make-up, with
the exception of a high concentration of heavy black iron-based sands failing out near
the mouth of the river, and concentrating in the northern 3 miles of the Clatsop
beaches.
Physical processes working on the beach face move the sand grains one-by-one in a
variety of dynamic ways. The new movement of currents, north in the winter (The
Davidson Current), and south in the summer (The California Current), cause sand to be
moved in a north and south direction. Although the net movement is north, and often
goes un-noticed by the casual observer, sand is constantly on the move either
alongshore or off-and-on shore. Waves approach the beach, and receed at a slight
angle; this film of water carries with it sand particles that move short distances with
each wave approach and backwash. With this movement, water and microcurrents set
up a slow grain migration along the beach.
In addition to the north/south movement of sand, wave patterns also move sand onto
and off of the beach. The largewinter waves cut the upper beach (berm) away, and
transport the sand off shore, creating offshore "bars." The more gentle summer waves
migrate the sand supply back onto the beach. Although often imperceptible, the
vertical height may change as much as 7-8' during the yearly cycle.
Although beaches are generally ideal for absorbing the energy of the waves, when
their fragile nature is out-of-sink with the ocean processes, beach and dune erosion can
occur. This process can occur very rapidly and needs only a small toe-hold on the beach,
or access to upper beaches and dunes to create major impacts in short periods of time.
The most recent example of this was the exposure of a beach/dune system on the south
side of the Necanicum River, in December 1983. In this case, a shift In the river mouth
provided access to winter storm waves to the upper beaches, causing active erosion, and
major threw to a number of houses on the primary dune. Extensive rock fill, and a
timely shift in the river mouth avoided major property damage. Such beachfront
protective structures and their placement fall under the guidelines of the Land Use
Planning Process.

GOAL 18, GUIDELINE D: In developing structures that might excessively reduce the
sand supply or interrupt the longshore transport or littoral drift,the developer should
investigate, and where possible, provide methods of sand by-pass. (an example)

STUDY PROGRAMS
BEAMES AND DUNES

BEACH ECOLOGY

The very unstable nature of sandy beaches reduces the plant and animid population
to a few select creatures that are able to cope with such harsh living conditions. Other
than microscopic plants. such as diatoms. no Large plants have adapted to this habitaA,
and there are only a few special animals that have adapted to it. The constant movement
of sand. the rise and fill of the tides. and the lack of stable food supplies combine to
produce this rigorous environment.
Only one large animal, the razor clsm. has been successful in colonizing the
beaches of Clamp County. In fact. to most. it is the symbol of the open beach and all that
it means. The "razor" has adapted by being able to effectively use its large foot to move
vertically on the open beach, and thus maintain its body below the sand surface. It
extends its neck to the surface to effectively putt water, filled with single celled plants,
into its body cavity. and through its digestive system. The food supply is single-celled
plants, diatoms, that are endemic to the surf zone. The population of surf diatoms often
become so dense in the early spring that they may give the appearance of an oil spill.
Although the location and population of 'razors" is variable. they "a one of the most
sougbtafter organisms in aU of Clatsop County.
The rest of the "in sand" population consists of a variety of small vorms, one large
green worm called Ar-ophlys. a smal.1 sand shrimp. a variety or small crustaceans. and
one very special crab. the mole crab. On the surface of the sandy beach you may also
find the Olive Sn&11 skimming over the surface. Its large foot allows itto hang onto
the sand and to burrow along its surface. Oneofthe most abundant organism. the
beach hopper can be found along the driftline in the vacinity of decaying algae drift,
All of these organisms live together in such a way as to produce a successful
interactive population that includes predators and prey. Almost all of the necessary
organic energy to maintain this population must be delivered to the habitat by the
nearshore ocean. because this system lacks any major rood products.
Other thin the interaction within the sand. the only other organisms that
effectively use the beach system are the migratory and resident shore birds. Highly
adapted beaks allow probing shorebirds to feed upon the interstitial organisms found
between the sand grains. The most obvious of these shorebirds is the Sanderlin g. who
use a "stitching" action to su ccessfully work the sandy beaches for food.
A small wintering population of about 1500 Sanderlings brave violent winter
storms to probe the sands for subsurface organisms. This population may reach into the
thousands during the migratory movements ia May. as the birds make refueling. stops
on the Clatsop beaches.
Birds that have been captured on Clatsop Beaches and banded have been resighted in
such fox away places as islands off the Atlantic coast, in Peru. in Chile. and on the
Galapagos Islands. Clatsop beaches are or special importance to Sanderlings and a
variety of other shorebirds. because the beaches are one of only a few sites that provide
habitat that groups of shorebirds can successfully exploit on their long journeys to
their nesting grounds near the Arctic Circle.

GOAL 18. GUIDELINE A. Inventories: Ucal governments an asked to begin
inventories of avariety of resources. one of which is: 5. Areas of Significant
Biological Importance.

STUDY PROG"MS
BEACHES AND DUNES
BEACH USES

By far the most popular use of the Clatsop beaches are by recreational users. The
variety of uses range from intensive use by clam diggers. to passive uses by day-use
picnickers. The beaches, with the effect of daily tides. can withstand heavy passive use.
In Clamp County. some beaches are open to vehicles (northern areas). thus putting
high access for recreational use at the disposal of many. Wood cutters and
beachcombers make up another important part of beach users. In areas closed to
vehicle traffic, foot traffic, hiking, bike riding, horseback riding. and kite flying are
important activities.

PHYSICAL FEATURES OF DUNES

Sand dunes represent the result of sand delivered by the ocean system to the beach
and serve as the wind blova sand supply for the dune system. Prograding dunes have a
long history of formation in the local area as a result of the massive sand supply coming
from the Columbia River. The sand dunes of Clatsop County in the ClaLsop Plains area are
most recent deposits of fine and medium grained quartz with lesser amounts of feldspar.
magnetite. and mica fragments. The sand deposits range in depth from 100 to 400 feet
deep. The dune systems we see in this area are less that W years old. and have become
stabilized only recently.
The interaction between the variety of winds migrating from the southwest and the
northwest over the yearly cycle, the moisture content of the sands, and the physical
changes in the height of vind-blown sandswhich produce barriers, interact to produce
the setting for selective invasion by highly adapted plant species. These conditions
produce the self-perpetuating processes of dune formation, more-or-less parallel to the
beach.
. Active dune stabilizalion projects in the 1930's directly accelerated this process by
erecting artificial barriers to begin the rapid development of primary dune systems that
in effect weakened the wind systems effect on sand movement and thus resulted in
deposition and dune height increase. The introduction of an exotic, European Beach
Gra= is almost the entire story of the most recent dune formation. The introduction of
this grass brought about major environmental changes that include exaggerated
foredunes and deflation plains, sand-starved inland dunes, and temporarily progfade-d
beaches. Any changes in the dune plant cover has the potential of producing a"blov
out," a condition in which dunes continue their general morphology, producing coastal
erosion or inland march of dunes.

SAND DUNE ECOLOGY

The ecology of sand dunes has been studied to a general degree with the greatest
focus placed upon plant species and their regimes. Plants that are able to withstand the
rigors of the dune environment are in direct opposition to the always present winds and
thus exert immediate influence on the normal upland mobility of dune systems. Others
in the open beach system exert their influence as individuals. It is the combined mass
of a population, and eventually a community, that begins to modify the character of
dune systems.
The structural influence of local flora begins immediately by protecting the surface
layer of sands from attack by the winds. and as such reduces the sediment transport
inland. In the immediate shore area, perennial species that establish dense populations
through maximum growth and vigor. create major fallout of sand particles, and
drastically reduce the sand migration. The long-term affect of this vegetation pattern is

STUDY PROGRAMS
BEAaIES AND DUNES

to alter the texture and composition of the sediments. With dune stabilization by plant
groups. soil begins to form. As such. the structure of the dune masses. which owe their
existence to the deposition of sand. modifies the drainage, and In turn produces different
habita.t. Thus new plant communities. and differentsoils, are formed.
The new dune contours establish habitat that limits the types of vegetation that can
grow successfully. Convex surf"es of dunes drain rapidly and are colonized by drought
resistant plants. Concave areas, barely above the water table. are inhabited by
semi-equalic and aquatic species. thus forming deflation plains. This process normally
occurs very slowly and is limited to a small group of forbs and grasses that are specially
adapted to. and dependent upon these habitats.

The Cl&tsop done system can be viewed as having the
following major geomorphic plant units:

THE LITTORAL UNIT: The area. between low tide and the toe of the first distinct
dune ridge. Two plants represent this unit, AMERICAN SEAROCKET and less
frequent. YELLOW ABRONIA.

THE DUNE GRASS UNIT: The first ridge of vegetated sand paralleling the beach
above high tide makes up the foredune zone. This dune grass unit typically includes
EUROPEAN BEACHGRASS and A)MICAN DUNEGRASS.

THE PARALLEL RIDGE: Although not as common in dune systems in Clatsop
County. this unit is similar to. and often associated with. the fordune. and occurs
behind thatzone. It may also include hummock formations and includes some of the
same plant species as the foredune.

THE DEFLATION PLAIN UNIT: This is a lovvide zone that forms in the lee of the
dune grass unit. The surface is often level and near the local water table. It is
covered with water in the -winter months. Plants represented in the wettest areas
make up a sedge community, including CAREX SEDGE, PACIFIC SILVERW
CREEPING BUTTERCUP and BEACH WILLOW.

DRYMEADOW/RIDGEUNIT: This system occurs landward of the deflation
plain on, and along, the back dunes where the drainage is good and sand has been
stabilized. Plant populations often include SEASIDE LUPINE. GRAY BEACH PEA.

THRIFT. and BEACH STRAWBERRY, with scattered individual SHORE PIKE and
SITKA SPRUCE.

SHRUB/PIONEER FOREST UNIT: This is the last system of the local dune system
and is quite stable in the local setting. The plants are represented by taller and more
dense stands of SHORE PINE and SITKA SPRUCE. It is also common to rind ALDER
and CRAB APPLE.

ArOTE.- Many species have been introduced to the dune system and have altered the
ecology. Themost invasive are SCOTCH BROOK. GORSE. EUROPEAN
BEACHGRASS. and SEAROCM.

AIthough little is known about the ecology of the animals of the dune systems. there
are signiflicant numbers. The larger animals include a variety of mice and voles. A bird
species, the WESTERN SNOWY PLOVER is threatened on the local beaches and has had
some local study, (ANDERSON, MAINE, 1983). The extensive loss of habitatwith dune
stabilization may be related to its population decline.

STUDY PROGRAMS
REACHES AND DUNES

Large'popuMons of invertebrate animals use the surface and subsurface of dune
systems. One study identified over 40 species of bees using a dune system in the sand
dunes of Humboldt Bay. California. Older stabilized dunes that are made up of grmland
and meadov also include the rare OREGON SILVERSPOT BUTTERFLY. This organism
has been located In 4 different dune systems in Clamp County. (HAMMOND AND
MCDORKLIE, 1996).

DUNE USERS

Dunes have had a long history of use by Native Americans and early sealers. Many
of the first tovns vere established at river mouths, bays or on sand plains. Levis and
Clark in 1906 described the Clamp Plains as "prairie" (COOPER. 1958. p. 174). Thus small
farms used these older dune systems for grazing. Overgrazing quickly destroyed the
plant cover and rejuvenation of sand migration occurred.
The most popular use of dune systems in Clamp County in recent years has been for
urban expansion. The interest in visual and physical access to beaches and dunes has
been high viffi both large and small development occurring in close proximity to dune
systems. The rapid accretion has left the early dune ridge developmentwell back from
the primary dune today, although there is reneved interest in development along the
more recent primary dunes. With this development. extensive use of aquifers located
under the Clatsop Plains dune system has occurred.
Other use and possible uses that may be of concern to dune system stability include:
filling of deflation plains, extensive foot path and vehicle trail systems, installation of
septic tanks, introduction of non-indigeDous plants, pumping of ground vater, removal
of dune cover. and leveling of sand dunes.

STUDY PROQAMS
BEACHES AND DUNES

III. EDUCATIONAL PROGRAMS

The State-vIde Goals have attempted to take the values that were briefly discussed,
and to link those to management plans that best represent the local conditions and Still
provide the necessary protection for BEACHES AND DUNES. At this point in Oregon's
history. learning about BEACH AND DUNES without the link of pertinent management
policies and lavs, vill not contribute to young citizen's full understanding of the
opportunities to participate in the process, or to an understanding of the way in which
science is mediated in the public forum. The necessity of weaving the social studies and
science components of the students! studies becomes obvious, as the relationships
betveen inventories of BEACHES AND DUNES and protection and use policies are
developed.
At the local level, the day-to-day management of BEACHES AND DUNES is guided by
management policies designed to protect those values ascribed to them.

EXAMPLES

City of Gearhart

GOAL: To manage, and to support the Oregon Department of Transportation in its
management of beaches, dunes, shorelands, and estuaries, in such away as to enhance
the local economy, the Coastal Environment, and the quality of life.

POLICIES: Removal of vegetation during construction in any sand area shall be kept to
the minimum required for building placement or other valid purposes. Removal of
vegetation should not occur more thin 30 days prior to grading or construction.
Permanent revegetation shall be started on the site as soon as practical after
construction.final grading or utility placement. Storage of sand and other materials
should not suffocate the vegetation.

ZONING: FAJWSAA!V OPLYSPAff-Areas of publicly dedicated Park and Open
Space and other privately owned areas are not available for development because of
building restrictions, including but not limited to, an Overlay Zone, that prohibits
development. or septic limitations.

ACTIVITY DEVELOPMENT
BEACHES AND DUNES

ACTIVITY DEVELOPMENT

The goal of ACTIVITY DEVELOPMENT in the RESOURCE ACCESS PROJECT is to
look for the major cvzcvpts that the instructor would like to link to things happening
in the local environment. The comcepts are selected from social studies and science,
and then are linked to the social demonstration of the understanding of that concept,
and eventually, to its application after being mediated in the larger community.
If the local character of ACTIVITY DEVELOPILM is to be demonstrated. it is
necessary for instructors to plan on developing their own activities. This may demand
a bit of time, but the payoff is high and the quality of learning and personal experience
for students, using their own "place," can be improved.

Theme: -Clatsop Beaches Connect To The World-

Goals: SOCIAL STUDIES

Students will be able to actively participate in one project
related to planned management of a local resource.

SCIENCE

Students will value science as a way of learning and
communicating about the self, others and the environment.

STUDENT BACKGROUND:

The small bird that many of you have seen playing tag with the ocean waves is a bird
with world-wide connections. The sanderfings, seen on the local beaches during the
winter months, are a w-&MrZag population; surveys have shown that group to
include about 1400 birds. The large number of sandcrfings on the beach in the
s,pr.&,r and fkff are a part of a migratory population that make important food-
gathering stops on Clatsop Beaches on their way to breeding grounds near the Canadian
Arctic.
Birds that have been captured in mist nets at a special roost site on the local beaches
have been banded with special color-coded bands so that they can be easily seen. Some
of these birds have been resighted in far away places. Two birds were seen on Monomoy
Island off of Massachusetts in the fall migralion only four months after they were
banded on these local beaches. One bird was seen in Peru, one in Chile. and recently,
one was observed on the Galapagos Islands. Banded birds have also been seen gLLong the
entire U.S. coast from southern California to Washington.
The sanderlings only feed in very special beach-type habitats, and the number of
feeding sites is limited along the vest coast of North and South America. In order to
insure that these special habitats are protected. a "Sister Reserve Network" his been
proposed by the World Wildlife Fund, This would include an of the important sites and
would demand cooperation between all of the countries involved.

ACTIVITY DEVELMMT
BEACHM AND DUNES

STUDIUff INSTRUCTIONS:

Using a map of North and South American, locate vhere birds that vere banded
on the local beaches have been resighted. After you have completed marking the sights
also locate the important feeding areas used by these birds in their migration.

FEEDING AREA: Mejillones; Bay, Chile
Paracas Peninsula, Peru
Panama Bay, Panama
San Francisco Bay. California
Humboldt Bay, California
Oregon Dunes National Seashore Re-serve
Clatsop Beaches
Long Beach, Leadbetter Pt., and Willapa, Bay, Washington
Grays Harbor, Washington
Copper River Delta, Alaska
Central Canadian High Arctic (breeding grounds)

After you have completed marking the important migration feeding sights, figure
out how far the sanderlings must fly to get to the breeding grouDds if they winter in
Chile.

*Using the map you have made, work with a small group to figure out some ideas
about how to protect the migratory route of the sanderlIngs with the
countries involved.

*Find out what type of protectin policies the local beaches have, to protect the
wintering population and the feeding of the migratory population.

*Try and arrange a field trip to see the wintering population and watch their
feeding.

STUDY PROGRAMS
OMAN MOURCM

SRMY MODEL 5

OCFAN RESOURCES

1. PLANNING AND NEARSHORE OCEAN

The very size and lack of understanding of the dynamics of the nearshore ocean and
continental shelf causes the general concepts of land use planning to be stretched to
their limits. The nearshore ocean has been of general interest to residents of this
County down through history because of the link to resource use, mainly fishery
products. With the advent of other uses, mainly discussion about mining sulfide
chimmeys from the Gorda Ridge area, (off our coast), and removal of subsurface deposits
of minerals, (zinc, copper and lead). interest has increased.
The nearshore ocean plays an increasingly important role in the economic picture.
Commercial and recreational fishing is of major concern to many local residents, as is
the important link of nearshore water with the ecology of marine species. The
importance of this ecology ranges from the all-important upwelling cycles which bring
deeper, colder, oxygen-depleted oceanic water loaded with nutrients and dissolved C02 to
the surface to begin many of the food webs related to salmon ecology, to preserving
water quality for the migration of Gray Whales.
Recent discoveries of exploitable minerals within the U.S. 200 mile Exclusive
Economic Zone coupled with the Interior DepartmenVs assumption of authority over
such minerals. suggest some position of adversarial relations with coastal states such as
Oregon (HILDRETH, 1986). Such relationships am also predicated by the lack of
extensive consultation rights for minerals, in contrast to such existing rights
regarding to oil and gas development in offshore waters. In the past, these
relationships have been guided by the National Environmental Policy Act (NEPA), Outer
Continental Shelf Lands Act (OCSLA), and Coastal Zone Management Act (CZMA).
It has been suggested that the power of the Secretary of the Interior to require
Environmental Impact Statements (EIS) for offshore leases may, with proper guidelines
in the EIS development, help make these Statements serve as a type of permilptv-cess
that can cause federal agencies to provide political stages on which citizens, (and state
and local governments) may take active roles.
With the increasingly important role the State will play in management of and
participation in policies, Oregon's GOAL 19. OCEAN RESOURCES asks citizens to:

conserve the long-term values, benefits, and natural resources of the nearshore
ocean and the continental shelf."

"All local, state, and federal plans, policies, projects, and activities which affect the
territorial sea shaff be developed, managed and conducted to maintain, and where
appropriate. enhance and restore, the long-term benefits derived from the
nearshore oceanic resources of Oregon. Since renewable ocean resources and uses,
such as food production. water quality, navigation, recreation, and aesthetic
enjoyment, will provide greater long-term benefits with renewable resources, such
plans and activities shall give clear priority to the proper man agement and
protection of renewable resources."

STUDY PROGRAMS
OCFAN MOURCES

II. BACKGROUND RESOURCE INFORMATION

OCEAN RESOURCES

A general review of OCEAN RESOURCES can hardly be donewithout being struck
by the interrelationships that are displayed in discussing this resource. Review may
begin with in economic. political, social, or ecological base. but can only be moved a
short distance before powerful reciprocal influences begin to appear.
One of the most obvious physical events in the Pacific Northwest is the weather,
with all of the wind, rain, temperature variation, cloud cover, and seasonal variations.
The surface waters of the coastal regions play in important part in the bank deposits in
Astoria. Continuing with this discussion. as the sun shines in the summer months and
warms the ocean's upper layers. each layer expands slightly, and becomes less dense
than the layer below it. This results in a stabilized water column with layers that
neither rise nor sink. Summer winds also tend to be somewhat more gentle. helping to
maintain this stability. Conditions can become such that algae near the surface uses all
of the local nutrients, with no replacement from below.
As the waters begin to cool in the fall and winds increase. vertical mixing as a result
of storms. brings up nutrients in relatively shallow waters. An increase occurs in
productivity in the early spring producing "blooms" of plankton from the enriched
waters. The equally important process known as "upwelling" makes a major
contribution to the productivity cycle. Oceanic currents. the shape of the sea floor and
continental slope, and alongshore winds cause waters to move upward on a slant. These
waters are normally nutrient-laden, and spark productivity cycles. This process is
directly linked to productivity of phytoplankton, zooplankton. feed fish, and salmon
survival. This, in the end, determines the success of local troller and gillnet fishermen,
and bas important impacts on the local economy.
Although the trend has been to teach about and to learn about the nature of these
phenomena as separate subjects, the interrelationships between them. and how they
operate can make more profound contributions to citizenship development and
participation.
We can also see this direct relationship to the stability of coastal waters that become
enriched with nitrate during winter storms and spring terrestrial runoff. The surf
diatoms that show rapid growth cycles inwinter months in the presence of the active
surf zone are directly linked to the razor clam population Ind growth success. The
success of the razor clams can be attributed to the abundant and almost continuously
available algal food supply in active surf waters. This is the exclusive food of the "razor"
and the local economy. is to a degree. dependent upon the razor clam population and
the number of visitors that come to the area for successful clam digging.
All obvious and less obvious cycles and interrelationships am also tied to systems
such as these. It becomes increasingly important that citizens have opportunities to
become aware of such events in response to planning goals that are linked to
renewable resources."

STUDY PROGUNS
0CFAN RMURCES

111. EDUCATIONAL PROGRAMS

The State-vide GOALS have allempted to take the values that vere briefly discussed,
and link those to man agement, plans that best represent the local conditions and still
provide the necessary protection for OCEAN RESOURCES. So many levels of
management exist that local entities have included maUrials in their COMPREMSIVE
PLANS that support the fulfillment of the broader management perspective at the
federal, regional and sWe level.

EXAMPLES

City of Gearhart

GOAL: To cooperate with appropriate state and federal agencies in conserving the
long term values, benefits and natural resources of the near-shore ocean and the
continental shelf.

POLICIES: Cooperation vith the Oregon Department of Fish and Wildlife in continued
management of the razor clams, and the encouragement of vise commercial and
recreational utilization of ocean resources as a benefit to the local economy..

ACTIVITY DEVELOPMENT
OCEAN RESOURCES

ACTIVITY DEVELOPMENT

The goal of ACTIVITY DEVELOPMENT in the RESOURCE ACCESS PROJECT is to
look for the major coacvp& that the instructor would like to link to things happening
in the local environment. The ceacepts are selected from social studies and science,
and then are linked to the social demonstration of the understanding of that concept.
and eventually. to its anglication after being mediated in the larger community.
If the local character of AMVITY DEVELOPMM is to be demonstrated, it is
necessary for instructors to plan on developing their own activities. This may demand
a bit of time, but the payoff is high and the quality of learning and personal experience
for students. using their own "place." can he improved.

Theme: "New Waves in the Ocean-

Goals: SOCIAL STUDIES

Swdentvill understand that many social, political, economic, physical
and biological considerations are involved in management decisions.

SCIENCE

Student will explore the physical and biological processes
necessary for developing resource management plans.

STUDENT BACKGROUND:

The complexity of understanding the ocean system and the ways we can use the
resource effectively is one of the major challenges for the future. The activity by the
federal government through the Department of the Interior, to begin federal lease sales
of areas off our coast has prompted interest and questions about our ability to manage
this resource. In addition, there are many players in the game, adding to the complexity
of the decision-making process. On the one hand, there is a perceived need to gain
access to gas, oil, and ocean minefals; at the same time, there is a critical concern about
the possible environmental impacts on other natural resources. How will these conflicts
and the varied interests be represented in the public process?

STUDENT INSTRUCT IONS:

Using materials supplied by your teacher, build a chart showing as many of the
benefits and concerns as you can, for such activities as the gas, oil, and deep sea mining
that is being proposed off the California Lad Oregon coasts. When the class has
completed their charts, build a class list from everyone's list. Then, as a group. write
some guidelines that you think would help manage such activities. When you have
completed your guidelines, comparc them with the ones that have been developed in
GOAL 19 on OCEAN RESOURCE permits.
39

STUDY PROGRAMS

TEXTBOOK SPINOFF
The RESOURCE ACCESS Application

Textbooks often do an effective job of organizing some of the major concepts to be
considered in social studies and science. Seldom do they provide for or make the
linkages between, local examples in a context that is useful or meaningful to teachers
and students. The RESOURCE ACCESS PROJECT attempts to supplement classroom
teacher efforts with access to the necessary support matrials and the local examples
that will lend more credibility to textbook examples.
Teacher Guides often ask educators to find local examples, or contact a useful
resource person. The INVENTORY/BIBLIOGRAPHY of local publications and their
location, coupled with the GUIDE to local resource people will help educators improve
the learning opportunities for their students.

The following example from Holt, Rinehart and Winston, Social Studies-
COMMUNITIES, 1986, page 173, a discussion of "conservation", can serve as an
illustration:
"Another problem for San Francisco -was dirty water or WATER POLLUTION, in the
bay. Industries dumped chemicals and waste materials into the water. These things are
harmful to fish and to people.
In the 1960's, citizens began to form groups to make some changes. They wanted to
have laws passed to protect San Francisco's natural resources, Citizen groups were able
to get laws passed to stop the dumping. Thousands of acres of land were set aside as parks
and wildlife areas. The preservation and protection of natural resources is called
CONSERVATION. Conservation is one way San Francisco has begun to solve one of its
problems."

Student experience with this description may have some value for reading and
comprehension, but much more effective learning opportunities could be created by
looking up in the Warrenton COMPREHENSIVE PLAN about water pollution is controlled in
the Warrenton Watershed, or by reviewing any other local city or county planning
document; and wouldn't it be nice to have a map of the watershed to add sense of place
to the classroom learning environment? Since this is the only contact students will
have with the concept of "conservation,* in this whole book knowng where the
conservation zones are in the special estuary your students live near would also he
helpful. In addition, the guidelines for dumping things, or storing them, in local waters
of the estuary or stream are also spelled out in local county and city plans. Being able
to find the support materials to extend lessons is a valuable resource to classroom
teachers, and adds a touch of reality for the students.

ACCESS to, and USE of these materials is one of the goals of the RESOURCE
ACCESS PROJECT.

CURRICULUM 14ATERIALS

CURRICULUM MATERIALS

PLANNING GOALS

Educating Our Future. A Local Government Curriculum For Grades 1-2. City
of LaGrande, and the LaGrande Public Schools.

Land Use Planning, Kendal/Hunt Publishing Company, Dubuque, Iowa.

Planning Sacramento: ViCV3 of Students and Parents, Urban Planning for
Children and Youth, P.O. Box 60273, Sacramento. CA 95860.

F@STUARIES

Marshes. Estuafies and Wetlands, Pacific Science Center, 200 Second Avenue
North, Seattle, WA 98109.

The Estuary Study Program. South Slough Estuarine Sanctuary, P.O. Box 5417,
Charleston. OR 97420.

The Estuary: An Ecosystem and a Resource. South Slough Estuarine Sanctuary,
P.O. Box 5417, Charleston, OR 97420.

Columbia's Gateway: A History of the Columbia River Estuary to 1920.
CREST, Federal Building. Astoria, OR 97103.

COASTAL SHORET ANDS

Rivers and Streams. Habitat Pac, U.S. Fish & Wildlife Service.

Freshwater Marsh. Habitat Pac, U.S. Fish & Wildlife Service.

Wetlands Conservation and Use. Issue Pac, U.S. Fish & Wildlife Service.

"Wading Into Wetlands," Nature Scope. National Wildlife Federation, 1412 Sixteenth
St., N.W.. Washington, D.C. 20036.

CLEARING Magazine, "Special Issue on Wetlands," No. 37,1983, Environmental
Education Project, P.O. Box 751, Portland, OR 97207.

Discover Wetlands, Elementary Curriculum, Department of Ecology, Mail Stop
PV- 11, Olympia, WA 98304.

CURRICULUM MATERIALS

Hanging On To The Wetlands, David E. Newton and Irwin Slesnick, Western
Washingtion University, Bellingham, WA 98223.

Clean Water. Streams and Fish, Marine Science Center, Newport, OR 97363.

BEACHES AND DUNES

Beaches, and Beach Profile3 and Tran3ect.3, Pacific Science Center, 200 Second
Avenue North, Seattle. WA 98109.

OCEAN RESOURCES

Animals of the Sea and Wetlands, Alaska Sea Grant College Program, University of
Alaska, Fairbanks, Alaska.

Energy From The Sea and Tools of Oceanography, Marine Education Project,
Pacific Science Center, 200 Second Avenue North, Seattle, WA 98109.

GENERAL

Endangered Species, Issue Pac, U.S. Fish & Wildlife Service.

We Can Help. Environmental Education Activities. jenny Publishing Company.
Inc., 57 Queen Avenue South, Minneapolis, Minnesota, 55405.

Students. Structuf es. Spaces: Activities in the Built Environment Aase
Eriksen and Marjorie Wintermute. Addison-Wesley Publishing Co., Menlo Park, CA 1983.

Water. Water. Everywhere: Marine Education in Oregon. Marine Science
Center, Newport. OR 97363.

Elementary Curriculum: The Beach Book, The Pond Book. The Creek Book. The
Estuary Book, and The Lake Book, Western Education Development Group,
University of British Columbia, Vancouver. BC V6TIV5.

Project Wild: Aquatic Supplement, Salina Star Route, Boulder, Colorado 80302.

,42

CONCEPT DEVELOPMENT

CONCEWT DEVELOPMENT

CITIZENSHIP AND CONCEPT DEVELOPMENT

MMODUCTION

In a position paper from the National Council for the Social Studies, the editor
wrote "one factor gives promise of unifying the social studies, that factor is citizenship
education." At the same time, the National Association of Biology Teachers were
selecting a theme for their national convention of 'The Biological and Social-Sciences:
Education for Citizenship." With this, there is a sense that Citizenship Education is
so powerful and so pervasive as to provide a confluence of direction and purpose for
teachers of both social studies and science. Not only can this improve the citizenship
development of our students. it can provide opportunities for the subject matter
specialist to model the roles of each in the social context for which we are preparing
our students.
Technology and what we know about ecological processes and the application of
that knowledge has slowly removed the distance between the social studies and
sciences. At the present time science, and the very technology it generates, is played
out in a social setting. Within the spectrum of society. people experience science in a
social setting, a setting that often is filled with issues that arise out of the application
of technology in the social, political, and economic status.
With this in mind, some suggest that we need an integrated interdisciplinary
approach. in our teaching of citizenship: that instruction and experience in
Citizenship development should be a purposeful task, not just what falls out as a
result of random instruction. as the sum total of all the present school subjects. Such
an approach could provide: information on the scientific components of a problem and
the various effects of different solutions, an understanding of ways to evaluate risks
and benefits, and opportunities for students to inake value judgements. Many suggest
that certain basic understandings are best learned when contact areas are brought
together in studying the critical issues.
Topics such as energy. land use. forest management. endangered species. watershed
management and resource use are only a few of the social issues of the day that depend
upon the scientific community to generate the necessary background to aid in the
community deci3ion-making procew. How that information is used is played out in the
broader social setting, vhich many times helps to establish the foundation for
planning documents and sets up local and state policies and laws. Understanding this
process and being able to actively participate in it. is a vital issue for educators in
Oregon today.
It would have been difficult for Jefferson (1820) to have even guessed at this
unique link between social studies and science when he wrote:

"I know of no safe depository of the ultimate powers of society but the people
themselves. And if we think them not enlightened enough to exercise their control
with a whole discretion. the remedy is not to take it from them, but to inform their
discretion.*

At this point in, Oregon history there may be no other topic that embodies the "safe
depository" of this power more than the process set out in community
Comprehensive Plans. These Plans describe in some detaff social. economic. and
ecological considerations and the use of lands and resources at the local level. This
process demands and guarantees the involvement of citizens of all ages. It also
provides the opportunity for educators to display citizenship roles and to generate
experiences for demonstrating the interconnectednessof so many of the disciplines
being offered in public schools.

CONCEPT DEVELOPMENT

If educators are to be successful In helping young citizens to be active participants
in the land use planning process. then there must be an effective vehicle; a-system
that reaches across the common boundaries of subject matter and curriculum structure.
This process accurately presents the role of the many varied disciplines by individual
educators. The goal Is easy for many to identify "citizenship education:' the
methods may be less clear. One option considered to be valid by its common use in
curriculums. state and local. is the development of 'concepts' that are important to
student development.
Even though the term concept has been used extensively in the educational
community, little has been done to actively present educalional opportunities for
young citizens to understand the nature of concept development or to get
agreement among educators as to what it is that is being called a concept. Concepts
such as those found in the State Social Studies Gulde@- Planned Management.
Liveability. Natural Resources. Public-Private. and Scarcity can only be
developed effectively if there is some agreement about their meanings. In the same
context, concepts from the State Science Framework such as Model. Population, and
Significance must have some common agreement and instructional methodology if
they are to be used effectively to develop concepts in schools. Finding common
ground between these two areas is critical if young citizens are to effectively
understand land use planning in Oregon and thus become active participants.
Questions from the Srvdezt Aczirizies in a widely used book, TEE PACIFIC
XORTHYM: Past, Present and Future, Chapter 13, 'Natural Resources From Land
and Sea" Illustrate the diversity of vhat, some consider to be concepts. In the section
"Understanding Concepts," students are aked to respond to: ^What are the most
valuable types of shelWish?' or "Which industry employs the greatest number of
people?' It would be difricult for teachers or students to know what concept was
being developed with such a rote response. At the same time, the land use planning
GOAL that is designed to consider Estuarine Resources asks us to "recognize and
protect the unique environmental, economic and social values of each estuary and
associated wetlands." This GOAL is based on the premise that we have a "model' of how
the unique environmental. economic and social values work. Thus, the concept of
model," and in this case, the use of this concept in explaining estuaries has been
used to develop specific guidelines and laws. Some of the laws are designed to protect
marsh plants such as Lyngby's Sedge, because the present model being used for
estuaries identifies the marsh plants as being vital to estuary productivity and the
eventual imput of these plants as detritus into the estuary system.
Along with this, the value of having some agreement about our understanding of
the concept of 'model' becomes important. First some agreement about the term
ft con cepV is important. Two popular definitions that will serve us well In this
"introductory guide to concept development" are:

.concepts are organizers for clams of events or objects," (COX, 1986)
and
.concepts are regularities in events or objects designated by some sign or symbol,"
(NOVAK, 1979).

We, infact invent concepts, assign a language label or symbol to them, and later
attempt to teach them to our children. Most agree that concepts are usually given a
language label of one or two-vord descriptors. This is all somewhat straight forward
vhen those labels are of real things, like a tree. Only a few contacts with the object
called "tree" and even very young children have it down. If we want to move to
something a little more profound, we can begin to include propositions. specific
relationships between two or more concepts. and add *green" to the labeling process.
and come up with *trees are green."

A A

CONCEPT DEVELOPMENT

Things begin to get a bit more complicated when we depend almost totally on
invented or abstract concepts to explain events or objects. There is also some common
agreement that concepts are not taught, but that they come about through a personal
development process. Thus, it is worth thinking about knowledge being coastrocled
rather than individuals discoreriffg knowledge. That construction process
begins with our observation of events or objects through the concepts we already
possess. This gives great hope to the classroom educator, for concept development
does not occur by chance, but can be a planned part of the curriculum. This also
implies that meaningful learning (as contrasted with rote learning), must be related
by individuals to relevant concepts and propositions they already know, whereas in
rote learning new knowledge may be acquired by verbatim memorization and
arbitrarily incorporated into a person's knowledge structure without interacting with
what is already there. (NOVAK, 1979)

If. in fact, CITIZENSHIP EDUCATION is one of the major goals of school programs,
there must be some general consensus about the concept of "citizenship." For the
sake of discussion, let us say that this concept is:

"the relaLlonship between the individual and the institutions of society. Citizenship
roles exist within all levels of human society, from the school community, to the
nation and to the world. Societies have rules, authorities, and enforcement powers
to promote appropriate behavior. Citizens of a democratic society have both rights
as individuals guamn teed by law, as well as responsibilities within society. The
viability of a democraLic society depends upon the active and informed
participation of its citizens."

Needless to say, this is a powerful and pervasive concept; one that can hardly be left to
a single discipline. The land use process in Oregon, and at the local level, provides
many of the opportunities that are laid out in this concept. Opportunities abound for
educators to design methods of personal contact for young citizens and activities for
guided experience.
Coupled with concepts that often are related to science, but have far broader
meaning, unique curriculum designs can emerge. The concept of "model' has been
used to describe the present status of estuarine planning in the local area. If ve look at
one definition of 'model:"

.. as more or less tentative, man-made schemes or structures which seem to
correspond to real "things" or phenomena. These invented representations have
both explanatory and predictive power." (COX, 1986)

As such these representations provide us with workable tools from the scientific
community that can, and are used to develop very specific statements. In this case,
having some general understanding of how complex interactions occur in estuaries,
helps in setting guidelines that will be mediated in the public forum, and be expressed
in local Comprehensive Plans. This development cycle demonstrates the important link
between Social Studies and Science.

CONCEP'T DEVELOPMENT

CONCEPT MAPS

If concepts are to be used effectively in planning school experiences and
curriculum for young citizens. then some workable day-to-day vehicle must be
available to the classroom teacher. One system that have been successful is a tool called
aconcept mapping." This device caa be helpful in representing the conceptual
structure of a discipline, or a segment ofa discipline. in two dimensions. The more
traditional linear. one dimensional approach has been the organizational outline.
Although this has some orgmizational value, concept maps appear to better match
the more hierarchical pattern associated with concept development. As such,
concept maps should be hierarchical, with the more general, more inclusive
concepts at the top of the map, and progressively more specific, less inclusive
concepts arranged below them. Not only do concept maps show great promise for
concept development, they may be very useful planning tools for the classroon
teacher, thus giving us a way to externalize concepts and propositions.

Concept maps also have the potential for bringing expanded meaning to field
programs by helping to provide a framework for bringing potential meaning to
observations. Following is an example that can be used for a student trip to Hug Point
State Park, to observe some of the local geology. a sort of intellectual road map.
VZ Ir F. rM W 1.

One of the first steps in preparation of a concept map is to identify the major claw
/school concepts. This can he greatly influenced by the individual map constructor,
but written definitions about major school concepts will be very helpful. Once
chosen, the concepts provide the major framework for the map. It is important to
proceed from the most general to the specific. With the completed map. specific
instructional decisions can be made. including: what advance organizers the students
will need, what activities to do, what disciplines will be represented, etc.
ISL T FZ 9Z WE Z.

NOTE.- Using concepts as the basis of educational planning is a relatively new
educational tool and the preceeding material treats this approach in only the most
preliminary way. The most active development is presently going on with the
Northwest Evaluation Association in cooperation with the Oregon Department of
Education and the Science Specialist, Ray Thiess. Extensive work is also going on by
David Cox, Science Education Instructor at Portland State.

Additional Specifics are developed in greater deWl in the following
references:

Novak, Joseph, A Theory of Education Cornell University, 1979.

Novak, Joseph, and D. Bob Govin, Learning. How To Learn Cambridge University
Press. 1984.

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RESOURCE MANAGEMENT

AND

LAND USE PLANNING POLICIES

RESOURCE MANAGEMENT & LAND USE POLICIES

RESOURCE MANAGENM
and LAND USE PLANNING POLICIES

INTRODUCTION

The following summa ies are of important coastal miLnageinent documents that
have been developed over the years. Many of these management programs are very
extensive and include laws and policies that are important to coastal residents. This
section should be useful for educators in the preparation of student projects. student
activities. and in preparation for presentations by resource people.

COASTAL ZONE MANAGEMENT ACT (1972)

The object of the CZMA is "to preserve, protect. develop and where possible. to.
restore or enhance, the resources of the Nation's coastal zone for this and succeeding
generations."
To insure the management of future development, Congress established a
cooperative state/federal program of coastal zone aimagement. Under this scheme,
individual coastal states, including the Great Lakes states, receive advice and funding to
develop plans for managing coastal development from the National Oceanic and
Atmospheric Administration's Office of Ocean and Coastal Resource Management. Once
these plans meet national standards, the Coastal Zone Management Office approves
the state's plan and provides partial funding for its implementation. As further
inducement to coastal states to develop plans for. coastal development and conservation,
the federal government pledged that any activities conducted, sponsored. or permitted
by federal agenciesswould be consistentvith the stat managementplan.
In developing its plan, a state is required to define its coastal boundaries, develop a
means for determining permissible activities in the coast zone. inventory and designate
areas of particular concern for protection or development, and provide the legal
authority to regulate land and water uses and to resolve conflicts among competing uses.
Oregon and Washington at the present time have approved plans. In Oregon, this
program is administered under CaastalPjvgrams, DepArtmeot of Ljwd
173 CourtStreet, NE, Salem, Oregon 97310.)

FISHERY CONSERVATION AND MANAGEMENT ACT (1976)

With passage of the Fishery Conservation and Management Act in 1976. the
United States claimed jurlsldction over living marine resources. including marine
ma m ma I . within 200 miles of its coast. The federal government is responsible for the
management of domestic and foreign fisheries occurring within the Fishery
Conservation Zone. The FCZ includes water beyond state waters out to 200 miles;
with few exceptions, state waters extend from the shoreline out 3 miles.

RESOURCE MANAGEMENT & LAND USE POLICIES

The iCMA attempts to provide a framework inwhich U.S. fisheries can be
developed without depleting fish populations. The Act directs the Secretary of
Commerce to develop Fishery Man1geJnCnL Plans for commercial f1sh6rles located
in the FCZ. The Secretary is to rely upon draft FMPs developed by the appropriate
Regional Fishery Management Council. Among other things. FIWP:i must:

1. prevent overfishing and assure an optimum yield from each fishery;

2. make decisions based on the best scientific evidence available.

About 40% of the total fish catch in US. waters occurs within state waters. With few
exceptions, the FCMA recognizes the exclusive authority of the states to regulate fishing
within their territorial waters. States my try to coordinate their management of shared
fisheries.

MANAGEMENT OF FOREIGN FISKERIES: Under the FCMA, any nation wishing to fish
in U.S. waters must enter into a Governing International Fishery Agreement.
Unless Congress disapproves a GIFA. this agreement provides the framework in which
a foreign nation is given the privilege of fishing in US. waters.
Foreign fishermen may fish in the US. FCZ only after obtaining a permit from the
Secretary of Commerce. Foreign fishermen are allocated that part of the overall quota
for a fishery that cannot be used by domestic fishermen and must comply with any
special conditions the Secretary decides are necessary. Foreignnshermen must also pay
for U.S. observers, who monitor their fishing and the incidental capture of other
species, such as Dall's porpoise and seabirds in the Alaskan salmon gWnet fishery.

ENDANGERED SPECIES ACT

When one considers the number of endangered species in the local region, the U.S.
Endangered Species Act becomes a very significant piece of legislation forlocal
residents. This Act touches the lives of many, either knowingly or unknowingly.
Decisions about habitat and the obligation under the law are very extensive and must be
considered in all activities that may bring development in the local area in conflict with
the organisms and their habitats.
One of the most important elements of this legislation is the general policy of the
federal government to not engage in activities that will jeopardize the continued
existence of species protected by the Act. When linked to other provisions for the
protection and recovery of endangered and threatened species, the Endangered
Species Act is an impressive commitment to the conservation of individual species and
biological diversity.
The preamble to the Endangered Species Act of 1973 set the basic tone of the Act
with the following, holding that endangered and threatened species of fish, wildlife. and
plants "are of aesthetic, ecological, educational. historical, recreational. and scientific
value to the Nation and its people." This Act created a national program that involves
the federal government, states, conservation organizations, individual citizens, business
and industry, and foreign governments in a cooperative effort.
The 'Endangered Species LisV is created by a formal "rulo-making" procedure
followed by the U.S. Fish & Wildlife Service. The "rule-making" establishes a process by
which regulations are proposed and later adopted, which have the effect of law, and
apply to all U.S. residents. With the "rule-making." the list is published in the FEDERAL
REGISTER, a daily Government publication, and after a suitable period for public
comment, and possible revision. the list is published as a final rule. Endangered or
threatened species are placed on the list, reclassified, or deleted through this process.

RESOURCE MANAGE34ENT & LAND USE POLICIES

The slu ggestion of the addition of a species to be listed comes from'a variety of
sources. When the evidence meets the criteria for Federal protection. the Service
publishes a proposal to list the species. At this, and every other stage of the process, the
public. state authorities, and other interested parties are encouraged to comment and to
attend any public meeting held on the proposal. If warranted. the species is then
ofricially classified as "endangered" or "threatened." By law then, it cannot be harmed,
pursued, hunted, transported or traded in interstate or foreign commerce without
special permission.
The 1973 Act provides protection for what is called 'critical habital'--the areas of
land, water, and air space an endangered or threatened species needs for survival. This
. critical habitat" could include breeding sites. cover and shelter, and surrounding
habitat that gives room for normal population growth and behavior. The main threat to
critical habitat is its destruction and modification by uncontrolled land and water
development. Because the Federal government often Is involved in a great deal of
development, the law requires all federal agencies to ensure that their actions do not
threaten the existence of a listed species. or adversely affect its critical habitat.

MARINE MAMMALS PROTECTION ACT

The Secretary of the Department of Commerce is primarily responsible for
implementation of the Act for most marine species, including all whales and other
species of the order Cetacea, all species of the order Pinnipedia, (other than walruses),
all species of marine fish, and marine invertebrates. The MjdapalNarkeRsheries
Service@r Office of Protected Species and Habitat Conservation is charged with
carrying out the Fndangered Species Program of the Department of Commerce.
Prior to 1972, protection and management of most marine mammals rested with the
states. In response to the need for more consistent management and greater recovery
efforts, the Marine Mammal Protection Act (MMPA) transferred management
authority to the federal government in 1972. With the adoption of this Act. many
expressed concern that federal preemption of authority to manage marine mammals
resulted in too much protection and not enough management. During the
reauthorization of the MMPA, Oregon stressed that marine mammals are important
natural resources for the states and that they should be used wisely and managed to
prevent conflicts with fisheries. The 1981 amendments addressed the state's complaints
by providing provisions to return management to the state.
The State's management will apply only to areas within the state's jurisdiction (up to
3 miles offshore), and the federal government will maintain authority to regulale
certain kinds of takin g of marine mammals. ("take" is defined in the MMPA as to
harass, hunt, capture or kill.. any marine mammal.") Even after management
authority has been returned to the state, no taking of marine mammals can occur until
the state makes a formal determination, based on a public hearing record, that the
population of the particular species would not be reduced below its OPTIMUM
SUSTAINABLE POPULATION by the proposed level of taking.

PUBLIC TRUST DOCTRINE

The development of the Public Trust Doctrine in the United States has its roots in
English law and its early use was to protect navigational access and tidelands. The
ownership of tidelands became the foundation of the English public trust doctrine. Its
basic theory was that when the ownership of the lands over which the tide ebbs and
flows was the Crovn's. the Monarch held title in trust for the public and for public use;
this use was mainly navigational, and for commerce and fishing.

RESOURCE MANAGEKENT & LAND USE POLICIES

Although no single document or act passed by Congress is the Public Trust
Doctrine, the Rivers and Harbors Act of 1999 may best symbolize this concept. The
original purpose of the Rivers and Harbors Acts (1890 and 1899),was to prevent
obstructions to navigation, particularly by states, vhich had been free to act in this area
as they pleased, absent from federal legislation.
Thus following the American Revolution, the Public Trust Doctrine in the United
Stated developed through decisions of state and federal courts. The trustees of the
public trust in the United States are the sovereign people of each individual state. At
the time of the Revolution, the King of England, with his sovereignty, held dominion
and property in navigable waters and the finds underlying navigable waters, as a
public trust. With the Revolution, the people of each state then became sovereign,
succeeding to the sovereignty of the King. Each state developed its own public trust
rules. These rules varied from state to state, and from the English rules. the
development was generally towards more liberal rules, in favor of the public trust.
No other resource in Oregon demonstrates the unique development of the Public
Trust Doctrine better thin the way in which the beaches of Oregon are held in such
trust. Through a long series of unique and interesting court cases and legal conflicts, in
1913 the Oregon legislature unequivocally declared the entire Pacific shore of the state,
"between ordinary high tide and extreme low tide" (except as theretofore disposed of) to
be "a public highway" and "forever.. open as such to the public.' This statute
established "forever" public ownership of 326 miles of the total 362 miles of the Oregon
coast from the Columbia River to the California border. While nationally, only 4% of
82.240 miles of ocean shore is available for public recreation, in Oregon 90% of the
beaches are in public status. Although there have been a number of updates to the
beach ownership concept which guarantee to the public. through prescriptive rights.
access to the beach. including the dry sand areas, this ownership continues to remain in
the public trust. All of the ocean beaches of Clatsop County are held in the public
trust.
Thousands of court cases testing the public trust of beaches and other resouf ces in
Oregon have occurred and have helped shape the very liberal Public Trust Doctrine
that we have today.

CES:

Brokaw, Dennis, and Wesley Marx: The Pacific Shore, E.P. Dutton and Co., Inc. 1974.

Althaus, Helen F., Attorney, Public Trust Righ U.S. Dept. of the Interior. 1978.

EXCLUS I VE ECONOM I C ZONE

Du Lch lawyer, Hu go DeGroot enu aciated the doctrine ot 'mare libe rum" or "freedom
of the seas." under which no nation could rightfully claim ownership of any part of the
ocean. Until recently this doctine has held true. In 1793, the United States claimed
ownership of a zone extending from the shoreline out three miles.
In 1943, President Harry Truman proclaimed U.S. jurisdiction over the continental
shelf. vhichwas then regarded as ending at a depth of 200 meters. This did not alter the
internationally recognized right of foreign ships to navigate freely outside the
three-mile territorial seas.
As fishing vessels were able to fish more efficiently and for longer periods of time,
pressure increased to have the U.S. claim jurisdication over living marine resources
within 200 miles of the coast. Thus in 1976, Congress passed the Fishery
Conservation and Management Act, thus establishing a Fishery Conservation
Zone.

RESOURCE MANAGEMENT & LAND USE POLICIES

During this time the Third United Nations Conference on the Law of the Sea was
meeting. In addition to other things, negotiations recognized as customary
international law the right of countries to declare Exclusive Economic Zones off
their shores. With this they were given rights to exploitation of seabed mineral
resources and living marine resources.
The LOS Treaty established certain rights. jurisdictions. and duties that a nation
may claim in establishing an EEZ. These include: -
1. Exploration, exploitation, conservation, and management of living and nonliving
natural resources of the Exclusive Economic Zones, including the production
of energy from water, currents, and winds. I
2. Establishment and use of artificial islands, installations, and structures.
3. Marine scientific research.
4. Protection and preservation of the marine environment.
5. Other internationally lawful uses of the sea.

The United States did not sign the Law of the Sea Treaty, but accepted the 200 mile
EEZ provision. President Reagan. on March 10, 198 3 pro claimed th e Ex clu sive
Economic Zone of the United States to extend 200 nautical miles from the shores of the
United States. In 1982, under President Reagan, during the review process of the Law
of the Sea Treaty, a number of parts of the draft Treaty were found to be not
acceptable. Most of the concerns related to deep seabed mining and its conditions.
When it appeared to US. negotiators that the compromises reached during the Eleventh
Session did not fully meet PresidentReagan's goals, it was demanded that the Conference
abandon its consensus decision-making procedures for a vote; the U. S. then voted
against the draft. Following a review of this decision, the President announced on July
9, 1992, that the United States would not sign the Treaty.

NORTHWEST POWER PLANNING COUNCIL

A long history or assaults on the Columbia River Basin and its water resources has
been documented from the days of the earliest settlers in the 1800's. After a long series
of legal battles, conflicts on Indian Treaty rights, continued declines in salmon runs.
impacts from over-fishing. poor logging practices, grazing and farming practices
causing erosion of the land, and a host of other negative resource impacts, the 28 dams
of the Federal Columbia River Power System pushed the resource to the wall.
With action in the 1970's by federal fishery agencies considering whether to
designate certain upriver runs as "threatened" or "endangered," thus invoking the
Endangered Species Act, attention was turned to the Northwest Power Bill being
considered by Congress. With powerful leadership from Michigan Congressman
John D. Dingell, chairman of the key House Commerce Committee, the Northwest
Power Bill was enacted into law.
The Northwest Power Act of 1980 gave equal weight to fish and power interests
and directed that the Columbia River and its tributaries be treatedasa-47-rstaw.Thus. in
1982 the Northwest Power Planning Council created the Columbia River Basin
Fish and Wildlife Program. This program may well represent the biggest effort in
the nation to save a natural resource.
One of the stipulations of the Act is regarding funding. In order for the funding to
be used from the Bonneville Power Administration's power rates, the need for protection
and restoration of fish and wildlife and their habitiats must relate to damage caused by
the hydropower system. Ratepayers should not have to pay for damages inflicted by
other causes, such as poor forestry practices or agricultural methods in the watershed.
The program also has to strike a balance between fish protection and electrical power.
so that the region is assured an economical and reliable power supply.

RESOURCE MANAGEMENT AND LAND USE POLICIES

While pveryone from the various interest groups and the four states involved agreed
that something needed to be done for fish and wildlife, there was little coordination
among these entities. The program developed by the Northwest Power Planning
Council brought these interests together to achieve ser-eAkey ohi.-clives:

oTo help juvenile anadromous fish downstream to the ocean.
*To improve survival once the fish arrive in the ocean.
*To help the returning adult fish upstream to spawn.
*To au gment natural propagation.
*To protect and restore resident fish (those fish that do not travel to the ocean).
*To restore wildlife whose habitats have been inundated by the dams.
*To assure careful planning of future hydropower projects.*

The program is designed to be flexible and to take into account new developments
and technologies. New amendment recommendations are currently under consideration
and will be incorporated into the program in the future.

*from the Northwest Planning Council 1984 Revort of the Columbia River Basin
fish & Wildlife Program.

POLICIES RELATING TO REMOVAL AND FILL
IN WATERS OF THE UNITED STATES

Section 10 of the River and Harbor Act of 13" gives the authority to the U.S.
Army Corps. of Engineers to regulate obstruction to navigable waters. Dredging. filling,
placement of structures and bank stabilization are all regulated. Structures under this
Act include such things as marinas, piers, wharfs, floats, intake pipes, outfall pipes,
pilings, bulkheads, boat ramps, dredging, Marine railways, dolphins, fills, overhead
transmission lines, etc.

SECTION 404 of the Clean Water Act regulates disposal of dredged or fill material
in "waters of the United States." Much broader than navigable waters, SECTION 404
covers traditionally navigable waters, tributary streams, and wetlands. SECTION 404
wetlands are areas with sufficientwater to support vegetation adapted to life in
saturated soils, these include forested and shrub swamps, bogs, marshes, and similar
areas.
Oregon also has REMOVAL/FILL permit laws for removal from a waterway of 50
cubic yards or more of material from one location in any calendar year. or the
filling of'a waterway with 50 cubic yards or more of material at any one location at
any time. This law is administered by the Division of State Lands (DSL). The DSL
has a joint permit application with the Corps of Engineers, since most development
activities require both a state and a federal permit. The exception to this is that the state
does not require permits for in-vator structures, such as piers or pilings. ("Obtaining
Permits for Waterway Development". OSU Extension)
In addition to removal/rill permit laws. Oregon rules call for ESTUARINE
MITIGATION. In this case, mitigation:

0means the creation, restoration or enhancement of an estuarine area to maintain
the functional characteristics and processes of the estuary such as its natural
biological productivity, habitats and species diversity, unique features, and water
quality." (ORS 541.626)

RESOURCE MANAGEMENT & LAND USE POLICIES

A comprehensive program devoted to the art of mitigation Is connected to the 404
SEMON, and is administered by the Division of State Lands.
Of increasing importance is the 402 SEMON of the Clean Vater Act. The
objective of this Act is to restore and maintain the chemical. physical, and biological
integrity of the Nation's waters. It goes on to say that it is in the National goals that the
discharge of pollutanLs into the navigable waters be eliminated by 1983.
402 deals with the regulation and administration of National Pollutant Discharge
Elimination permits.

*SECrION 402 Handbook, Guidelines for Screeninq National Pollutant Discharge
Elimination System Permits, U.S. Fish and Wildlife Service.

&Estuarine Mitigation, The Oregon Process, The Division of State Lands.

*Administrative Rules for Oreizon's Removal/Fill Permit Program.

CASE STUDIES

RESOURCES ACCESS
CASE STUDIES

INTRODUCTION

CASE STUDIES on local land use decisions have been prepared as background on
and models of the nature of the interactive processes that occur in the coastal zone.
Because of the variety of resources and density of occurrence, few activities can be
proposed in the coastal zone that do not need special consideration for final approval.
In most cases the planning process is in place that will direct development activity,
although in some cases. there are development projects that occurred during some stage
of the land use planning process that fell between the cracks and thus created
more-than usual conflict and confusion.

These CASE STUDIES are being presented to better illustrate how critical it is for
educators to present to the students the opportunity to experience and model the way
in which local resources are considered in the broader social, political, economic, and
ecological processes of our communities. As students generally have academic exposure
to topical elements in a variety of courses. It is proposed that the opportunity to learn
about the way these elements interact and are mediated in society, better displays the
day-to-day real world. Although elements of basic subject matter offered in schools are
included in most land use issues within our society, they are seldom, if rarely,
considered in isolation, as math, social studies, science, etc.

Using local teacher developed CASE STUDIES will help present alternatives
to the many "generic" examples used in other materials and hopefully will
improve the quality of citizen preparation in school settings.

The CASE STUDIES that have been selected are not meant to be used for specific
instruction for classroom programs, although they have some potential in that respect.
Their real purpose is to serve as models for local educators to follow in developing their
own examples of "case studies" that are occurring at the time of instruction, in their
local community. These examples can provide opportunities for students to participate
in the process, or to follow, with instructional leadership, the elements that develop. A
CASE STUDY can serve as a general outline in organizing the classroom and field
activities for students. Educators, in looking for those opportunities for their students to
participate in the process must consider the student's stage of citizenship
development.

NOTE: It is not the intent of the CASE STUDIES to present a complete
chronological history of each example, but to highlight the major issues
that illustrate the interative nature of the CASE STUDIES under discussion.
and the laws and policies designed to protect natural resources.

CASE STUDIES
WETLANDS
CASE STMY " I

LAND USE ISSUE: Wetlands and Goal 17

Trails End Development
Seaside. Oregon

PROJECT DESCRIPTION

Activity began in 1980 to convert an existing area of 270 acres of land and water into
a facility that would include an RV campground, horse riding facilities, recreation
areas, and some permanent housing. This development was presented to the City of
Seaside following the planning guidelines laid out in the city planning process. At the
initial stage of the development some of the property fell within the jurisdiction of
Clatsop County and some under the guidelines of the City.

In order to create the necessary flat surface area needed for the road access, trailer
parking, and support facilities, approximately 25 acres, of what was to later be
determined as wetlands, was filled. Owe.- wetlands description, RESOURCE MANAGEMENT
AND LAND USE POLICIES section.) The area that was filled is a portion of the "Stanley
Lake Wetlands." As the filling occurred, a variety of individuals made limited protest
about the activity. but were assured of the legality of the activity by the City and the
attorneys of the developers. The economic benefit of the development to the local
residents and the community were documented and communicated to the citizens.

Although active dialogue occurred between those for and against the development in
individual letters, comments at City Planning Commission meetings, and to state and
federal agencies, the first official action occurred in April of 1981. At that time in
official of the Corps of Engineers, Portland office, visited the site and determined that
the fill activities were in wetlands that fall under Corps regulatory authority. With this
determination, a Corps 'Cease and Desist Order' was issued, on June 12,1981.

With the 'Cease and Desist Order.' a complete wetlands evaluation and
mapping study was ordered. A Corps of Engineers! wetlands specialist completed a
thorough determination of the wetlands boundary through vegetation evaluation,
soil smpling and the consideration of historical records. With the evaluation.
plant species that could be considered iaWworspecles of wetlands habitat were
inventoried and used for mapping the wetlands boundary. In addition. the possible
impacts of the fill activity were determined by the field biologist. This field activity
occurred to determine if the filling had damaged the resources of the citizens of the
United States, and if, held in public trust, a Corps permit would be required.
In Oregon. the State laws that govern fill and removal are administered by the
Oregon Division of State Lands (DSL). On March 23.1981, DSL notified the developers that
a permit was required under Oregon law for activities in the wetlands of Stanley Lake.
Since the fill had already occurred, it was determined that an After-the-Fact Fin
Permit would be required. At the same time, the developers were instructed that *there
shall be no further filling in wetlands prior to the issuance of a State Fill Permit from
the Division of State Lands."

CASE STUDIES
WETLANDS

Up to this point most of the focus was on the federal and state regulations that may
have been violated. Paralleling this activity, the City of Seaside was also in the progess
of getting an approved COMPREHENSIVE PLAN, (see: RESOURCE MANAGEMENT AND LAND
USE POLICIES section), from the Land Conservation and Development Commission (LCDC).
This meant that activities that were proposed. or were on-going. within the City Limits,
must also meet the criteria set out in the State Land Use Goals and Guidelines.
Serious disagreement developed about the way in which an After-the-Fact Fill
Permit could be approved and still meet the Goal 17 Guidelines of LCDC. (This was a
long-term point of conflict and confusion for the City of Seaside, and continued almost
all of the way through the process.)

NOTE: Gaol 17 requirements state that major marshes and significant
wildlife habitat be protected for their natural values

With the application by the developer for an After-the-fact Fill Permit the
developer was also ordered to prepare a plan to replace habitat lost to the 67.000 cubic
yards of fill placed in the "waters of the United States."' On April 4, 1983, a Public
Notice of a Permit Application for a Clean Water Act. Section 404 Hearing
occurred in the City of Seaside. At that point the public review that is guaranteed by
the Public Trust Doctrine was made available to the public. Hours of testimony was
taken by the Corps from a variety of individuals. The testimony ranged from those who
had invested their money in the RV campsite membership, public officials speaking to
the economic value of the development, adjacent land owner who felt they had been
impacted by the fill, Oregon environmental groups. individuals defending the wildlife
values of wetlands, and others who for reasons of their own, spoke for or against the
approval of the permit.

After evaluation of the application and review of the public testimony, an
After-the-Fact Permit that included the necessary mitigation for resources lost was
denied by the Division of State Lands. The Mitigation Plan in general called for the
creation of 17 acres of new wetlands and a variety of other restoration projects to
compensate for lost wetlands and resources. The denial prompted a Contested CA"
Hearing Request, which was granted. The Contested Case Hearing was held in
Seaside on January 18 & 19,1987. A Hearings Officer conducted the hearing to review
why the application for an After-the-Fact Permit should be allowed for the Trails
End Development. Economic benefits, violations of the developers rights, resource
damage and loss, and regulatory factors associated with this project were reviewed. As a
result of the Contested Hearing, the Director of the Division of State Lands stated that
"The prior decision of the Division of State Lands is reversed in part, and the permit is
granted, as modified by and described in Appendix L' (Appendix 1. Mitigation Plan)

This decision left the City of Seaside to meet with the task of getting their COMPRHENSIVE
PLAN approved through the Exceptions Process, which would in effect, attempt to
deal with the Goal 17 (Coastal Shorelands) requirements.

A variety of attempts were made by the City of Seaside to meet this requirement, but
all were refused by LCDC. During this period of time. LTD (now know as Trails End
Development), filled suit against LCDC of the State of Oregon. In this suit, the legality of
the City of Seaside's Exception Process to bring their COMPREHENSIVE PLAN in
compliance was defended as a legal method for use. The Court of Appeals of the State of
Oregon found in favor of LCDC in this case. The case qwas then appealed in the Supreme
Court of the State of Oregon. The petitioners' case was denied, and it was found that the
Exception Process proposed for Goal 17 did not comply with the goals.

CASE STUDIES
WETLANDS

Although an element not normally infused into the complexities of land use debates.
the Trails End Development filed for Reorganization Protection, and the project was
sent into bankruptcy. Even though this may have little effect on the final
administration of the law, it does leave the determination of ownership of the property
and facilities in some doubt.
On October 23, 1986, the Director of LCDC proposed that the alternatives available
appeared to rest with DSL. It was stated that LCDC has no enforcement power and that
enforcement is the responsibility of the DSL. With that, the Director of DSL issued an
Enforcement Order on January 30, 1987 requiring the restoration work described in
an updated version of the Mitigation Plan. The Restoration Order identified that
the work "shall be conducted between June 1 and October 31, 1987" and that failure to
comply with the terms of the final order may result in a civil penalty of up to $10,000
per day.
No request for a hearing on the Proposed Order was received by DSL by February
19, 1987, thus the Director issued Findings of Fact, Ultimate Findings of Fact,
Conclusions of Law, and a Final Order to Restore, with the Final Order being
that Trails End owners must complete the work on-site.

DISCLAIMER: The preceeding description is not an attempt to report and
discuss all activities and associated factors involved in the complicated
process of land use. From the records that were available to the editors,
every attempt ws made to protray an accurate and unbiased desricption of
the cycle of events in this land use issue. The preceeding materials were
prepared for educational use only, and should not be used in any other
setting than those set forth in the description of the educational
environment for the RESOURCE ACCESS PROJECT.

SUMMARY
Social, Political, Economic, Physical and Biological Considerations

SOCIAL: A variety of social mechanisms come into play when controvery ever land
use springs up in communities. The basic freedoms of the United States are fundamental
to many of the discussions on land use, and the restrictive nature of local, state, and
federal laws dealing with resource use and protection. Questions about individual rights
and the rights of the public can be hotly debated when controversy brings these
apparent "fundamental rights" into the public forum. The historical pattern of land use
in this case was discussed by many in the immediate vicinity of the proposed
development. In addition. there was concern by many living in the area of the
development, as to why they could not carry on fill activity on their lands if local
development was allowed to fill wetlands.
The complexity of this particular case left many scratching their heads, trying to
keep up with all of the events. Many members of the community were not prepared to
deal with the legal landslide that resulted from the wetlands violations. As a. result,
much of the action was viewed within the context of government bureaucracy.

POLITICAL: Many of the activities of the described project occurred through the
agents of the community: the local planning commission, state agencies, federal
agencies. and independent special interest groups. Because of this. special knowledge
was vital to successful participation in the process. The multiple interactions between
the living and non-living system produced impacts on the ecosystem, thus giving rise to

CASE STUDIES
WETLANDS

an evaluation of those Impacts. This led to technological correctives that are generated
through the political and legal system of society. (San&ta Bill 100 setup Lhe
fundamental process of land use in Oregon.) With technological correctives, there are
efforts to parallel altitudinal correctives. In this case, a v"iety of the institutions of
society were used to explain the values of veLlands, defend Lbe laws to protect wetlands.
and inform private ciUzens of wetlands values.
The legal system became the vehicle for pursuing resolution to the conflicts that
resulted between the variety of players in this -wetlands violation.

ECONOMIC: The Seaside area is vell knovn for its visitor potential and is sensitive to
the demandsfor facilities to meet the needs of a variety of visitors. A proposed RV
facility could be very beneficial to thecommunity; an economic forecast demonstrated
its potential to generate significant economic benefit to the area. economic infusion
that would be quite stable and that would continue to provide economic benefit over
time. The prospect of an additional permanent housing development would generate
increased property tax benefits to the community.
The development represents an investment of approximately 5 million dollars in
land purchases and 1.3 million in construction of publicly owned facilities such as
water. sever and power. as well as the payroll to local employees.

PHYSICAL: The geography of the land represents a typical pauern of flat plains at
the base of unstable coastal foothills. Steep gradients in the associated area have
produced small valleys that generate significant runoff during winter rains. These
stream provide Lhe water supply for the flood plain. At the same time, Lhe broad, open
plain serves as storage area for water during winter stream pulsing. The water
hydrology in the area is such that alteration in one area can bring significant changes
in the water regime in other areas. One of the major concerns during the project
development was the reported flooding that resulted to associated lands because of the
wetlands fill and road construction.

BIOLOGICAL: 'Wetlands are considered to be of pars mount importance to the
biological integrity of the coastal shorelands, and provide habitat for a variety of
organisms that depend upon the wetlands for food. cover. and use as a parL of their
reproductive cycles. This area was determined to have a variety of birds. mammals. and
fishes that depend upon the diversity of vege"on of the Stanley Lakewellands for
survival. WeLlands in this area are considered to be important as interconnective links
between estuary water and upland stream and habitaL Coho salmon and steelhead trout
were found to be a part of thiswetland system.
These biological factors a" very significant because they are used in the
determination of Lhe wetlands condition and in establishing theweUands boundary.
Plant inventories are used in helping to make the final decisions about wetlands, as
described in Lhewetlands determination definitions for both Lhe Corps and the US. Fish
& Wildlife Service.

RMMUX'ES.-
*Preliminaly Findings of Fact and Evidentlaa Rulings, Contested Case Hearing
Carlotta Sorenson, Jan. 18, 19,1984, Seaside, Oregon.

&Transcript of I>ublic Hearing, Corps of Engineers, Aug. 3,1983. Permit Application,
Trails End Development. Seaside, Oregon.

*City of Seaside COMPREHENSIVE PLAN.

*Classification of Wetlands and Deepwater Habitats of the United States. USFWS, 1979.

CASE STUDIES
ENDANGERED SPECIES

CASE SRMY @0 2

LAND USE ISSUE: Endangered Species and Goals 5 & 18

Highlands Development
Gearhart. Oregon

PROJECT DESCRIPTION

A subdivision project that would take advantage of a secondary dune system north of
Gearhart begin working its way through the planning process in 1986. With the
premium on "ocean views' and a coastal setting, developers designed a 260 acre project
that included 98 luxury homes, to be used primarily as summer residences, and an
equestrian center. Access to,the project was to be from Highway 101 on the east side of
the project.
The subdivision was to be constructed on dunes that had been stabilized within the
last 40 years through local Soil Conservation projects. and on a series of older dunes.
Although the area used to be open sand with broad flat plains, parallel dune
construction in the 1930's created conditions for the construction of primary dunes that
developed into secondary dunes with interdunal valleys. These dunes were artificially
stabilized with the planting of European Beach Grass and eventually were replanted
with coastal pine trees. Approximately 1/3 of the proposed project fell within this area
type. The balance of the project was to be constructed on much older dune systems that
had built naturally and presently contained vegetation that is more typical of the
interior dune systems found on the Clatsop Plains. The never dune system had
experienced little impact during the last 40 years, while the older dune system had been
used to graze cattle for- the past 30 years or more.
The Marshall Development Co. of Wilsonville, Oregon in conjunction with the
Longford-Hamilton Corp. of Aloha, Oregon, planned the project for owner John
Est rn m ons, of Sprin grield, Missouri. The proposed project fell within the urban growth
boundary of the City of Gearhart, but was also ruled upon by the County Planning
Commission. This situation demanded that the development meet the guidelines of the
Gearhart Comprehensive Plan, and also gain final approval from the County planning
group.
This project met with limited controversy during the planning hearings and
discussions with the County Planning Commission and the Gearhart Planning
Commission. Concern over water issues and the removal of dune cover were minor
issues, but were points that could be resolved. With few exceptions, local community
members som the project as an inevitable use of the prime development site. and the
County saw it as a contribution to the overall assets of the area.
In July. 1986 a representative of the US. Fish & Wildlife Service. (USFWS). notified
the County Planning Commission and the developer that an endangered species, the
Oregon Silverspot Butterfly (S 2eyeria serene hippolvta) was located on a
major portion of the proposed development. Under the Endangered Species Act.
USFWS is authorized to ensure that the habitat and population of an endangered species
is maintained. The Act also makes the killing or taking ofendangered or threatened
species by anyone, illegal. The Silver3pot Butterfly is found only in Oregon in
speclal habitat along the coastal zone.

CASE STUDM
ENDANGUED SPECIES

A preliminary survey In 1982 Indicated a populatlon of unknown size of
Silverspots on the old dune area that-was to become part of the project site (Hammond
and McCorkle. 1932). A direct link between this organism and a single species of violets.
Viols adunca his been established, the violets are generally found only on the older
grassland-type dunes. This single species of violet is the food plant of the butterfly
larva.
One of the most unusual aspects about the Silverspots living on the Clatsop Plains is
the strong migratory dispersion of the adults. As in other populations found along the
coast adult butterflies appear to emerge over a long time period lasting from late July
through September. Hovever, adults completely abandon the grassland breeding
habitat during most of August and gather in forest shelterbelt areas. Hammond and
McCorkle identified "the primary area of breeding habitat as being found just north of
Gearhart. Oregon. Exact boundaries of the habitat are the Gearhart Golf Course on the
south. Noacoxie Creek on the east, the Surf Pines road on the north. and the Pacific
Ocean beach on the vest. The Del Rey Beach road dissects this habitat in the center."
The proposed development site also has the all important shelterbelt of spruce trees
along the border of Nescoxie Creek.
"The most important area of breeding habitat are open grasslands and pastures that
extend from the Del Rey Beach Road south to the Gearhart Golf Course." (Hammond and
McCorkle. 1985)
With the description of the breeding habitat also being the description for a major
portion of the project. alternate plans -were necessary to comply with the provisions of
the Act. The road thatvas to enter from Highway 101, vh1ch would cut through the
critical habitat was changed to an access located off the Del Rey Beach Road. The
equestrian center that had originally been planned for the development. was replaced
by an 18 hole golf course (eventually reduced to 9 holes), and redesigned to not
encroach on the Silverspot habitat. Five building sites were also removed from the
development project.
As of June, 1987, the project development is continuing as adjusted in consideration
of the Endangered Species Act. The golf course has been completed and houses are
being constructed on lots within the development. A preliminary document, A
PROPOSAL TO INVESTIGATE MITIGATION ALTERNATIVES FOR SILVERSPOT
BUTTERFLY CONSERVATION ON CLATSOP PLAINS has been prepared by the
Highlands development group. Preliminary meetings among agencies have occurred to
determine a possible recovery plan for the Silver3pot, as it relates to habitat found
on private Ian ds in the Clatsop Plains area.

SUMMARY
Social. Political, Economic, Physical and Biological Considerations

SOCIAL: One of the major considerations when projects are proposed to communities
is that itvill change the way things have been. In this case. the area in question, for
all practical purposes. had been open to public access. People vould walk through the
area at will, and the area had been used by ORV owners for years. An Oregon State
Wayside is nearby. vith a public beach access. which made the area appear to be open to
the public. Duck hunters used the area along Neacoxie for access, and hikers entered
the area freely.
As NO TRESSPASSING signs appeared, there was a threat to the "status quo." When the
entry road had to be changed to the Del Rey Beach Road. the developers asked for the
road name to be changed to "Highlands Road" to better link up the development project.
This prompted letters-to-the-cidtor and petitions from local residents protesting the
preceived.ior-aslow by *outsiders." When the announcement about the Silverspot
Butterfly was made public, some became hopefui that the endangered species status
could be used to stop the project.

CASE STUDIES
ENDANGMED SPECIES

POLITICAL: The location of this project outside the City limits of the Gearhart
community. but vithin the urban grovth boundary created a situation in vhich the
development plams had to meet the conditions of the Gearhart Comprehensive Plan, and
also be presented and ruled upon by the County Planning Commission. This left the
developer in theposition of trying to satisfy tvo public planning groups. Opinions
ranged from a County Commissioner vho vas quoted as saying. after the announcement
of the order for the developer to comply vith the Endangered Species Act, 'This is
the most ridiculous damn thing I ever heard of. you knov vhat you've got to do nov is
go butterfly hunting." to a position of the Gearhart Planning Commision that all
requirements of the Zoning Ordinances and the Comprehensive Plan must be met. The
late entry of the Endangered Species Office into the planning process vas of
concern to many. even though the developer said that he is "sensitive" to the
Endangered Species'needs. The presence of the Silverspot, and other resident
vildlife. including deer. beaver and herons. enhance the site's natural beauty.
The marketing materials now contain information about the endangered
Silverspot. and a "threatened" shorebird that might be found nearby on the beach. the
Snovy Plover, as selling points for the lots in the Highlands of Gearhart project.

ECONOMIC: Development of beach front property vith high-value homes has
apparent property tax value to the County. Developments such as this rate high in the
assessment process and can increase the revenue generating pool in a County that is
hard pressed to collect the funds necessary to maintain County services at levels that
many perceive as reasonable. Services are provided by the City of Gearhart and create
some additional cost, but at the same time increase revenues to the City.

PHYSICAL: The physical landscape of the area is undulating dunes vith ridges and
valleys. The substrate is entirely sand, left from dune formations that started at the
foothills to the east thousands of years ago. Lacking a sever system for the area, high
ridges avay frora surface vater, and a sand base for septic drain fields, are significant
factors in making this project feasible.
The development of two additional dune ridges over the last 40 years between the
project, public beaches and the ocean are important factors in providing usable uplands
for the Clatsop Beach development. The sand base is also very attractive because of the
low site preparation cost, although special allention needs to be given to removing
cover from dunes and exposing the sands to vind activity. (Clatsop County Beaches and
Dunes GOAL 18).

BIOLOGICAL: Contrary to r=t impressions, dune systems have their ovn complex
ecological system including a large variety of plants and a somevhat lesser suite of
animals. Introduction ofavariety of non-native species into the coastal dune
communities has changed the ecological and geological patterns significantly during
the last century. European Beach Grass has created parallel dunes thal are eventually
stabilized by American Dune grasses.
The introduction of Scotch Broom has invaded the older dune systems on the site and
eliminated the historical open grassland systems of dunes. The significant breeding
habitat of the Silverspot is on one of the few remaining open field systems in the area,
thus creating habitat for the all-important violet used by the butterfly larva in
completing the Silverspot life cycle. Continued grazing by cattle and horses over the
years has helped preserve this habitat. With the removal of livestock, many fear that
Scotch Broom vill invade the area and eliminate the grassy habitat needed by the violet.
There is also concern that the management of the associated golf course vill demand
the use of herbicides and pesticides that could find their vay into the immediate
biological systems.

CASE STUDIES
EMARY FILL

CAa SMY 403

LAND USE ISSUE: Estuary Fill and Goal 16

PORT OF ASTORIA
ASTORIA,OREGON

PROJECT DESCRIPTION

The Port of Astoria is a public body dedicated to facilitating commerce and trade
through port activity and thus increasing the economic base of the local port district.
The base of operation is located at the Port Docks in Astoria, vhere the Port has office
facilities. cargo loading and unloading. and provides anchorage facilities for cargo
Ships.
The Port of Astoria has had a long history of operation and over the years has
handled a variety of cargoes. As economic and trade pictures have changed over the
years the main operations of the Port have dealt extensively vith loading logs from local
markets. As markets have changed, the demand for export of dry logs to China has
expanded, and there is a need for more land-based storage. The historical log storage
has been in log rafts in bays of nearby vaters. Vessel draft problems in China and the
lessened desirability of vater-stained logs demanded attention by the Port Commission to
resolve the dry storage problem.
The development of a long-term improvement plan determined that the fmt phase
should be changes to Pier 1. This plan determined facility changes needed to try to
reverse the declining share of the log export business, as vell as to diversify the pier's
c;&rgo options. Present conditions vould not allov adequate handling of dry log exports
and vater-to-ship loading at the same time.
Improvement of the dock face, loading ramps. and mooring facilities vere started, as
veil as efforts to obtain the necessary permits to fill estuary vater adjacent to Pier 1. In
this case, the fill request va3 asking for approval of a fill on Public Trust Lands.
administered by the Oregon Division of State Lands. In order to gain full approval
for the fill, itwas necessary for the Port to meet the folloving regulatory requirements:

*Obtain a City of Astoria Land Use Permit.
*Obtain a Water Quality Certification from the Oregon Department of
EnTiroamental Quality.
*Obtain a Fill/Removal Permit from the Division of State Lands.
90btain a Corp3. of Engineers SECTION 10 and SECTION 404 Permit.

The Port of Astoria did, in fact, apply for such permits and asked that approval be given
to "fill approximately 4.1 acres of intertidal and subtidal area. east of Pier One and vest
of the West Mooring Basin in Astoria, Oregon, for the purpose of a vater-dependent port
terminal facility. The 4.1 acre fill area is required for expansion of vater-dependent
development uplands at Pier One to proyide for efflicient high volumo marshawng and
loading of heavy cargo in conjunction vith recent improvements to the north face of
Pier One. Existing aquatic area vill be filled vith clean sand material to a finished
elevation of approximately 16 feet above mean sea level. The shoreline of the finished
fill area vill he protected vith clean rip rap material from the toe of the fill to the top of
the finished bankline."

6,4

CASE STUDIES
ESTUARY FILL

With this application the Portwas attempting to meet the requIrementsof the permit
process by demonstrating:
*that the development was vater-dependent.
*the need for the fill.
*that the Impacts on resources and adjacent uses would be acceptable.
ohov mitigation for lost estuarine habitat vould occur.

At the September 1984 hearing on the City Permit, the Thunderbird Hotel objected
because the fill and port activity vould adversely impact the view from the Hotel, setting
the stage for an issue that would allempt to resolve Port development in an
industrial zone vs. vie-vs of a tourist-oriented ficility. In April of 1983 the
Thunderbird appealed the City's Permit decision through the Land Use Board of
Appeals (LUBA). LUBA ruled to uphold the City's decision on the permit. This
decision was then taken to the Oregon Court of Appeals. The Appeals Court
upheld the LUBA decision. During January-August, 1983 negotiations between the Port.
the State of Oregon, and the Thunderbird Hotel, a compromise was reached on a reduced
fill that would leave some water area in front of the Hotel*s vest ving, and preserve
some view. In October. 1995. the State Permit was issued. Final federal approvalvas
held up due to mitigation concerns.
A long series of mitigation actions and proposals were suggested by the Port with
limited approval by the federal agencies and agreement by the State. Some mitigation
activity occurred at the Astoria Airport, but federal agencies still required mitigation
for the subtidal part of the fill. Mitigation plans were developed for wetlands
creation at the Alderbrook area in Astoria. This included public meetings and
hearings to develop a plan suitable to local residents. The federal agency accepted the
plans but the State objected because they had already issued the permit, and felt that
subtidal mitigation should not be required. The State Division of State Lands. held up
the mitigation at Alderbrook because they own the lands, and have an interest in
preserving it as an industrial zone.
In April, 1986, a federal permit was issued with pending mitigation. In June of 1987
preliminary filling has occurred at Pier One, and the mitigation is still not finalized.

SUMMARY
Social, Political, Economic, Physical and Biological Considerations

SOCIAL: The lower river has always been considered to have great potential for port
development. A location near the mouth of the River is an ever-increasing
consideration as cost of vessel operation increases. Such development as proposed by
the Port of Astoria for cargo storage and handling would seem to be in the best interest
of the City of Astoria, and the surrounding communities. During the hearing and
application process for fill permits, no one from the local community spoke against the
project.
The rights of a public body to develop, and the rights of a private corporation to
maintain status quo on leased land owned by the Port, tested the values-and-rights
systemvithin the community structure.

POL IT ICAL: The use of appeals to test land use decisions is a part of the system that is
important to the success of the process. In the wake of the appeals process the
opportunity for negotiation to resolve a conflict brought about resolution to the
differences between the Port and the commercial business. This resulted in a new fill
configuration and a resolution to the Port's needs. At the same time, a variety of efforts
were made by the Port to gain acceptable mitigation for the federal agencies. Although
no final resolution resulted, a permit was granted, and mitigation options have been
presented, and will eventually occur.

CASE STUDIES
ES I UARY FILL

ECONOMIC: The efforts of the Port were to try and preserve some portion of its
rapidly shrinking share of the market for log exports. At this point in Lima. Port
officialsare on a "survival plan* to try and maintain the present level of operations. and
theresulting economic benefits to the community. With the opportunity to slightly
increase the sales of export logs by having dry marshalling and loading areas,
motivation was high to move through the permit process as rapidly as possible to gain
some economic advantage.
The opportunity to generate funds through iVs tax base, or to use Port revenues was
also at issue, and the Port chose to fund the project from it's revenues.

PHYSICAL: The fact that much of the City of Astoria presently sits upon f-W
demonstrates the lack of an adequate level of back-up land for Port development. With a
Hotel located on the only prime Port development land left, new land for Port expansion
falls to rill activity.

BIOLOGICAL: Although the biological considerations were generally considered a
less important topic during this process, any activity thaz reduces the estuary surface
has impacts. In this case. most concern was directed towards the loss of benthic surface
asitrelatesto fish feeding. Major impacts had already influenced the biological
productivity of this area. Thus, mitigation may in some ways increase the total
productivity of the greater system of the lower estuary.

CASE STUDIES
PREPARATION MODEL

C&SE SMIES Preparation Model

To Instructors: The following outline is arulde in the preparation of CASE
STUDIES to be used as an instructional tool for your classroom. Teachers should feet
free to modify it in any way that will better meet their needs. Although case studies
have been extensively used in educational settings. often in the form of simulations. the
intent here is to provide support for educators to prepare their ovn special 'local"
mat rids. Generic simulations are excellent in developing the skills necessary for
effective involvement in citizen roles, but they lack the reality of the local @day-to-day
nature of community activity.
Instructors should not feel compelled to use only case study examples that involve
issues or controversy. There are many excellent examples of land use and community
action that in the process of following the local and state policies move along smoothly
and have excellent potential for case study development.

CASE STUDIES should be developed to illustrate the following principles:

*Land and water are finite natural resources that provide the main habitat for
all of the livingvorld including humans.

*Many social, political, economic, physical, and biological considerations are
involved in land use decisions.

91-and and water are used for many different purposes. If land 'and -water are
used for one purpose, its use for other purposes is limited.

*Land use planning is a dynamic process that involves trade-ofts among
concerned individuals. There is no "PERFEC17" land use plan that will meet
the needs of everyone.
CASE STUDY Descriptions

Be selective in the ones you choose for development, making sure that they link up
to curriculum goals for your district. Time is a major consideration and your effort to
collect the background materials you will need should start well in advance of your
project. Grade level use is a major consideration, but development should not be
confined to only upper grades. The COMMUNITIES focus of many districts for third
grade provides an open invitation for some carefully developed case studies. The
introduction of U.S. Government in fifth grade would fall short of the mark without
some experience and consideration of citizens and land use. Secondary curriculums
should receive extensive development in State and Local Government. Biology.
Geography, or another curriculum area determined by local districts.
Care must be taken by the instructor to maintain balance in the preparation of the
materials. Many times case studies will be selected in vhich personal feelings are
present. The intent of the case studies is to present real community activity.
demonstrate access citizens have to the system and hov feelings (bias) are linked to a
variety of citizens personal interest. Some would say that the lesson was done veil if
the students completed the unit and did not know the specific view of the instructor.
Your own situation and classroom management style will be your best guide on hov to
proceed.

CASE STUDIES
OUTLINE

TO
CASE SnMY PREPARATION

CASE STUDY Title:
Date or Action:
Associated Planning. Goals:

Description of CASE STUDY

Case Studies should be developed to illustrate the folloving principles

*Land and vater are finite natural resources that provide the main habitat for the
natural vorld including humans.

,wSociety considers the many social, political, economic, physical, and biological
factors in land use decisions.

*Land and vater function in the natural processes in many different vays; these
functions can be changed by land and vater conversions. If land and vater are
used for one purpose, its use for other purposes is limited.

*The dynamics of land use involves trade-offs among members of the participating
community. There is no PERFECT land use plan that vill meet the needs of everyone.

NOTE- Complete files on locally selected case studies can normally be found in city,
county. or regional planning offices.

CASE STUDY SUMMARY

SOCIAL:

POLITICAL:

ECONOMIC:

PHYSICAL:

BIOLOGICAL:

Related School District and Program Goals

Related Text Reference (Social Studies and/or Science)

Student Activities (To be determined by instructor. SEE Curriculum
Reference Section.) 68

RMURCE SIM

RESOURCE SITES

It is the intent of the development of the RESOURCE SITE section of the Guide to help
educators to begin the process or finding and developing learning sites for field
program. It is valuable for students of all ages to have first-hand experience with their
resources in such a way that they begin to develop a sense of ownership, and thus a
feeling of responsibility. Sites should be chosen carefully so that they meet the goals of
the learning sequence that is occurring in the school setting.

There has been no attempt to review all of the sites; the goal is to help educators
start to build their own special list of learning sites that will best meet the character of
their classroom and school. The City and County Comprehensive Plan Background
ReporLs include excellent materials about many other sites.

RESOURCE
site
Name Z@@Ola 6t&-t@ ,Pcwk- T ocstion TIA9mook- HeAd
5 iles froff" ajr)r7,Qn neok-h

Things to See

General Information
Yes No Yes No
Restrooms Picnic Area
Bus Parking Interpretive Info.
Special Use Permission Map Codes
Special- Observations
t2aa@-,t'

Special Notes: M,,,l m, a rda - 20 rn i ntd-e-5
,each waq 6h&-vld ineweel Por A@k-p- @o
Check, 7i@e -F"t6s.

RESOURCE N
site
Nain T&@ T o catio n - k:i9 0& 6-) Ottj-r,
i 10 s f ro m V1 -7 Ir" ge(ge A - -!so i-in

Things to See

General Information
Yes No Yes No
Restrooms Picnic Area
Bus Parking Interpretive Info.
Special Use Permission -je--- Map Codes
Special Observations Vk-CA e9val ;/A &@3 -'A rzo(;i:6= e, ,Ie-,q ,i nd
8-1 dq dau rflAd 641 -t a6=Z621 111217 201-lkt,
Spe cial No Les: D@@/Jed
,j Zf &
cWcvt /a*ble, 14-ox).j 4-@ 6w/oe@q -D-ept t." 4hef-r OK4Arl
;ESOURCE N /2-
site
N a m e - 66 143@ IcL 1ALe 6PRa-te- RM o c a ti o n
q iles from 3,6y4k., -P?Iom C&n Aizw
Things to S e -1-h& M@J:h emd 4f 4A.P, hgacA P&"4ak,-'1-af
fvrb,di t-iz, -ot I kP, 4 " d MA, k114 -,AK(9 ce, Q26;s i1A

General Information
Yes No Yes No
Restrooins Picnic Area
Bus Parking Interpretive Info.
Special Use Permission ap des
Special Observations N 614 :16e, APR"- OF 4A,-,

Special Notes: 70

RESOURCE No -7
Site
Nameu:@Wle, Rwki ocation (1&4:,:t AAA flP.
.7-0 Miles from -`ASE@@do- 4j4 :Yal@ LU)&A
ThingstoSee Wifdffi,

General Information
Yes No Yes No
Restrooms -I.:=, Picnic Area
Bus Parking Interpretive Info.
Special Use Permission Map Codes
Special Observations- dike-& 6-Ad le@Dfn J'Aa.,
- bPA-546ria wii-il A4gy,,t
Special Notes: 7-Ine, Itika, ly r3 44;s MdV;d.V*" 116 jlexq 61-Kenv&OSI "Cl
6 fl@ltl
6persial pjattm" - il4id be-r-ar 4K 6ft4eplft tj;tdee Jz--,

RESOURCE N
site
Name bjiw,&)VA@)dVz)Soc&tion j-ek-&4 69-
Z- iles froto -.7e-Welf
Things to See L:4ya-e, Lea-, d-f- 161-K-

General Information
Yes No Yes No
Restrooms Picnic Area
Bus Parking Interpretive Info.
Special Use Permission M Codes
Special Observations- Ajil,711;4e, /;7

special Notes: &;n -& -ce"A-r,:r" -me., t1l6i't, Imd A@d 4utabael--t- 'I-Ae-,
Mos-f rezakit

;ESOURCE No
site cation NO K-d&"b12'
Name WAite-, 12;1 7@1put-9f
2- iles from IIJP-,s 6ftftokm!@t WA 6-tni-tg, 4@- 4--
Things to See )@zndjmae-rl@d Ili !a!& T3; / 'bose r; ov746Aip7dz@,q njar-5

General Information
Yes No Yes No
Restrooms Picnic Area
Bus Parking Interpretive Info. A,--
Special Use Permission A--. Map Codes
SpeSial Obse 161a@j-jj- @@R-er- Lil--AgZd Ok-

Special Notes: eo-k-jzicf - J?e4M e,
lo la- ke, -the 1errq -Pr--o P" WesrFO Z-r. d R. Ovec k @Gr-

RESOURCE N
site
Name ffi m4 k'11jAay;i ocation
7- -Mjles'frotn
Things to See M)"I hAQ6) I YI/M

General Information
Yes No Yes No
Restrooms Picnic Area
Bus Parking Interpretive Info.
Special Use Permission Map Codes
Special Observations 1-4!fJ6@ q1 eAW01,04-5 /"Z(a lip, J,"a4p- Ar-
-6 4--, -
Special Notes: Oarnp Rt 4-t "S-e
0.411 44'e- k"a@@r- habil@a 4@@ I"
e&"-tac-t 4ke- Capxp

RESOURCE No--2--
site
NameAhzonic;)r" F-64AI:49KkTocation 1@1
-Miles fro-
Things to See Ald&t 2F lka@- P"qia t- Ale

General Infofination
Yes No Ye S No
Restrooms Picnic Area
Bus Parking Interpretive Info.
Special Use Permission Map Codes
Special Observations

Special Notes: E4 CeJ1&tt 6 il-E, 42 r- 6 h" 40 c) /I c@ 6peC4-S 4 r- 44@ e-,
7AG Akxapuc"y@i 5-6*;ar@ --J@10@,nMrlj 8wid 44tc,,6;i0cDVI@
Masn6qe,k-4e,K-t Irla-Pt PAII bo- vextj

RESOURCE N
site
Nanx ----Location
miles fro fn

Things to See

General Information
Yes No Yes No
Restroons Picnic Area
Bus Parking Interpretive Info.
Special Use Permission Map Codes
Special Observations

Special Notes: 72

RESOURCE N
site
Name I ocation
Miles from

Things to See

General Information
Yes No Yes No
Restrooms Picnic Area
Bus Parking Interpretive Info.
Special Use Permission Map- Codes
Special Observations

Special Notes:

0*00**0000******00*000000000*0000000000000000000000*00000000000000000
RESOURCE No
site
Name Miles from Location

Things to See

General Information
Yes No Yes No
Rcstrooms Picnic Area
Bus Parking Intefpretive Info.
Special Use Permission Map Codes
Special Observation--t

Special Notes:

000000000*0000000000000000000000000000000000000000000
RESOURCE N
site
Name Location
Has from

Things to See

General Information
Yes No Yes No
Restrooms Picnic Area
Bus Parking Interpretive Info.
Special Use Permission Map Codes
Special Observations

Special Notes:

TO BE USED AS A MASTER

HABITAT Nn
site
NajAe_..:ia/� Ala_@b Location
@Z- Miles f .__5 11@11_qA @&rk at mrtlfila 1-6-11- el.
Th to see ma ci h h-ts-- 14)@@ ee,?fq
VW:;"In 60f.U;@;S. I

General Information
Yes No Yes No
Restrooms L___ - Picnic Area
Bus Parking Interpretive Info.
Special Use Permission Map Codes
Special Observations -Thi-4 /.s 'Ohi'l 01 llerq Q Aod n) rp,4 -4 r A n r-e Li 4
3r ; Q
-all M _/
Special NotesA 'rnall brealc in 4Ae, -,!@o-th VMV aflowi wt- "rzw
d
6 ay-ea dilf-, &J:3 &r f-f, Ca Y) be- M odd af
Pow imfo il-ti t" iq eW
_hme6) jpo 6havld Aave, knge, boot-6 h "rle- 44edre,@ eChvelcl

HABITAT N_ -2-
site 45@,/-t
Name- , Location Nec,,in - sea 6 id
Milesrrom
Things to see Ar ey-e-P-11ewt ej@a y" nle@ Of H, nq&,,-6,h

GeneriLl Information
Yes No Yes No
Restrooms -4:::f Picnic Area
Bus Parking Interpretive Info.
Special Use Permission Map Codes
Special Observation
Special Notes: lh@h &_-hool 6YVzlewhs -,Dte_ deuCtoptpln @aAj
E6 -tzA r1_1 -1o Ae.
6::@Aod T'e-nf Ar t:mATK"-h0*'"-

HABITAT N
site
Name -plaha'-ki Tlaln6 I ocation rert-
I miles from Rd.- 4-6 3LA@
Things to See 77?i6A W _4Ae, X
&E,56, of's ),"d dp X2&ie)_-5 1;2

General Information
Yes No Yes No
Restrooms Picnic Area
Bus Parking Interpretive Info.
Special Use Permission Ma Codes.
Special Observations If 42ts- w
Specia' "O'es:-7@':s holme, ev*,P76t u*e-, 6-)a&?d eva It
K,4,@j Lo im C3,ncl 6pf'w 74

HABITAT N
Site
Name toetta T-ocatlo L@I-p
7- Has from-- Wa&I-6 tA40-Y7 nid Ridic 15!1 W"@,
Things to see 121d -rdy@-,6t
a-te-rlalye, I-two" -ir

General Information
Yes No Yes No
Restrooms -Lz::@ - Picnic Area
Bus Parking Interpretive Info.
Special Use Permission MA es
Special Observations M...12, ,-,r- ng
a r-T 11 PA -1-,o h o ,i -e-, u-c-,e:j 5h&.4 /i,-- r-,,-.
Special Notes:
Obev-6 need 10 M-1ka., 6011-rac-1- zull-A 4AQ, 42;mp Ranq6r
,(961-2,q3-3), Well (14

HABITAT N 5
Site
Naj%ke-)-,&k---We--f1c))ids location (fZt //a -kak e,
-7 iles from -- *64Dj:jd
Things to See Zk UP 14Pe2:30OWLAj@ bP&CAe,-S M

General Information
Yes No Yes No
Restrooms Picnic Area
Bus Parking Interpretive Info.
Special Use Permission Map Code-4c
Special Observations 621 il W1,2, -Ai
Nd a ?.acr-
;G.r- 4he- jr"O(A
Special Notes:
77i.z. ?a &q d back r-#VKA Rqpo r-r
-:@ku&ilabte, a-71- -@@ -Dep-

000000000000000000000*000000000000000**00000000000000000000000*000000
HABITAT N
Site &M
Name T ocatio
Miles frofn Mkcakl4w" A-,)I
Things to See 19111 @67'phillz@d lq-m:@

General Information
Yes No Yes No
Restrooms Picnic Area
Bus Parking Interpretive Info.
Special Use Permission Map Codes
Special Observations
Special Notes: 1@ramp/e-s 6rle, Zocat@qd on hike-, -Glom Camp 710 Ae,
(S-'b 1-2933) lGor-i;Ar-maft,@-n Camp v6e-.
75

HABITAT No. 3
site
Name Sand Dunes Location Fort Stevens State Park
Miles from Park Headquarters-Near Peter Iradale Rd.

Things to see Outstanding examples of developing foredune
and stablized dune valleys and secondary dunes.
General Information
Yes No Yes No
Restrooms Picnic Area
Bus Parking Interpretive Info.
Special Use Permission Map Codes
Special Observations
Special Notes: The impact of the European Beach Gross is very
evident in this area; windy days with airborne sands
make field programs difficult in this area; plan for morning
trips when the winds are down.

HABITAT NO 3
Site
Name Beaches Location Fort Stevens State Park
Miles from Park Headquarters
Things to see sandy beaches in this area contain high
volume of iron particles.
General Information
Yes No Yes No
Restrooms Picnic Area
Bus Parking Interpretive Info.
Special Use Permission Map Codes
Special Observations From September to May large numbers of
sanderlings may be observed in this area.
Special Notes: special attention should be paid to students
on drift logs during high water.

HABITAT NO 6
Site
Name Rocky Intertidal Location Haystack Rock-Cannon Beach
Miles from
Things to See Nesting marine birds, outstanding examples of
tidepools and marine animals.

General Information
Yes No Yes No
Restrooms Picnic Area
Bus Parking Interpretive Info.
Special Use Permission Map Codes
Special Observations marine algae, hermit crabs, tidepool fish
and tidepool animals.
Special Notes: City restrooms are available at Bus Parking area
near City Hall. Excellent interpretive material is available at CHECK TIDE
City Hall. Binoculars are very helpful for bird observations. TABLE

HABITAT N
site
Nam T-ocatlon
iles from

Things to See

General Information
Yes No Yes No
Restrooms Picnic Area
Bus Parking Interpretive Info.
Special Use Permission Map Codes
Special Observations

Special Notes'.

HABITAT N
Site
Name I ocation
Miles from

Things to See

General Information
Yes No Yes No
Restrooms Picnic Area
Bus Parking Interpretive Info.
Special Use Permission Map Codes
Special Observations

Special Notes:

HABITAT No
site
Name Location
Miles frofn

Things to See

General Information
Yes No Yes No
Restrooins Picnic Area
Bus Parking Interpretive Info.
Special Use Permission Map Codes
Special Observation-t

Special Notes:
TO BE USED AS A MASTER

LOCAL RESOURCE PEOPLE

RESOURCE PEOPLE

RFSOURCE PEOPLE

INTRODUCTION

Effective use of resource people is critical to providing students with the special
insight that can come from individuals working directly with a specific resource. The
listing of Resource People is intended to improve the quality of the experience for
the students and to help establish a more effective short-term partnership between the
educator and the resource specialist, and other select individuals.
With the focus on citizenship development and the way in which school
experience contributes to the on-going growth of student citizenship, a broad-based
approach to effective use of resource people is critical. Because of the obvious link
resouf ce managers, planners, and agency people have to this process, it is easy to miss
the importance of having private citizens, business, industry, and special interest
groups represented in the plan for using resource people. Effective use of this
group helps demonstrate the access individuals have to the planning process, how
different views originate, and the important role private citizens and groups play in
this process. If issues are at the center of exposing students to resource people.
many times the opportunity to discuss and review the way in which individuals and
groups gained access to become active participants in the process is most valuable.
This may, in the end, be far more important to citizenship development thin the
specific issue or content taught about a resource.
It is incumbent upon the educator to insure that a veil balanced program is
planned. Public officials and resource managers are very available and can be listed;
others will be less obvious and must be found through the efforts of the classroom
teacher. Often agency people and public officials can provide suggestions about
possible contacts. For example. fishermen, citizen advocates and special interest
people. Educators can be most effective if they continue to build their own resource
persons file.
**PROPOSED PLANNING GUIDEse
00001@@@ PLANNING SPECIALIST----@
RESOURCE Classroom teacher POLITICAL
SPECIALIST as REPR ENTATIVE
Learning Manager

RESOURCE USERS
SPECIAL INTEREST

NOTE: Resource people who are listed are busy people and should be used only in
planned programs where their time and contribution is maximized. Although the
information may be interesting. the use of resource people to just "talk" to students
has limited educational value.

RESOURCE PEOPLE
TEACHERS FILE
RESOURCE PEOPLE
Teachers File

INTEREST/JOB Resource Specialist
Name Jerry Black Title Corps Field Rep
Affliation U.S. Army Corps of Enginerrs
Address Rt. 5 Box 30 Maritime, City Astoria, OR 97103

Phone 325-1135 Resource Speciality 404 Removal/Fill,
Wetlands Management, Permits

INTEREST/JOB Resource Specialist
Name Rich Fensak Title Education Director
Affliation Columbia River Maritime Museum
Address 1792 Marine Dr City Astoria, OR 97103
Phone 325-2323 Resource Speciality Maritime history,
Whaling

INTEREST/JOB Resource Specialist
Name Jim Good Title Marine Resource Specialist
Affliation Sea Grant
Address School of Oceanography Oregon State University City Corvallis, OR
Phone 754-3771 Resource Speciality
marine resources, coastal planning, permits

INTEREST/JOB Resource Specialist
Name Clyde Harrison Title
Affliation National Marine Fisheries-Enforcement
Address Federal Building City Astoria, OR 97103
Phone 325-5934 Resource Speciality Fisheries,
enforcement, foreign fishing

INTEREST/JOB Resource Specialist
Name Linda Duff Title Information Specialist
Affliation OREGON DUNES
Address 855 Highway Ave City Reedsport, OR 97467
Phone 271-3611 Resource Speciality Sand dunes

RESOURCE PEOPLE
TEACHERS FILE
RESOURCE PEOPLE
Teachers File

INTERST/JOB Resource Manager
Name Jime Hill Title Hatchery Manager
Affliation Clatsop Economic Development Committe
Address 230 36th st City Astoria, OR 97103
Phone 861-3846 Resource Speciality Salmon,
hatchery management

INTEREST/JOB Resource Manager
Name Terry Link Title Shell Fish Biologist
Affliation Oregon Dept of Fish & Wildlife
Address 53 Portway City Astoria, OR 97103
Phone 325-2462 Resource Speciality Razor Clams
shellfish, ocean resources, intertidal animals.

INTEREST/JOB Resource Manager
Name Walt Weber Title Biologist
Affliation Oregon Dept of Fish & Wildlife
Address 619 Beerman Crk. Rd. City Seaside, OR 97138
Phone 738-7066 Resource Speciality Wildlife
Waterfowl, land use planning

INTEREST/JOB Resource Manager
Name Joe Pesek Title Non-Game Biologist
Affliation Oregon Dept. of Fish & Wildlife
Address 17330 S.E. Evelyn St. City Clackamas, OR 97105
Phone 657-2058 Resource Speciality Non-game
Wildlife, Bald Eagles

INTEREST/JOB
Name Rick Klump Title Salmon & Trout Fuhancement Program Biologist
Affliation Oregon Dept. of Fish & Wildlife
Address 4909 Third St. City Tillamook, OR 97141
Phone 842-2741 Resource Speciality Salmon
stream ecology, salmon & trout enhancement.

RESOURCE PEOPLE
TEACHERS FILE
RESOURCE PEOPLE
Teachers File

INTEREST/JOB Resource Manager
Name Bill Nealeigh
Affliation Oregon Dept. of Fish and Wildlife
Address Hwy. 53
Phone 368-5670 Resource Speciality Salmon
hatchery operations

INTEREST/JOB Resource Manager
Name Roy Lowe Title Coastal Biologist
Affliation U.S Fish and Wildlife, Service
Address marine Service Center City Newport OR 97365
Phone 867-3011 Resource Speciality Marine birds,
Marine mammals, coastal resources

INTEREST/JOB Resource Manager
Name Bob Mcconnell Title Researcher
Affliation Natioina Marine Fisheries Service
Address City Hammond, OR
Phone 861-1818 Resource Specialit Columbia River
Research, ocean fishes

INTEREST/JOB Resource Specialist
Name Jim Bergeron Title Marine Extension Agent
Affliation OSU Seafood Labs
Address 250 36th City Astoria DR 97103
Phone 325-4531 Resource Specialist Marine Related
topics, ocean fishing

INTEREST/JOB Resource Specialist
Name Don Leach Title Soil Conservation Agent
Affliation U.S Soil Conservation Service
Address Federal Building City Astoria DR 97103
Phone 325-4571 Resource Specialist Sand dunes
dune stabilization, dune ecolgy,clatsop county soils

RESOURCE PEOPLE
TEACHER FILE
RESOURCE PEOPLE
Teachers File

INTEREST/JOB Environmental Education
NAME Neal Maine Title Resource Teacher
Affliation Seaside Schools
Address 1801 S. Franklin City Seaside, OR 97138
Phone 738-5591 Resource Speciality coastal resources
curriculum development

INTEREST/JOB Environmental Education
Name Linda Newberry Title Naturalist
Affliation Haystack Rock Awareness Program City of Cannon Beach
Address P. O. Box 368 City Cannon Beach OR 97110
Phone 436-1581 Resource Speciality Natural history,
volunteer programs.

INTEREST/JOB Environmental Education
Name Bill Hastie Title Aquatic Education
Affliation Oregon Dept of Fish & Wildlife
Address P.O. Box 59 City Portland, OR 97207
Phone 229-5427 Resource Speciality Marine education,
educational materials, aquatic education

INTEREST/JOB Environmental Education
Name Vicki Osis Title Marine Education Specialist
Affliation Sea Grant
Address Marine Science Center City Newport, OR 97365
Phone 867-4661 Resource Speciality Coastal resources,
curriculum materials

INTEREST/JOB Environmental Education
Name Larry Beutler Title Editor CLEARING Magazine
Affliation Environmental Education Project
Address P.O. Box 751 City Portland, OR 97207
Phone 229-4721 Resource Speciality Resource people
resource programs

RESOURCE PEOPLE
TEACHERS FILE
RESOURCE PEOPLE
Teachers File

INTEREST4/JOB Planner
Name Curt Schneider Title Planning Director
Affliation Clatsop County Planning Dept.
Address Court house 749 Commercial St. City Astoria, OR 97103
Phone 325-8611 Resource Speciality Land use,
planning, Clatsop County resources

INTEREST/JOB Resource Specialist
Name David Fox Title Director
Affliation Columbia River Estuary Study Taskforce (CREST)
Address 750 Commercial, Rm 214 City Astoria OR 97103
Phone 325-0435 Resource Speciality Columbia River esturary,
nat. res. and dev., planning, mitigation

INTEREST/JOB Planner
Name Paul Benoit Title Planning & Economic Dev.
Affliation City of Astoria
Address 1095 Duane City Astoria, OR 97103
Phone 325-5821 Resource Speciality Land Use Planning,
Water front development, economic development

INTEREST/JOB Planner
Name Dick Pearson Title City Planner
Affliation City of Seaside
Address 851 Broadway City Seaside, OR 97103
Phone 738-5511 Resource Speciality Land Use Planning,
Urban renewal, permits

INTEREST/JOB Planner
Name Rainmar Bartl Title Planner
Affliation Clatsop-Tillamook Intergovernmental Council
Address 116 E. Division City Cannon Beach OR 97110
Phone 436-1156 Resource Speciality planning

RESOURCE PEOPLE
TEACHER FILE
RESOURCE PEOPLE
Teachers File

INTEREST/JOB Planner
Name Mike Morgan Title Planner
Affliation Clatsop-Tillamook Intergovernmenal Council
Address 116 E. Division City Cannon Beach OR 97110
Phone 436-1156 Resource Speciality planning

INTEREST/JOB Resource Specialist
Name Duncan Law Title Professor Emeritis
Affliation Oregon State University Seafoods Lab
Address 250 36th City Astoria OR 97103
Phone 325-4531 Resource Speciality Aquaculture,
Student Research, Seafood Processing

INTEST/JOB Resource Specialist
Name Dr. David Crawford Title Director
Affliation Oregon State University Seafoods Lab
Address 250 36th City Astoria, OR 97103
Phone 325-4531 Resource Speciality Seafood Research

INTEREST/JOB Economic Development
Name Margaret Forbes Title Executive Secretary
Affliation Clatsop Economic Development Commission
Address 1 Portway Suite 102 City Astoria OR 97103
Phone 325-4521 Resource Speciality Special Economic
Development Projects

INTEREST/JOB
Name Title
Affliation
Address City
Phone Resource Speciality

RESOURCE PEOPLE
TEACHERS FILE
RESOURCE PEOPLE
Teachers File

INTEREST/JOB
Name Title
Affliation
Address City
Phone Resource Speciality

TO BE USED AS A MASTER

EDUCATORS SURVEY

NAME (optional) SCHOOL

GRADE or SUBJECT

I presently offer a land use/resource type unit:

That lasts: Connected to the following subjects:
-----one week or less Geography
--------two weeks or more Social Studies
Science
That focuses on: Rate and Local Government
-Citizenship development -Other
Economics and resources

Issues
-Other

Content & examples used come from: This unit includes:
-Text, materials No field work
------Local published materials A single field activity
My own materials Extensive field work
State and Land Use Planning School ground work only
Goals

The following resource/planning information would be helpful to me as a
classroom teacher-

I could use the following A.V. Materials ----On the following
topics-

I would find local published materials most useful in the following format:

-Bound teacher materials
Individual kits
Loose leaf notebook

I would be interested in team teaching and/or interdisciplinary teaching
techniques:

Generally
Might attend a local workshop
One of my areas of special interest

Other suggestions/interests/comments:

MEN .UMCR ACCE2 EVAxoATIOX
EVALUATION

Materials for this project have been developed to allow the greatest
flexibility possible for the classroom teacher. All of the sections may be
used, or teachers may select to use one or more of them. Please evaluate
the effectiveness of the various sections.
SECTION Subject Projects, Lessons, Activities Developed Overall Value: Comments
TITLE Connections Recommendations for Additions

MODEL STUDY
PROGRAMS

co
CONCEPT
DEVELOPMENT

RESOURCE
POLICIES

CASE STUDIES

RESOURCE
LISTINGS

BIBLIOGRAPHY

EVALUATION

CONCEPT MAPPING AS A TOOL
FOR EVALUATION

Using a more integrated approach to planning for student learning, it is
important to have evaluation methods that explore the present level of
understanding in students and the change in that level after instruction. The
development of concept maps by students helps the instructor focus more on the
qu&Uties of learning and affected change in student conceptual frameworks vs.
the selective questioning schemes that have been used to evaluate student
learning in the past. Since research shows that at best only about 50 percent of
variation in measures of achievement is predicted by any achievement measure or set
of measures, over months or up to a year or two. (NOVAK. 1984). little will be lost in
exploring other options. If other ways of assessing future success, (for instance: the
number of patents awarded to engineers), are used, then the correlation between
school performance and achievement falls to nearly zero. (NOVAK, 1984).
If concept maps developed by students are to be used to evaluate learning in such a
way that points, scores, or letter grades are to be assigned, it would be useful for
instructors to look for the following qualities:

HIERARCHICAL STRUCTURE: Does the student map begin with broad, inclusive
concepts and then lead to more specific, less inclusive concepts? There are no
.righV answers in this organization, but this format can effectively demonstrate
the student's conceptual framework. The focus here is on the relationships
that students perceive. Looking for hierarchical structure allows relatively easy
assessment by the teacher.

PROGRESSIVE DEFFERENTIATION: The degree towhich concepts have gained
greater meaning for students as new relationships, (propositional links), are
acquired, can give instructors useful feedback about what is being learned, and
how it is being incorporated into the student's operational framework. Evaluation
of student-developed maps can be relatively precise indicators of the degree of
differentiation.

Evaluating concept maps using this criteria may allow instructors to develop
some point schemes for ranking student work. Low numbers can be assigned to the top
of the map where we would expect to find the broad, inclusive concepts, with
progressively greater numbers assigned to the display of more precise concepts and
their relationships. The greatestvalue is in using concept mapping to get feedback
from students about the effectiveness of instruction. The degree of incorporation of
new concepts with the concepts the students presently have in place, is important. as
well as making visual, in some way, the misconceptionswith which students may be
operating. This technique lacks some of the self-serving precision that has been used
in the past, but does offer areas worth exploring as methods of improving student
learning as a cooperative effortwith their instructors.

EVALUATION

Sample CONCEPTS Format for Student Evaluation

AREA OF STUDY Name

CONCEPT List:

sand dunes
American Dane Grass
European Dune Grass
SAOUnd builders
slope CONCEPT MAP
salt tolerant-'plants
nutrients in 30il
salt spray
wind
animals
sand
WjN D

motp-S Av@ves

ty, T14KAS

6eAy\-

lezAs Amenca
4o
CJ,-,G I
IeAa-s 3ro Bea

Ny@x

(V% so*tl

REOGURCE ACCESO

INVENTORY OF MATERIALS

Clatsop County
I

Introduction 2

Classification System 3

Commonly Used Acronyms 5

The Inventory:
CREST 6

CLATSOP COUNTY PLANNING 34

CTIC 43

SOIL CONSERVATION SERVICE 417

SEASIDE SCHOOL DISTRICT CURRICULUM LIBRARY 49

LEWIS & CLARK NATIONAL WILDLIFE REFUGE-USFWS 51

ODFW 54

CITY OF ASTORIA 56

CITY OF CANNON BEACH 60

TOWN OF HAMMOND & CITY OF WARRENTON 61

JEWELL' 62

CITY OF SEASIDE 63

page 1

REOIDURCE ACCE29

INVENTORY OF MATERIALS

Clatsop County

The following is a selectgd annotatated bibliography and listing of
resource materials available in the county. Included are books,
research papers, publications, maps, charts, pertinent land use and
natural resource laws, plans and guidelines. As some of the
publications, etc. are in several of the offices listed, when looking for a
specific resource, be sure to check your local office first.

The classification system is a modified version of the one used at the
CREST library. The resources are classified as to usabililty, i.e., h
(high), m (medium), or I (low). Each section is prefaced with the
location of the materials (office), and a description of how to find the
needed materials within that office (only the CREST library is actually
indexed with this classification system).

page

The Classification System

B Bibliographies/Compendiums

D Development
Dd - Dredging/Dredge material disposal/Filling
De - Energy
De 100 - Power plants, planning, facilities siting
De 200 - OCS oil and gas
De 300 - Oil spills
De 400 - Coal
Di - Industry
Dj - Jetties/Dikds/Navigational improvements
Dp - Ports and harbors
Dt - Transportation/Shipping/Navigation

E Estuaries/Rivers
Eb - Biological studies
Eg - Geology/Sedimentation
Ern - Mitigation
Ew - Wetlands

FG Field Guides (in CREST library these are listed under topic)

L Legal
Lf - Federal
Lf 100 - Statutes, cases, rules, guidelines
U200 - Interpretation, discussion, handbooks
U300 - Permits
Lor - Oregon
LorlOO - State-wide statutes, rules, etc.
Lor2OO - Local ordinances
Lor3OO- Permits

M Nfiscellaneous
Mc - General collections
Mg - General reference
Mh - History
Mn - Natural hazards

0 Oceans
Oc - Continental shelftNearshore
Os - Shoreline

page 3

P Plans/ Inventories/Studies/Impact Statements/Land Use
Prn - Methods and techniques
Pa - Agencies
Pc - Coastal Zone Management
Pg - Guidelines and standards

P Plans/Inventories/Studies/Impact Statements/Land Use
Geographical plans and inventories, etc.:
Pr - Regional
Pr I- Columbia River and tributaries
CREDDP & Pr2OO - Columbia River Estuary and bi-state (to Portland)
Por - Oregon
PorI00 - Statewide
Por2OO - Coastal regions
Por300 - Columbia River Estuary areas
Por300 - Rivers and Bays
Por 301 - Clatsop County
Por 302 - Sections of county
Por 306 - Port of Astoria
Por4OO - Other areas in Oregon

R Resources
Rf - Fisheries
RfI00 - Management/Economics/Migration
Rf2OO - Biological studies
Rf3OO - Statistical reports
Rg - Wildlife
RgI00 - Management
Rg2OO - Biological studies
Rv - Vegetation
Rw - Water
RwIOO - Management
Rw2OO - Quality
Rw300 - Resources

page 4

Commonly Used Acronyms

CREDDP: Columbia River Estuary Data Development Program.

CREST: Columbia River Estuary Study Taskforce.

CTIC: Clatsop-Tillamook Intergovernmental Council.

DLCD: Dept. of Land & Conservation Development (staff).

DSL:' Division of State Lands.

EIR/EIS: Environmental Impact Report/Environmental Impact Statemem

EPA: Environmental Protection Agency.

LCDC: Land Conservation & Development Commission.

NOAA: National Oceanic & Atmospheric Administration.

ODEQ: Oregon Department of Environmental Quality.

ODFW: Oregon Department of Fish & Wildlife.

SCS: Soil Conservation Service.

USFWS: U.S. Fish & Wildlife Service (The Service).

page 5

CREST
CPXST

The Columbia River Estuary Study Taskforce (CREST), is an organization of cities,
counties and port districts along the Columbia River Estuary. CREST has developed a
regional program to simplify the planning process for local governments, improve the
area's economy, and to conserve the estuary's natural resources. The CREST office and
library is located on the 3rd floor of the Post Office building in Astoria. The library is
on a card-file system.

BIBLIOGRAPHIES

Dd Allen, Kenneth and Joe Hardy.
Impacts of Navigational Dredging on Fish and Wildlifem A Literature Review,
US. Fish and Wildlife Service.

B CREDDP.
A Literature Survey of the Columbia River Estuary, vols. I & 2. Annotated
Bibliogralyhy.

De Ellinger, Elaine and George Snyder.
B "An Annotated Bibliography of the Effects of Dredged and Dredge Disposal on
Aquatic Organisms in the Pacific Northwest," NOAA.

B Fowler, Timms and Arlys Bernard.
Beach and Dune Planning and Management: An Annotated Bibliography,
Oregon Coastal Zone Management Association, Inc., 1979.

B Leedy, Daniel.
An Annotated Bibliography on Planning and Management for Urban-Suburban
Wildlife. U.S. Fish and Wildlife Service.

Categories include urban environment, effects of urbanization on wildlife,
wildlife values, planning and management aspects, and research and education
in this area.

B,E Morgan, J. B. and R.L. Holton.
A Bibliogmphy of Estuarine Research in Oregon, 1977, OSU Sea Grant.

B Morgan, John B., et a].
An Annotated Bibliogmi2hy of the Columbia River Estuary. Oregon Estuarine
Research Council, 1979.

Useful, shows where the publications are available.

page

CREST
B Morgan, John B.
A Guided Bibliography of Coastal Salt Marsh Literature with SWcial Reference to the
Pacific Northwest Regian, Oregon State University.

B OSU Marine Science Center.
A Bibliggraphy of Infomation and Current Research on Beaches and Dunes in OregQn
andWashinzon.

DEVELOPMENT

Dredging, Dredge material disposal, filling

Dd Elliffit, Nancy J.
L A Detailed Repw on Biological Resources Impacted by the PropDsed Navi2ation
!Channel DeeIgning of the Columbia River at the Mouth, 1982, USFWS.

A description of the area, the project, and the resources evaluation, from USFWS'
point of view.

Dd Garbisch Jr., E. W.
H "Marsh Establishment on Dredged Materials in Oregon Estuaries," U.S. Army Corps. of
Engineers, 1977.

A description of marsh establishment feasibility, methodology, locations, designs,
and possible sites in Oregon.

See Por 306: "Port of Astoria: Dredged Material Disposal/Restoration Mitigation Plan."

There is a vast amount of information on dredging under the U.S. Army
Corps. of Engineers' "Dredged Material Research Program" as well as
other publications, such as successional plant patterns and animals in
upland disposal areas, upland and wettand habitat development on
dredged materials, etc.

DEVELOPMENT
Energy

De Blahm, Theodore, et al.
M Columbia River Oil Spill Study, June-July 1978, E.P.A. 78-D-X-0390.

A study to determine oil spill impacts on aquatic organisms from the June 1978 spill
near Portland, Oregon.

page 7

CREST
De Blomberg, George, Duncan Thomas, and Michael DeLapa.
L Energy Related Development in the Columbia River Estua[y e Potential, Impacts an
Mitigation, CREST.

Information for identification and mitigation of impacts associated with
energy-related development in the Columbia River Estuary; potential for energy
related development, and facility sites,

De Fore, Paul L., ed.
M Proceedin2s of the 1972 Oil Spill &sponse Workshop National Coastal Ecosystems
Team Biological Services Program, USFWS, FWS/OBS/77-24, Sept. 1977.

Workshop on oil spills: the Service's responsibilities, current information on biological
impacts on wildlife, techniques for minimizing impacts, and other agency roles in
responding to oil spills.

De Sutherland, Bruce.
H Qil Spill Protection Plan for the Natural Resources of the Lower Columbia an
Willamette Rivers DLCD and ODEQ, 1979.

Impacts of oil on the Columbia River system, cleanup action recommendations by
habitat, physical processes and their effects on oil spills, including maps, charts and
wildlife information. Very usable information.

De Power Planning Comn-dttee, Pacific Northwest Basins Commission, July 1978.
H "Power Planning Organization in the Pacific Northwest."

Listing and description of Federal and State agencies, inter-utifity/agency
organizations and other pertinent organizations.

De U.S. Coast Guard Marine Safety Station.
M Oil and Hazardous Substance Contingency Plan, vols. 1-4. January 1984.

Includes State of Oregon Emergency Operation Plan, agency responsibilities and
capabilities, "emergency response guidebook," Astoria area information ("vulnerable
resources"), including companies, equipment, service organizations for cleanup
purposes.

De U. S. E.P.A.
H Oil Spills and Spills of Hazardous Substan= Washington, D.C.

Descriptions of significant spill incidents and the mechanisms of how to deal with
them.

page

CREST
De U. S. Department of the Interior, U.S. Fish and Wildlife Service.
L "Oil and Hazardous Substances in the Environment."

A fact sheet from USFWS about hazardous substances in the environment.

DEVELOPMENT
Coal

De Legislative Comniittee on Trade and Economic Development.
400 "An Assessment of EXPORTING COAL FROM OREGON," 198 1.
M

De Lower Columbia River Development Task Force.
400 "Opportunities for Export of Coal From the Lower Columbia River," 198 1.
H
An examination of the feasibility of developing a major coal exportterminal near
the mouth of the Columbia River, and recommendations for Federal action beneficial
to terminal development and inland transportation of coal to terminal.

De State of Oregon Division of State Lands.
400 "Feasibility Study for Coal Export Facility at Tongue Point," Dept. of Energy.
M

See Por 300:
"Impacts of the Proposed COLUMBIA RIVER Coal export Channel..."

DEVELOPMENT
Jetties

1:@ Ellifrit, Nancy J.
H A Detailed Relmrt on the Major Rehabilitation. South Jetty Columbia River at the
YQUIh, USFWS, 1982.

A report on the impacts on fish and wildlife resources of proposed (now completed),
rehabilitation of the South Jetty; possibly useful for a case study.

Di R.E. Hickson and F. W. Rodolf
H History of Columbia River Jetties, Port District, U. S. Army Corps., 1950, pgs. 283-298.

Di Komar, Paul D, J. R. Lizarraga-Arciniaga, and Thomas A. Terich.
H "Oregon Coast Shoreline Changes Due to Jetties," Journal of the Waterways, Harbors
and Coastal Engineering Division; Oregon Coastal Changes, 1976, pgs. 13-30.
page 9

CREST
DEVELOPMENT
Transportation

Dt Oregon State University Extension Marine Advisory Program.
H "A Guide to Oregon's Commercial Fishing Vessels," 1981.

Good pictoral depiction of fishing vessels of the River.

ESTUARIES
Geology

Eg Allen, John and Robert Van Atta.
M Geoloizic Field Guide to the Northwest Oregon Coast, 1964.

Outdated, but good historical information.

Eg Baldwin, Ewart M.
H Geology of Oregon University of Oregon.

A useful guide to the geological processes that have occurred in Oregon.

See POR 200: "Environmental Geology..."

ESTUARIES
Mitigation

Ern Gonor, J.J.
M "An Evaluation of the Ecological Basis in Mitigation Requirements in Oregon
Statewide Estuarine Resources Planning."

Research oriented, but useful for in-depth understanding of the mitigation
process.

Em Hamilton, Stanley.
M "Estuarine Mitigation: The Oregon Process," Division of State Lands, State of
Oregon.

An explanation of the mitigation process in Oregon, according to DSL.

Ern Thomas, Duncan, Michael DeLappa, and David Fox.
H "Columbia River Estuary Mitigation Policy Paper," CREST, 1982.

Research information including statutes, Oregon and Federal laws, and
planning information for mitigation on the Columbia River Estuary.

page 10

CREST
EM U.S. Fish and Wildlife Service.
H "U.S. Fish and Wildlife Service Mitigation Policy," 198 1.

Mitigation policy according to the Service.

There are many reports and research papers relating to the Columbia
River Estuary, such as "Sediment Transport and Diffusion, " studies on
salinity, plankton, benthic organisms, etc. that are useful to find
specific information on the River, and numerous reports and publications
on the Port of Astoria and its activities, ie. revitalization, recreation,
industry; some of these are general, and some specific to the Columbia
River.

ESTUARIES
Wetlands

Ew Cowardin, Lewis, et al.
H Cla."ification of Wetlands and Deep Water Habitats of the US USFWS.

USFWS classification that is the basis for the Service's decision making processes
regarding wetland issues.

Ew CREDDP Publications: see the end of CREST section for listing.

Ew Fox, David, et al.
H THE COLUMBIA RIVER ESTUARY ATLAS of Physical & Biological Characterisfics
CREDDP, 1994.

Probably one of the most useful documents available. A comprehensive compilation
of findings including a description of the Estuary, the physical characteristics:
circulation, salinity, sediments, primary producers (phytoplankton, benthic
primary producers, tidal marshes & swamps), inverterates (zooplankton, benthic
infauna, epibenthic organisms), fish, birds, marninals, & a synthesis of regions and
habitat types. On a large scale, with full-color maps and charts.

Ew Frenkel, Robt. E.
M Transition Zone Vegetation Between Intertidal Marsh and Uplands in Oregon and
Washiag@= EPA, Dept. of Geology, OSU, 1978.

Research document full of information pertinent to the subject.

page

CREST
Ew Greeson, Phillip, John Clark, and Judith Clark, editors.
H Wetland Functions and Values: The State of Our Understanding-Proceedings of the
National Sympgsiu m on Wetlands, American Water Resources Association, 1978.

A review of the state of knowledge on values of wetlands in the U.S., translating these
functions into social, health, welfare and safety issues. Good background for case
studies.

Ew Horwitz, Elinor L.
H Qur Natign's Wetlands: An Interagency Task Force Rep=
A very good overview of wetlands information, including definitions, functions, and
economics related to wetlands; good color photos and charts; generalized, not specific
to area.

Ew Josselyn, Michael.
H Wetland Restorationand Enhancement in California. Cal. Sea Grant Program, 1982.

Much useful information about wetlands/marshes and how they function, as well as
restoration and enhancement information.

Ew Lewis, James C. and EWne W. Bunce, editors.
M Rehabilitation and Creation of SCIected Coastal Habitats: Proceedings of a Workshop.
USFWS, FWS/OBS-80/27,1980.

Includes: "Salt Marsh Creation in the Pacific Northwest," an article about an area
between Tongue Point and Astoria, "Sand Dune Habitat Creation on the Pacific Coast,"
and other articles about marsh restoration in this area.

Ew Lonard, Robert, et al.
M "Technical Re'port: Analysis of Methodologies Used for the Assessment of Wetlands
Values," Environmental Laboratory, U.S. Army Engineer Waterways Experiment
Station, 1981.

An assessment of methodologies in wedand issues.

Ew Oregon State University Extension Service.
H "Obtaining Permits for Waterway Development@" 1982, OSU Extension Sea Grant.

Describes ownership and regulations on waterways, and the relationships between
local, state and federal governments in the permit process in waterway development.

page 12

CREST
Ew Phillips, Ronald.
H ne Ecology of Eelgrass Meadows in the Pacific Northwest: A Community Profil
USFWS Biological Services, FWS/OBS-84/24,1984.

A synthesis of information on the structure, biology, and function of eelgrass
meadows in the Pacific Northwest and their interrelationships with adjacent
communities in the estuarine environment; includes management considerations.

Ew U.S. Army Corps of Engineers.
Lf "Wetlands Protection: The Regulatory Role of the U.S. Army Corps of
M Engineers."

An article, including case studies; useful to show Corpsrole in wedand issues.

Ew U.S. Army Corps of Engineers.
M "Preliminary Guide to Wetlands of the West Coast States," 1978.

The Corps'guide to wetland habitats, including 404 Permit regulations.

Ew U.S. Fish and Wildlife Service.
H "Wetlands Plant List," November 1980.

Ew U.S. Fish and Wildlife Service.
H Wet] andq of the United States U.S. Dept. of the Interior, USFWS Circular 39.

USFWS' view of wetlands, including the 20 Wetland Types that the Service uses for
classification of wetlands, and land use decisions; useful when interpreting the
Service's viewpoint on issues.

Ew Wentz, W. Alan.
H Wetlands Values and Mana2emen USFWSandEPA.

General description of wetlands values and management; good for general asethetics
of wetland values

Ew Zedler, Joy B.
H The Ecology of Southern California Coastal Salt Marshes: A Community Profile. USFWS
Biological Services, FWS/OB S-81/54, 1982.

A complete analysis of subject including the physiographic setting, vascular plant
vegetation, algal mats, comparative roles of each, salt marsh animals, and
management considerations. Useful restoration information.

page 13

CREST
FIELD GUIDES

Ew Clark, Lewis J.
H Wildflowers of the Sea Coast in the Paciffic Northwest Gray's Publishing Limited,
Sidney, British Columbia, Canada, 1974.

Very good field guide with color photos of area's shoreline flowers.

Ew Mason, Herbert L.
H A Flora of the Marshg@s of California,

A definitive vegetation key to the wetlands of California, applicable to the PNW.

Mg Munz, Philip.
H Shore Wildflowers of California, Oregon and WashingtQn-, UC Press, 1964.

Comprehensive plant key for these areas.

Rg Robbins, Chandler S., et al.
200 A Guide to Field ld@,ntifjcation BTRDS of North America. Golden Press.
H
A standard field guide.

Mg Wiedemann, Dennis, and Smith.
H Plants of the Oregon Coastal Dunes, OSU Bookstore.

A good field guide for this area.

Ew Weirimann, Fred, et al.
H Wetland Plant5 of thf, Pacific NorlhwesL U.S. Army Corps of Engineers, 1984.

Field guide with excellent color photos, including USFWS Inventory
classification system, cross sectionals, and wetland habitat descriptions.

LEGAL
Federal
Statutes, cases, rules, guidelines

Lf Althaus, Helen F.
100 Public Trust Rights, 1978, USFWS.
H
Includes early history, public trust in the 20th Century, developments and
expansion, summaries of status in particular states (Oregon included).

page 14

CREST
Lf Division of State Lands.
100 "Removal - Fill Law," O.R.S. 5410605-541.695 and 541.990.
H "Removal or Filling Scenic Waterways," O.R.S. 390.805-390.835, 390.905 & 390.925.

Lf Review of Section 404 Discharize of Dredged or Fill Material Guideling, Sept. 1978,
100 EPA.
M

Lf U.S. E.P.A.
100 "404 Mitigation Policy."
H
Established EPA Region 10 policy on mitigating adverse environmental impact
of projects under 404.

Lf U.S. Arrhy Co1ps, of Engineers PERMIT PROGRAM: A Guide to Applicants,
100
M A laypersons guide to applying for a Corps. permit.

Lf Tait, Howard D.
100 Section 402 Handbook, Guidelines for Screening National Pollutant Discharge
M Elimination System Permits USFWS, 1984.

Lf State Coastal Mannement Prouams: Development and Approval. 1978, Dept. of
100 Commerce, NOAA.

Lf California & Oretzon Coastal Zone Management Prop-ram Approvals: NEPA
Process,
100
M

Lf State of OregQn Coastal Management Program. Final E.I.S. U.S. Dept. of
100 Commerce, NOAA.
M

Lf Endangered Species Act 1983. Clean Air Act. 1970, EPA.
100
H Clean Water Act of 1977, Public Law 95-217,

Deepwater Port Act of 1974,

Coastal Zone Mana2ement Act of 1972.

Marine Mammals Protection Act. 1974, US Dept. of Commerce, National Marine
Fisheries Service.

page 15

CREST
LEGAL
Oregon
State-Wide Statutes, rules, etc.

Lor CREST.
100 "CREST State and Federal Guideline Notebook."
H
A compilation of information about topics including: Aquatic Management
Area, National Marine Fisheries Service Permit, EPA Guidelines of Disposal Sites
for Dredged or Fill Material.

Lor Local Government Relations Division, State of Oregon, OSU Extension.
100 Oregon Land Use Legislation 1973.
M
Volume 1: analysis; Volume 2: enacted bills.

Lor Richard Ragatz Assoc., Inc.
100 !Comprehensive Plan Monitoring: Guidelines and Resources for Oregon
M Communities, for Dept. of Land and Conservation Development, 1983.

Includes the role of monitoring in comprehensive planning processes,
monitoring data needs, sources, components and procedures, application of the
monitoring system, and automated approaches to comprehensive plan
monitoring.

LEGAL
Oregon
Local Ordinances

Lor Dept. of Land and Conservation Development.
200 Oreeon Coastal Management Prop-ram, 1976.
H
Document includes components and substantive elements, processes for
implementing OCMP, and authorities and organizations involved in such
programs.

Lor Smith, Scott, editor.
200 A Mitigation Plan for the Columbia RiytCESDgry, CREST, 1983.
H

page 16

CREST
Lor CREST.
200 "CREST Mediation Materials," 198 1.
H
A compilation of materials relating to a mediation process involving multiple
agencies that addressed disputed issues about 7 sites in the Columbia River
Estuary Region Management Plan; landmark decisions were made regarding
land use issues as a result of this process. Materials include:
-Estuary overview (CREST Plan Overview, Ecological Background,
DLCD Estuarine Economic Planning)
-Site descriptions.

Lor CLATSOP COUNTY COMPREHENSIVE PLAN.
200
H
See "City of Jewell," for elements of the Plan.

Lor COMPREHENSIVE PLANS: Astoria, Hammond, Warrenton.
200
H
MISCELLANEOUS
General Reference

Mg Ricketts, Edward F. and Jack Calvin.
H Between Pacific Tides Stanford University Press.

Excellent reference on the intertidal, open coast, bay and estuary systems; very
readable and interesting, with good illustrations.

Mg U.S. Fish and Wildlife Service.
H "Endangered and Threatened Wildlife and Plants." 1994.

Listing of endangered and threatened wildlife and plants of the U.S.

MISCELLANEOUS
History

Mh Museum of Natural History, University of Oregon.
H "The Salmon Fishers: Native life on the Columbia at the Time of Lewis and Clark,
Ideas and Activities for Educators," 1982.

Information and activities for teachers and students on topic.

page 17

CREST
Mh Phebus, George and Robert Drucker:
H "Archeological Investigations of the Northern Oregon Coast," 1973.

Brief summary of the Smithsonian sponsored excavations in the Seaside area.
Possible use for case studies.

MISCELLANEOUS
Natural Hazards

Mn Marston, Linda M.
H "Coastal Natural Hazard Information for Property Owners, Sellers, and Prospective
Buyers in the Pacific Northwest," OSU Marine Science Center, 1980.

Good information pertaining to land use; useful for case study information.

OCEANS
Shoreline

Os Osis, Laimons.
H A Guide to Oregon's Rocky Intertidal Areas. Marine Science Center, NewpoM Oregon.

Excellent color photos in identification section.

Os Twenhofel, W. H.
M "Mineralogical and Physical Composition of the Sands of the Oregon Coast...", 194 6.

Very old, but useful information on the sands of Oregon.

Continental Shelf/Nearshore

Oc Hanna, Susan, et al. editors.
H Conflict in Use of Ocean Resgurces OSU Sea Grant, 1980.

Collection of papers about ocean resources and conflicts in usage.

Oc Parmeter, Tish and Robert Bailey.
H The Oregon OCEANBOOK Dept. of Land Conservation and Development Conunission,
1985.

"An introduction to the Pacific Ocean off Oregon including its physical setting
and living marine resources;" excellent with good black and white pictures for
reproduction.

page 18

CREST

PLANS/INVENTORIES/STUDIES/IMPACT STATEMENTS/
LAND USE
Methods and techniques

Prn Umb, Benton, ed.
H "Guidelines for Preparing Expert Testimony in Water Management Decisions
Related to Instrearn Flow Issues," USFWS/OBS-79-37.

Practical guide for non-legal persons regarding what to expect when involved
in litigation.

PM Solnit, Albert.
H The Job of the Plannine Commissioner. A Guide to Citizen Participation in Local
Planning, US Berkeley, 1974.

Accessible information for citizens "volunteering to help solve local problems."

PLANS/etc.
Agencies

Pa CREST.
H Government Agency Roles and Resp.Qnsibilities._1977.

Includes Oregon agencies, regional, Washington, and Federal. Inventory of the
authorities that operate in the Columbia River Estuary area, including the roles
and functions of each with respect to the types of activities that occur in the
estuary or along its shoreline; inabling legislation, legal authorities,
responsibilities and coordination functions of each agency also discussed.

Pa Department of Environmental Protection.
H DEQ Handbook for Environmental Quality. Elements of Oregon Comprehensive
Land Use Policy. 1978.

This guide is intended to help city and county planners write and review local
comprehensive land use plans.

Pa Dept. of Land and Conservation Development.
H Planner's Guide to State and Federal Agencies.

Pa Dept. of Land and Conservation Development.
H Information Source CataLo.Z.

A description of technical information available from State and Federal
agencies.

page 19

CREST
PLANS/etc.
United States

Pu Pease, James and S. Reid Schuller.
H Invento[y of Land Use Educational Materials, OSU Extension Service Special
Report 470, 1976.

PLANS/etc.
Regional

Pr Garcia, John,,et al.
200 "Energy Related Use Conflicts For The Columbia River Estuary, vol. l," USFWS.
H
Inventory of species of concern, site-specific conflicts, planning, policy and
regulatory processes, fish-wildlife oriented management and mitigation,
generic energy facility oriented management and mitigation, facility operation.

Pr Seaman, Margaret H., ed.
200 "Columbia River Estuary Inventory of Physical, Biological and Cultural
H Characteristics."

Information about and descriptions of physical alterations in the estuary in
relation to dredging, dikes, levees, jetties and pile dikes, roadways and
causeways.
PLANS/etc.
Oregon
Statewide

Por Clatsop-Tillamook Intergovernmental Council.
100 Oregon U12d Use Law Handbook 1978.
H
Handbook for local officials and other interested persons regarding land use
issues.

Por Dept. of Land and Conservation Development.
100 Qregon Land Use Statutes:
H Chapter 197: Comprehensive Planning Coordination.
Chapter 215: County Planning Zoning, Housing Codes.
Chapter 227: City Planning and Zoning.
Oregon StaWtfs Relating to Comprehensive Land Use Planning, City, County &
State, 1975.

page 20

CREST
Por Oregon State Department of Forestry.
100 Forest Practiceg Officer's Handbook, Northwest Oregon Region, 1976.
M
Designed for field use by Forest Practice's Officer and contains the laws, rules,
guidances and references for this Act.

Por Oyala, James W.
100 State of Oregon Laws Relating to Public Ports, 1979.
H
Lists the laws relating to the use of ports.

PLANS/etc.
Coastal Region

Por Beaulieu, John.
200 Environmental Geology of Inland Tillamook and Clamp Counties, Bulletin 79,
M State of Oregon.

Outdated, but good geologic information and photos, including maps.

Por Garcia, John, et al.
200 Energy Related Use Conflicts for the Columbia River Estuary Draft. vols. 1-2.
M
Extensive information on projection of energy development; a literature review
of impacts of such on estuarine systems; an ecosystem modeling of energy
related development; species of concern listing; site-specific conflicts and
management.

Por NOAA.
200 State of Oregon Coastal Management Program Final EIS, US, Dept. of Commerce.
M

Por Oregon Coastal Zone Management Association, Inc.
200 Reports on the following topics:
H Background on Beach ancf Dune Plannin
An Introduction to Beach and Dune Physical and Biological Processes.
Beach and Dune Planning and Management on the Oregon Coast: A summary
of State-of-the-Arts.
Beach and Dune Identification
A System of Classifying and Identifying OregoWs Coastal Beaches and Dunes.
Physical and Biological Considerations.
Physical Processes and Geologic Hazards on the Oregon Coast.
Critical Species and Habitats of Oregon!s Coastal Beaches and Dunes.

page 21

Por Oregon Coastal Zone Management Association, Inc. continued: CREST
200
H ftlanagement Considerations
Dune Groundwater Planning and Management Considerations for the
Oregon Coast.
Sand Removal Planning and Management Considerations for the Oregon
Coast.
Oregon's Coastal Beaches and Dunes: Uses, Impacts and Management
Considerations.
Dune Stabilization and Restoration: Methods and Criteria.
Implementation Techn'
Beach and Dune Implementation Techniques: Findings-of-Fact.
Beach and Dune Implementation Techniques: Site Investigation Reports.
Beach and Dune Imple rentation Techniques: Model Ordinance.
A n no fated Bib lio erap-h- y
Beach and Dune Planning and Management: An Annotated Bibliography.
Editcaflo nal Afaferia&
Slide Show: "Managing Oregon's Beach and Dunes."
Brochure: "Planning and Managing Oregon's Coastal Beaches and Dunes."

Por Oregon DEQ.
200 State-Wide Water Quality Management Plan 1976.
H
Includes needs and proposed actions for individual river basins in Oregon.

Por Pacific Fishery Management Council.
200 "Proposed Plan for Managing the 1983 Salmon Fisheries Off the Coasts of
M California, Oregon, and Washington: An Amendment to the'Fishery
Management Plan for Commercial and Recreational Salmon Fisheries of the
Coasts of WA, OR and CA Commencing 1978,"' 1983, Draft Plan.

Descriptions Of management problems and objectives, fisheries in 1982, and
ocean management of salmon 1983.

Por Sanderson, K B. , M. V. Shulters, and D. A. Curtiss.
200 Lakes of Oregon, Clatsop. Columbia. and Tillamook Counties, U.S. Dept. of Interior.
H
Geological survey; identification with photos, location, description of area, use,
remarks." *see Por 400.

Por USDA.
200 ]3eaches and Dunes of the Oregon Coast, USDA Soil Conservation Service, Oregon
H Coastal Conservation and Development Commission, 1975.

Outdat4.but good information with photos.

Por U.S. Fish and Wildlife Service.
200 Pacific Coast Eci2logical InventoEy. Usfafs Guide and Information Base, Biological
H Services Program, FWSIOBS-81/30,1981.

page 22

CREST
Por Washington State Dept. of Game.
200 "Marine Mammal--Fisheries Investigations on the Columbia River and Adjacent
M Waters, 1980, " 1981.

Por Water Resources Research Institute.
200 Aquaculture: A Modem Fish Tale 1979, OSU.
H
Topics include: prospects for aquaculture, State and Federal activities, salmon
ranching, fish health management, oyster and salmon production, channel catfish in
geothermal water, aquaculture in solar greenhouses, and economic issues.

Por Clatsop-Tillamook Intergovernmental Council.
200 "A Summary Report on the Status of Planning in Clatsop and Tillamook
H Counties."

Dated, though useful to show past planning processes.

PLANS/etc.
Oregon
Columbia River Estuary areas: Rivers and Bays

Por CREDDP.
300 Bathymetric Atlas of the Columbia River Eqtu= 1983.
H
Collection of maps from several hydrographic studies, provides overview of sediment
accretion and erosion patterns within the estuary, and facilitates interpretation of
slow, large-scale changes in the estuary floor.

Por Fox, David.
300 "Columbia River Estuary Dredged Material Management Plan," CREST, 1986.
H
A plan to establish policies and standards for regulating dredging and disposal in the
estuary and to identify an adequate number of sites with sufficient capacity for a 20
year period. Very current information; good for possible case study.

Por Hamilton, Stanley.
300 "Estuarine Mitigation: The Oregon Process," 1984.
H
Administrative rules for estuarine mitigation in Oregon estuaries; includes Oregon
Mitigation Law.

page 23

CREST
Por Log Storage Effects Contractor D-2. 1.
300 "The Status of Knowledge on the Effects of Log Storage on the Columbia River
M Estuary," 1981.

Information on the effects of log storage, specifically: 1) destruction of benthic
and emergent plant habitat, 2) potential toxicity of leachates to fish or other.
aquatic organisms, 3) decreased oxygen, increased hydrogen sulphide,
increased color, and increased total volatile solids; contains an annotated
bibliography.

Por McColgin, Ian, editor.
300 Columbia River Estua[y Regional Management Plan. CREST, 1979.
H
Plan includes regional policies, management system and development standards,
land and water use plans, dredged material management plan, restoration and
mitigation plans; currently under revision by CREST.

Por McIntire, C. David.
7300 "The Diatom Flora As A Salinity Indicator in the Columbia River Estuary," U.S.
M Army Corps. of Engineers, 198 1.

A research report; an example of the numerous research reports in the library.

Por The Nature Conservancy.
300 OML-on Natural Areas: Ecological Needs. Candidate Areas. Protectign Programs.
H Clatsop County. 1977.

While outdated, has useful information that was the basis for much of what is in
place now; includes inventory and some site reports, and the Oregon Land
Protection Programs.

Por Oregon Dept. of Fish and Wildlife.
300 Habitat Classification and Inventory Methods for the Management of Oregon
H Estuaries.vol. 1, for Dept. of Land and Conservation Development.

Technical assistance to local staffs in fulfilling requirement of LCDC Estuarine
Resources Goal.

Por Oregon Department of Fish and Wildlife.
300 "Status Report: Columbia River Fish Runs and Fisheries, 1957-1975."
M
Information on historical background, fisheries, and run status and harvest by
season and species; useful, written for public use.

page 24

CREST
Por Seaman, Margaret H.
300 Columbia River Estuaa Inventory of Physical, Biological and Cultural
H Characteristics, 1977.

Comprehensive compilation of information that includes the physicA environmental,
biological, historical and cultural aspects of the region; includes annotated
bibliography on each major topic; used in conjunction with the CREST Atlas.

Por Sims, Carl W.
300 "Migrational Characteristics of Juvenile Fall Chinook Salmon, in the Columbia
M River Estuary," 1979, National Marine Fisheries Service.

A study of migrational and behavioral characteristics of juvenile fall chinook salmon.
(An example of many such research papers on the fish/fishing industry of the area,
that are available in the library.)

Por Thomas, Duncan W.
300 "The Vascular Flora of the Columbia River Estuary," 1982.
M
A research paper on the vascular flora of the first 40 miles of the River.

Por U.S. Army Corps. of Engineers.
300 Inventory of Riparian Habitats and Associated Wildlife Along Columbia and
H Snake Rivers vols. 1-2b.

Vol. 1-summary; Vol. 2a-Lower Columbia River region-,Vol. 2b-Lower Columbia River
maps. A comprehensive compilation of materials. Survey covers from the mouth of
the Columbia to mile 79.

Por U.S. Fish and Wildlife Service.
300 "Impacts of the Proposed COLUMBIA RIVER Coal Export Channel on Fish and
H Wildlife Resources," Fish and Wildlife Coordination Act Report, Region One, 1986.

USFWS position on proposed alterations for Columbia River coal export channel based
on impacts on fish and wildlife resources.

PLANS/etc.
Oregon
Columbia River Estuary areas: Clatsop County

Por Bard, Rainmar, and Mike Morgan.
301 An Economic Evaluation of the Columbia River Estu= 1981.
H

page 25

Por Clatsop County Ordinance. CREST
301 Clatsop County Land and Water Development and Use.
M

Por Clatsop County Planning Department.
301 Environmental Plan of tha Clamp Plains, Citizens Advisory Commission, OSU
H Extension Service, 1974.

Por Hansen, D.T. and B.L. Harris.
301 Natural Environment: Environmental Geology of the Clatsop Plains, 1974.
H

Por Hansen, D.T. and B. L. Harris
301 Natural Environment: Soils of the Clamp Plains, 1974.
H

Por B.L. Harris, and D.T. Hansen.
301 Land Use on the Clatsop Plains, Past and Present. 1974.
H

Por Kidby, Harold, et al.
301 "Erosion and Accretion Along Clatsop Spit," 1965.
M
Old, but could be useful historically, and for a case study.

Por The Nature Conservancy.
301 Clatsop County Inventory of Natural Areas on Private Lands, 1974.
M
Old but useful information; describes habitats and inventories species.

Por Soil Conservation Service.
301 General Soil MaI2 with Soil Interpretations for Land Use Planning, Clatsop
H County Oregon, 1973.

Por Stockham, John.
301 Natural Environment: Biolozical Inventory of the Clatsop Plains, 1974.
H

Por Sweet, Randy.
301 Caaying Capacity of the Clatsop Plains Sand-Dune Aquifer 1977.
M

page 26

CREST
Por Sweet, Edwards and Assoc., Inc.
301 Clatsop Plains Ground Water Protection Plan. Ground Water Evaluation Rem
M 1981.

Technical study with maps.

Por Thomas, Duncan.
301 "Significant Shoreland and Wetland Habitats in the Clatsop Plains and the
H Columbia Floodplain of Clatsop County, Oregon," 1982.

Por Tolle, Timothy.
301 Natural Environment: Hydrography of the Clatsop Plains 1974.
M

PLANS/etc.
Oregon
Columbia River Estuary areas: Sections of County

Por Maine, Neal.
302 Necanicum Estuaa InventoM Dept. of Land and Conservation Development,
H 1979.

Por Necanicum Estuary Committee and Clatsop/Tillamook Intergovernmental Council.
302 "The Necanicum Estuary Plan," 1979.
H

PLANS/etc.
Oregon
Columbia River Estuary areas: Port of Astoria

Por League of Women Voters.
306 Know Your Pory A Look At The Port of Astoria, 1977.
H
Includes history, laws governing ports, policy, management and administration,
longshoremen information, port operations, fiscal matters, economic benefits,
information on the channel and the bar, and the outlook for the Port.

Por Port of Astoria.
306 "Clatsop County Airport Master Plan," 1975.
M

page 27

CREST
Por Port of Astoria.
306 "The Port of Astoria: Present Trends and Future Developments."
M
A report including information on the setting, "institutional parameters" of
future Port actions, historical analysis of cargo movements, environmental
characteristics and constraints of sites for expansion.

Por Port of Astoria Planning Department.
306 "Port of Astoria: Dredged Material Disposal/Restoration Mitigation Plan."

Other Areas of Oregon

Por Johnson, Daniel M. , R.R. Petersen, and D.R. Lycan.
400 Atlas of Oregon Lakes, OSU Press, 1985.
H
A comprehensive survey of the lakes of Oregon, with photos and data.

RESOURCES
Fisheries

Rf Dept. of Land and Conservation Development.
100 "Oregon Coastal Zone Fishery Management Analysis," 1979.
M
A comprehensive survey of fish resources, the fishing industry, the economics,
management, and future development of the same.

Rf Government of Canada.
100 Str@am Enhancement Guide. 1980.

Clearly written and illustrated guide to subject with a short section on the
improvements for public access and education.

Rf National Fisherman, pub *
100 The American Fisheries DirtcIQEX and Reference Book, 1978.
M
A listing of agencies, state, local, federal and international as well as other
pertinent information displayed on charts.

page 28

CREST
Rf Pacific Fishery Management Council.
100 Fishery Management Plan and Supplemental Environmental Impact Statement
M for the Washington. Oregon. and California Groundfish Fisb=Y, 1982.

Comprehensive management plan for groundfish.

Final Framework Amendment for Managing the Ocean Salmon Fisheries Off the
Coasts of Washington. Oregon and California Commencing 1985,

An amendment of Plan.

The 7th Draft Amendment. Auzust 1986.

Rf Pacific Fishery Management Council.
100 "Final Environmental Impact Statement and Fishery Management Plan for
Commercial and Recreational Salmon Fisheries Off the Coasts of Washingmn
Oregon. and California Commencing in 1978, U. S. Dept. of Commerce.

Rf Pacific Northwest River Basins Commission.
100 Agencies. Organizations and Interest-, Affecting Columbia River Anadromous
H fish, 1980.

A compilation of regulatory and nonregulatory agencies involved with
anadromous fisheries management in the Pacific Northwest.

RESOURCES
Wildlife
Management

Rg Columbia White-Tailed Deer Recovery Team.
100 "Columbia White-Tailed Deer Recovery Plan," USFWS, 1976.
H

Rg U.S. Dept. of Interior.
100 "E.I.S. Proposed Additions To and Operation of The Columbian White-Tailed Deer
M National Wildlife Refuge, Oregon, Washington," 1973.

page 29

CREST
Rg U.S. Fish and Wildlife Service.
100 "Concept Plan for Waterfowl Wintering Habitat Preservation, Washington,
M Oregon Coasts," 1979.

Descriptions of waterfowl population, habitat descriptions, threats and
associated problems and impacts of perservation efforts (proposed and actual).

RESOURCES
Wildlife
Biological Studies

Rg Batchelder, H. P. and J. J. Gonor.
200 "Population Characteristics of the Intertidal Green Sea Anemone, Anthopleura
M xanthogrammica on the Oregon Coast," OSU Sea Grant, pg. 235-245.

Rg Crawford, John A. and Geoffrey L Dorsey.
200 "An Evaluation of Avian Communities on Dredged Materials and Undisturbed
M Island Habitats," 1980.

Research paper on subject on 4 islands in the Lower Columbia River; useful for
case study concerning dredged materials.

Rg Lincoln, Frederick.
200 Migration of Birds Circular 16, USFWS, 1979.
H
Laypersons guide to bird migration.

Rg McMahon, Ellen.
200 "A Survey of Great Blue Heron Rookeries of the Oregon Coast," OSU.
M
A student research paper on subject.

Rg Murphy, Michael and James Hall.
200 "Varied Effects of Clear-cut Logging on Predators and Their Habitat in Small
M Streams of the Cascade Mountains, Oregon," CarL 1. Fish. Aquat. Sci. 38:137-1145.

There are many books, reports, and articles on fisheries and fish and how
they relate to economics, resource management and use.

page 30

CREST
RESOURCES
Vegetation

Rv Phillips, Ronald C.
M ne Ecology of Felerass Meadows in the Pacific Northwest: A Community Profila.
H USFWS, 1994.

Water

Rw EG and G Washington Analytical Services Center, Inc.
100 "Handbook of Federal Systems and Services for Marine Pollution Data and
H Information, for NOAA," 1983.

Describes characteristics of Federal systems and services identified as having
data or information relevant to marine pollution or other "man-induced
perturbations" to the marine environment.

Rw U.S. Dept. of Commerce.
100 National Marine Sanctuary Prop-ram. Prop-ram Development Plan. National
M Oceanic and Atmospheric Administration, 1982.

Discusses this program and its goals; includes site identification criteria.

Rw U.S. Fish and Wildlife Service.
100 "The Public Trust Doctrine, Instream Flows and Resources," 1980.
M
A discussion of water resource management including the Federal and State
role, the water allocation process and instrearn flows, water rights, and
implementation of the public trust doctrine.

There are many articles, research papers, reports on water quality in the
Columbia River basin, such as "Meeting Water Ouality Objectives on State
and Private Forest Lands Through the Oregon Forest Practices Act,"
as well as on all of the other topics listed above. For more information on
any of these subjects, please refer to the CREST library card file.

H CREDDP Publications.
The following is a listing of the major CREDDP publications available at CREST:

Tidal Marsh Plant Production of the Columbia River EstuaEY,

Benthic Primary Production of the Columbia River EstuaM

Water Column Primary Production of the Columbia River Estuary,

page 31

CREST
CREDDP Publications continued:

Zooplankton and Larval Fishes of the Columbia River Estuary,

Benthic Infauna of the Columbia River Estuary

Epibenthis Organisms of the Columbia River Estuary

Fishes of the Columbia River Estuary

Avifauna of the Columbia River Estuary,

Key Mammals of the Columbia River Estuary

Sedimentates Processes & Environments Of the Columbia River Estuary,

Circulatoly Proceses of the Columbia River Estuary

Hydrodynamic Modeling in the Columbia River Estuary

The Dynamics of the Columbia River Estuarine Ecosystem,

Index to CREDDP Data

*Guide to the Use of CREDDP Information for Environmental Asessments.

*Bathymetric Atlas of the Columbia River Estuary,

*Changes in Columbia River Estuary Habitat Types Over the Past Century

*Columbia's Gateway.

*Literature Survey of the Columbia River Estuary

Also available:

Abstracts of Major CREDDP Publications.: INCLUDING:

Annotated Bibliography of Other CREDDP Products: Publications. Maps and Related
Materials. Reference Collections and Unprocessed Samples

Columbia River Estuary Data Deveopment Program Sampling Site Map&

*especially interesting and useful documents.

page 32

CREST

CREST MAPS/CHARTS

17here are many maps and charts available to look at in the CREST library. There is
no definite catalogue system. The following is a listing of some of the most pertinent
maps available there.

Zoning Maps: Hammond, Astoria, Warrenton, Clatsop County.

National Wetlands: Clatsop Plains Shoreland Inventory, USFWS, National Wetlands
Inventory.

Navigation Charts.

Bathymetric maps: different dates.

Aerial photos: estuary area only; several scales and dates.

USFWS Pacific Coast Ecological Inventory Maps, 1981.

USGS Quadrangle maps of estuary area.

Flood Maps: Flood Insurance Rate maps; more detailed work maps; 100 year flood
planning.

CREDDP Base maps: 6 scales; shows tidal wetlands, bathymetry, land forms.

Detailed maps of specific areas within the County.

page 33

COUNTY
COUNTY PLANNING OFFICE

These resources can be found in the office of the County Planner, Curt Schneider.
The offices are in the County Courthouse in downtown Astoria. Thereisno
definite system of classification; the CREST system has been used here.

DEVELOPMENT
Energy

De Heineke, Thomas.
200 Natural Resource Base and Physical Characteristics of the PropQsed Offshore Oil
M Platform Fabrication Site Warrenton. Orei!on 1976.

ESTUARIES
Biological Studies

Eb Oregon Coastal Conservation and Development Commission.
M Estgarine Resoumes of the Oregon Coast, 1974.

Descriptions and definitions of estuaries, "natural functions:' human uses, individual
estuaries, and management concepts.

ESTUARIES
Collections/General

Ec Division of State Lands.
M Ownership of Oregon Estuaries 1974.

Map format showing primary ownership in state; very general and old, but useful to
show who generally "owns" the estuaries.

ESTUARIES
Geology/Sedimentation

Eg Ross, Martin.
H A Field Jnvestigation of Geology: Handbook from Silver Point to Cove Beach. Cla=
County, Oregon.

An investigation performed for the Clatsop Co. Dept. of Planning and Development.

page 34

COUNTY
Eg Rankin, David.
H Holocene Gfologic Histo[y of the Clatsop Plains Foredune Ridge Complex. 1983.

Thesis on the geologic history from 3500 years BP to the present.

ESTUARIES
Legal
Federal

Lf Dept. of Land and Conservation Development.
H Planner's Guide to State and Federal A2encies.

A useful, descriptive guide to agencies concerned with land use policies, the
environment, and economics.

Legal
Oregon

Lor State of Oregon, Intergovernmental Relations Division.
100 1978 Permit Inventory of Stgte Requirements for Developers/or Activities on
L Smcific Si
-IML

Lists by agency, permits required for specific activities.

Lor CLATSOP COUNTY COMPREHENSIVE PLAN.
200
H See "City of Jewell" for listing of elements of the Plan.

Lor Bureau of Governmental Research.
200 Local Government in Oregon U. of 0., 1969.
H
Includes the legal framework of local government, financing local
government, intergovernmental relations, and local governmental
organization. Old, but good information on how Oregon government works.

Lor Oregon Department of Energy.
300 Guide to Oregon's Environmental Permits for Biomass Energy-ftiects, 1984.
H
Why a permit is required, when it applies, what it entails, and who to contact for
assistance. (Biomass projects include energy from wood residue, solid waste,
crop residues, manure, grain, forest plantations.)

page 35

COUNTY
MISCELLANEOUS
History

Mh Beckham, Stephen.
H Historical and Archaelogical Resources of the Oregon Coastal Zone, 1974.

PLANS/INVENTORIES/STUDIES/IMPACT
STATEMENTS/LAND USE
Oregon

Por Bureau of Governmental Research and Services.
100 Community Planning in Oregon: A List of Publications. U. of 0. 1978.
H
Provides reference to descriptive and analytical data and information available about
communities and substate regions in Oregon. Lists publications on community
planning and development activities.

Por Clatsop-Tillarnook Intergovernmental Council.
100 Oregon Land Use Law: A Guide for Planning Commissigners. 1975.
H
A brief overview on the 3 most important judicial and legislative decisions in the
State, and how those decisions relate to land use.

Por Oregon Dept. of Econon-dc Development, DLCD, U.S. Maritime Administration.
100 Oregon Ports Study, 1980.
M
Includes a summary of port facility inventories, transportation infrastucture serving
the ports, waterborne trade, commerce forecasts, port capacity, economic impact of
port, development options and recommendations.

Por State Land Board, Natural Heritage Advisory Comn-dttee.
100 Oregon Natural Heritage Plan 1981.
H
Includes priorities and criteria for. conservation, natural resources of Oregon, special
species, techniques for conserving natural heritage (agencies, acts, program).

page 36

COUNTY
PLANS/ETC.
Oregon
Coastal Regions

Por Oregon Coastal Zone Management Association, Inc.
200 Beaches and Dunes Handbook for the Oregon Coast
H
Beach and dune planning and management, processes, identification, physical
4 and biological considerations, management consideration, implementation
techniques, and annotated bibliography.

Por State of Oregon.
200 Environmental Geology of Inland Tillamook and ClatsQp Counties. Oregon, 1973.
M
Geological maps of these counties.

Por State Soil and Water Conservation Commission.
200 Oreizon Coastal Mana2ement Program: Shoreline Erosion Mana2ement Policies
M and Procedures, vols. 1-3. 1978.

Includes shoreline erosion management, the Oregon Coastal Management
Program, and an evaluation of the accomplishments and improvements needed.

Por U.S. Army Corps. of Engineers.
200 Shore Protection Manual. vols. 1-2.

PLANS/ETC.
Oregon
Columbia River Estuary areas

Por Alaback, Paul and Robert Frenkel.
301 Preserve Analysis of Saddle Mountain. 1978, Oregon Natural Areas Preserves
H Advisory Committee, State Lands Board.

Por It Arch Cape Water Study," Design and Review Board.
301
M

Por Ehinger Jr., Paul.
301 ClatsW-Tillamook Solid Waste Management Plan. for CTIC, 1974.

page 37

COUNTY
Por Environmental Plan of the Clatsop P1
301
M Plans put together for various areas by citizen advisory committees, as the
beginning of Comprehensive Plans.

Por Frenkel, Robert and William Copeland.
301 Preserve Analysis of Onion Peak, 1979, Oregon Natural Areas Preserve Advisory
H Committee, State Lands Board.

Por "Master Plan of Fort Clatsop National Memorial," 1964.
301
M

Por Morgan, Mike and Jeff McKey.
301 An Environmental Plan of SW Clatsop County, Western Interstate Commission for
M Higher Education, 1974.

Por Nature Conservancy.
301 Clatsop County Inventory of Natural Areas on Private Lands, 1974.
H
Includes inventories, maps, zones.

Por Oregon State Parks and Recreation, Dept. of Transportation.
301 Fort Stevens State Park Master Plan
H

Por Palmer, Leonard.
301 "Stability of Coastal Dunes, Clatsop County, Oregon," 1978.
M

Por STRAAM Engineers, Inc.
301 Sewer System Evaluation Survey, City of Seaside Oregon 1979.
M

Por Sweet, Edwards and Associates, Inc.
301 Clatsop Plains Ground Water Protection Plan Monitoring Data Base 1981.
M
Clatsop Plains Ground Water Protection Plan: Ground Water Evaluation Report.

Beck, R.W. and Assiciates.
Clatsop Plains Ground Water Protection Plan: Summary Report &Assessment,
1982.

Results of a study initiated to protect the Clatsop Plains aquifer from adverse
water quality impacts through the development of a plan, and to provide
information to aid in the selection of alternative wastewater disposal methods.

page 38

COUNTY
Por Taylor, Doug and Warren Kinispel.
301 "Fish and Wildlife Habitat Protection Plan for Clatsop County," 1976, ODFW to
H Clatsop County Division of Planning and Development.

A report prepared to help with comprehensive land use planning.

Por Thomas, Duncan.
301 Ecola Creek Estu= Inventory.

Done as part of the planning for the Cannon Beach Comprehensive Plan.

Por Thomas, Duncan.
301 "Significant Shoreland and Wedand Habitats in the Clatsop Plains."
H
Includes the Columbia River plains, the Clatsop Plains, and the Ecola Creek
wetland.

Por Beek, R.W. and Association.
304 City of Gearhart Wastewater Facilities Planning Study, 1979.
M

RESOURCES
Wildlife
Biological studies

Rg USDA, Forest Service.
200 Draft Suppl@ment to EIS for Amendment to the PN Regional Guide: Vol. I -Sam-ed
H Owl Guidelines, Vol, 2-Aplgndices

Rg USDA,Forest Service.
200 "Silver Spot Butterfly: Ecological Investigation Report," USFW.
H
"Silver Spot Butterfly: Recovery Plan," 1982, (being revised).
"Field Survey Results, 1982 and 1985."

Rg USFWS.
200 "Recovery Plan: Peregrine Falcon.
H : Aleutian Canada Goose.
: Columbia White-Tailed Deer."

page 39

COUNTY
RESOURCES
Vegetation

Rv Crown Zellerbach Corp.
M "Environmental Guide: Northwest Timber Operations," 197 1.

Old, but shows the timber industry's view; includes policy statement,
environmental goals, individual responsibilities, permits required, road
building, logging, water transportation and storage of logs, soils, scarification,
forestry chemicals, aesthetics, fish conservation.

Rv Meinke, Robert.
H Threatened and Endangered Vascular Plants of Oregon: An Illustrated Guide,
USFWS.

Rv ODFW.
H "Riparian Habitat Technical Task Force Report Final Report to the State Forester
and Director, Fish and Wildlife," 1985.

Defines riparian ecosystem and its parts, explores aquatic wildlife and timber
resource considerations within strearnside areas; includes recommendations,
habitat considerations/riparian ecosystem, harvesting operations in
relationship to riparian ecosystems.

Rv Siddall, Kenton L. Chambers, David Wagner.
H RaM. Threatened and Endangered Vascular Plants In OregQn. Oregon Natural
Areas Preserves Advisory Committee, State Lands Board, 1979.

page 40

COUNTY
CLATSOP COUNTY MAPS/CHARTS

The County maps are in the office, with no apparent catalogue system. The
following is a partial listing of pertinent items.

Clatsop County Inventory maps.

Zoning maps.

CREST base maps.

Columbia River maps.

Necanicum Estuary.

Ecola Creek Estuary.

All non-estuarine shorelands, lakes, floodplains, significant natural
resources.

"Active, Conditional Stable, Stable Dunes," by Leonard Palmer.

Aerial photos Columbia River Estuary, Coastal Strip.

The County has many other maps including:
1. soils: black and white aerial photos at a scale of 1: 12000, delineating different soil
types, with a key describing briefly each soil type. Covers entire County,
updated in 1983.

2. flood plain: printed maps showing 100 year floodplain, 500 year floodplain, 100
year floodplain elevations (NGVD) and floodway boundaries; all at a scale of
I"=1000'. Covers coastal velocity zone and most major rivers, with some
exceptions.

3. wetlands: black and white photocontour maps with a mylar overlay showing
"significant" freshwater wetlands. Each wetland is classified according to the
taxonomy developed by the USFWS. A written description of each distinct
wetland is also included. Covers area from Clatsop Spit to Tillamook Head
(Duncan Thomas, 1982).

Mylar maps of the Columbia River estuary upriver to the west end of Puget
Island at I"=1000'showing type of marsh, and including roads, property lines,
section comers, some zoning. Also includes fairly detailed written descriptions
of wetland and shoreline habitats (CREST).

page 41

COUNTY
MAPS continued:

4. geology: description of coastal slide and erosion areas from Cannon Beach to
Clatsop-Tillamook County line on black and white aerial photos at a scale of
1"-200'. (Martin Ross Report).

5. groundwater: detailed groundwater information for the Clatsop Plains aquafir.
Several maps at various scales; 5 vols. of printed information.

6. population: annual population figures for cities and the County back to 1968, less
frequently back to 1900. (PSU, Census Bureau).

7. historic: locational information for various historic sites in the unincorporated
county.

page 42

CTIC
CLATSOP-TILLAMOOK
INTERGOVERNMENTAL COUNCIL

CTIC is an association of governments composed of 2 counties and the cities therein
Two planners, Mike Morgan and Rainmar Bartl provide services to these cities and
counties. CTIC is supported by City contributions and State and Federal funds. The
CTIC office is located in Cannon Beach; there is no catalogue system for resources
there.

BIBLIOGRAPHIES

B Land Conservation and Development Commission Bibliography, 1975.

A bibliography of issues concerning land use.

LEGAL
Oregon
State-wide statues, rules, etc.

Lor Bureau of Governmental Research and Service, U. of 0.
100 State Agency Coordination,
H
Each state agency's plan for how they interface in land use decisions for LCDC. Not as
useful as could be as these agencies do not necessarily do what they say they do.

Lor U.S. Dept. of the Interior, BLM.
100 Wilderness Invento[y Ore2on and Washintton. 1980.
M
The final intensive inventory decisions on wilderness areas. (There are no
.wilderness areas" in Clatsop County.)

Local ordinances

Lor COMPREHENSIVE PLANS and ZONING ORDINANCES for all cities in County.
200
H Only available to the public to look at in the office.

page 43

CTIC
PLANS/INVENTORIES/STUDIES/IMPACT STATEMENTS/LAND
USE
Oregon
Statewide

Por Bureau of Governmental Research and Service.
100 Land Use, Procedures and Practices in Oregon, U. of 0., 1985.
H
Describes local governmental land use decision-maldng processes and presents
some examples of forms and documents used in management.

Por Bureau of Goverrunental Research and Service.
100 Videotape: "Oregon! s Land Use Program."
H
Discusses 3 types of land use decisions.

Por Department of Environmental Quality.
100 Oregons Statewide Assessment of Nonl2oint Source Problems 1978.
H
Text and many maps: streambank erosion, sedimentation, excessive debris,
water withdrawals, elevated water temperatures, nuisance algae or aquatic plant
growths, composite of nonpoint source problems, erosion potential, sediment
yields.

Por Department of Land and Conservation Development.
100 A Citizen Involvement Handbook.
H
Citizen involvement responsibilities, programs, and techniques.

Por OSU Extension Service.
100 Inventory of Land-Use Educational Materials. 1978.
H

Coastal Regions

Por Sanderson, John.
200 Oregon Coastal Zone Wind Data InventoEy: Final Report, Oregon Dept. of Energy,
M 1983.

Inventory of wind measurement data for the Oregon coastal zone.

page 44

CTIC
Por State Soil and Water Conservation Commission.
200 Inventory: Oregon Coastal Shoreline Erosion. 1978.
M
Includes bibliography, site studies, processes and historic patterns,
deterniination of erosion/sedimentation areas and erosion rates.

Por U.S. Dept. of Housing & Urban Development, & Federal Emergency
200 Management Agency.
H Design & Construction Manual for Residential Building in Coast High Hazard
Areas. Federal Insurance Administration.

A useful book addressing coastal erosion, site design recommendations,
structural design recommendations, design considerations, construction costs.

PLANS/ETC.

Columbia River Estuary areas: Clatsop County

Por City of Cannon Beach.
301 "Procedural Guide for Developing Your Cannon Beach Property."
M
Discusses responsibilities of the City, County and the owner in land
development.

Por City of Cannon Beach.
301 "An Exception to Permit an Artificial Marsh Wastewater Treatment System in the
H Elk Creek Estuary," a part of the Comprehensive Plan.

Por Kramer, Chin and Mayo Inc.
301 Development and Evaluation of Wetlands/Mgrsh Wastewater Treatment System,
H City of Cannon Beach Facilities Plan Addendum No. 2.

Includes conclusions and recommendations, site conditions, archaelogical
survey, resource agency concerns, vegetation and wildlife surveys, etc.

Por Morgan, Mike and Dennis Rittenback.
301 Cannon Beach Comprehensive Plan Background Rrport, CTIC, 1979.
H
Includes information on population and land use, natural resources, air and
water quality, geologic hazards, openspace, parks and recreation, economy,
housing, public facilities and services, transportation, energy conservation,
and Shorelands and Estuary Inventories.

page 45

CTIC
Por U.S. Dept. of Housing and Urban Development.
301 Flood Insurance Study. City of Cannon ]3each. 1977.
M
Analysis of area studies, management applications and insurance applications.

page 46

SCS

SOIL CONSERVATION SERVICE

Don Leach is the Soil Conservation Service's Engineer. The information is
county-wide; most of what is available here is through Don Leach, and not
catalogued in any way.

Examples of what are available:

SLIDESHOWS: "Soil Development of Clatsop County," for students 9-10 yrs.
H "For Lands Sake Keep It Under Cover," stability of sand dunes info.
Tape-County Natural Resources.

SURVEYS:

H "Clatsop County Soil Survey," including maps and manuscript. Can be used in
classrooms with aids, showing students the textures of different soils, how to
make maps, etc.

Clatsop, Dunes Restoration Project: photographic information.

Aerial Photos from 1935-1980.

Transperancies, pictures on "Soils," " Man and Conservation of Soils," " Critical Soil
Issues for the Future."

Dikes: maps, photos, other information available from Don Leach.

Information about the Food and Security Act 1985: provides regulation for
farmers/landowners--govt. assistance, cost-sharing, loans, dependent upon
specific regulations on wetlands.

Permit information--Soil District reviews permits in the case of landfills, pilings,
tidegates, repair of dikes; floating housing; location of dikes.

Bank Erosion of River, photos.

Natural Resources: urban land, farm land, road systems.
Erosion of Streams, Prime and Important Farm Land Soil Survey, Road Erosion
Data, Natural Survey on Erosion and Protection (data printout), Dike
Maintenance Survey 1983, Streambank Erosion Survey, Waste Management
Survey 1984 (farms)
Orep-on Soil and W ;er Conservation Needs I_nventoEy, 197 1, USDA.

page 47

SCS
Basic Statistics 1977 Natural Resources Inventory: includes land capability,
surface area, small water areas, floodprone areas, irrigated land, conservation
needs, sheet and rill erosion, prime farmland, potential for new cropland, wind
erosion in Great Plains States, soil quality, crop productions. This is on a Federal
level, then each state does its own inventory, based on this one.

page 48

SCHOOL DISTRICT
SEASIDE SCHOOL DISTRICT CURRICULUM
LIBRARY

School District 10's offices in Seaside is the location of this library, in the
office of Neal Maine, the Curriculum Specialist for the district. There is no
catalogue system to these books.

PLANS/INVENTORIES/STUDIES/IMPACT STATEMENTS/LAND
USE
Oregon
Statewide

Por Marshall, David.
100 Oregon Nongame Wildlife Management Plan, ODFW, 1986.
H
Describes the role of ODFW and other organizations in management of resources,
Oregon!s vertebrate nongame wildlife resources in terms of species numbers,
distribution, populations where known, habitats, problems, maintenance, and
"who is to do what." Includes goals & objectives, and a 5-year operational plan.
Describes responsible Federal authorities and acts relating to subject; has
statewide as well as specific descriptions.

Oregon
Coastal regions

Por US Forest Service, Pacific Northwest Region.
200 Landforms of the Oregon Dunes, Siuslaw-National Forest DRAFT.
H
Short vignettes about 26 dune landforms and wildlife habitats, including a
bibliography. Topics are: geology, beach, foredune, hummocks-wet & dry,
deflation plain, transverse dunes, oblique dunes, parabola dunes, tree islands,
transition forest, wind, water, plants and wildlife. Each section has a black and
white drawing of subject, and includes photos, drawings and charts.

page 49

SCHOOL DISTRICT
Oregon
Clatsop County

Por Ranldn, David Karl.
301 Holocene Geologic Histo[y of the Clatsop Plains Foredune Ridge Coml2lex, Thesis
H for Master of Science, Geology, PSU, 1983.

Investigates origin and development of Clatsop Plains; describes landforms and
desposits of area; investigates field indicators of past processes affecting coastal
propagation; through carbon 14 dating evaluates rates of coastal propagation
and history of relative sea level changes; includes useful photos, charts, and
references.

Por Sweet, H. Randy.
301 Can:ying Capacity of the!Qatsop Plains Sand Dune Aquifer, A Report to the
H Clatsop County Commissioners and OEQ Commissioners, 1977.

Delineates long-term ground water supply reserve needs and area(s), on-site
disposal densities in specific areas which will not cause "unacceptable
degradation' 'of ground water and/or surface waters, and outlines methodology
and final analysis. This assisted in the establishment of a ground water quality
monitoring program.

Oregon
Other areas in Oregon

Por Wiedemann, Alfred.
400 The Ecology of Pacific Northwest CQastal Sand Dunes: A Community Profile,
H USFWS Biological Services, 1984.

The Pacific Coast from Cape Flattery, WA to Cape Mendocine, CA; the
environmental settings (emphasizing factors involved in shaping dune
landscapes); classification of dune forms; history of dune processes and possible
future course of events; plant communities of the dunes; wildlife habitats of
dunes; human impact emphasizing management problems; includes list of dune
areas, and characteristic plants and animals.

page 50

USFWS
LEWIS & CLARK NATIONAL WILDLIFE
REFUGE - USFWS

The following is an annotated bibliography of references available at the Lewis
& Clark National Wildlife Refuge. The Refuge is located in Cathlamet, WA, and
information can be obtained by contacting the Refuge manager.

ESTUARIES
Biological Studies

Eb Peters, Carl F., et al.
H Colonial Nesting S a and Wadine Bird Use of Estuarine Islands in the Pacific
Northwest, Technical Report D-78-17, 1978. Dredged Material Research
Program, U.S. Army Waterways Experiment Station, P.O. Box 631, Vicksburg, MS
39180.

East Sand Island is one of 23 natural and dredged material islands studied to
establish the relationships between plant communities and use by colonial
nesting waterbirds. This report also describes two great blue heron nesting
colonies on Columbia River islands upstream of the estuary.

Eb Tabor, James E.
H Inventojy of Riparian Habitats and Associad Wildlife Along the Columbia
EjyM 2 vols., U.S. Army Corps., North Pacific Division, 1976.

Volume IIA contains the narrative and Volume IIB contains the maps.

Wetlands

EW Seliskar, Dennis M. and John L. Gallagher.
H The Ecology of Tidal Marshes of the Pacific Northwest Coast: A Community
Profile. USFWS, Division of Biological Services, 1983. FWS/OBS-82/32.

Describes the structure and function of Pacific Northwest tidal marshes.
Chapters I & 2 discuss the development of coastal wetlands and the physical and
chemical environment in which organisms live. Chapter 3 looks at the biotic
communities of tidal marshes; Chapter 4 focuses on ecological interactions
within tidal marshes; Chapter 5 discusses management practices.

page 51

USFIVS
Ew Simestad, Charles A.
H ne Ecology of Estuarine Channels of the Pacific Northwest Coast: A Community
Profile. USFWS, Division of Biological Services, 1983. FWS/OBS-83/05.

Describes physical and biological components and processes, and explains
ecological structure and function of estuarine channels. Final chapter
integrates information into discussion of management considerations.

Oceans

Os Lewis, James C. and Elain W. Bunce, eds.
H Rehabilitation and Creation of Selected Coastal Habitats: Proceedines of a
Workshop, USFWS, Biological Services Program, 1980. FWS/OBS-80/27.

Resources
Wildlife

Rg Buckley, P.A. and F. G. Buckley.
100 Quidelines for Protection and Management of Colonially Neging Waterbirds.
H North Atlantic Regional Office, National Park Service, 1976.

Although it focuses on Atlantic and Gulf Coasts, the protection and management
needs and recommendations have much in common with the Pacific Northwest.

Rg Davison, Michael A.
100 Columbia]3 White-tailed Deer Status and Potential On Off-Refuze Hgbitat.
M Wildlife Management Division, Washington Dept. of Game, 1979.

Results of a survey of Columbia River islands in Washington for presence of
Columbia white-tailed deer.

Rg USFWS.
100 CoUcept Plan for Waterfowl Wintering Habitat Preservation: Washington and
H Ore2on Coasts, 1979.

Describes a proposed wetlands preservation program using funds generated by
the sale of Federal Migratory Bird Hunting and Conservation Stamps (Duck
Stamps). Plan describes wetland areas, their importance to waterfowl
populations, and threats to their preservation.

Rg Gavin, Thomas A., et al.
200 PQpulation Cbaracteristics. Spatial Organization. and Natural Mortality in the
H Columbian White-tailed Deer Wildlife Monograph No. 91, The Wildlife Society.

page 52

USFWS
Rg Landin, Mary C.
200 A Selected Biblioeraphy of the Life Requirements of Colonial Nesting Waterbirds
H =dTheir Relationshipq to Dredged Material Islands, Technical Report D-78-5,
1978, Dredged Materials Research Program, Army Waterways Experiment
Station.

Rg Maser, Chris, et al.
200 Natural History of Oregon Coast Mammals, Technical Report PNW-133, U.S. Forest
H Service, 198 1.

Detailed information on biology, habitats and life histories of 96 species of
mammals; includes extensive bibliography.

Rg Spencer, Donald A.
200 Wintering of the Migrant Bald Eagle in the Lower 48 States, National
M Agricultural Chemicals Assn., Wa., D.C., 1976.

Summary of reports from hundreds of observers regarding locations and
behavior during winter.

Rg USFWS.
200 Revised Columbian White-tailed Deer Recovery Plan, Prepared in cooperation
H with the Columbian White-tailed Deer Recovery Team. Fish & Wildlife Reference
Service, Unit I

The objective of the plan is to secure the species within its historical range,
protect its habitat, and delist the species from the Endangered Species List.

page 53

ODFW
OREGON DEPARTMENT OF FISH AND
WILDLIFE

Offices are in Astoria, at the Port; the staff includes: Terry Link, shellfish;
Larry Hreha, pelagic fish; and Dave Douglas, groundfish. This office is concerned almost
solely with fish resources and fisheries; very little useful resource information is available,
in reference form, although there is extremely useful knowledge amongst biologist there.

RESOURCES
Fisheries
Management/Economics/A4igration

Rf Pacific Fishery Management Commission.
100 Groundfish Management Plan 1985,
M
,Status of Pacific CDast Groundfish Fishel@@ and Recommendations for
Management in 1985,

Updated yearly.

Stjtus of the Pacific Coast Groundfish FisheU Through 1986 and Recommended
Acceptable Biological Catches for 1287.

Summary of the year, with charts and data in WA, OR, and CA.

Eishery Management Plan and Environmental Tmi2act 5tatement for the Pink
Shrimp Fishery Off WA, OR and CA, 1980.

RESOURCES
Fisheries
Statistical Reports

Rf Majors, Anthony and Forrest Miller.
300 Summary of 1985 North Pacific Albacore Fishery Data 1986, Southwest
Fisheries Center.

Data is collected locally from ODFW and other agencies, then compiled to create
" summary. Includes charts, descriptions, etc. to help fishermen know
where to fish each season, according to statistical data.

page 54

ODFW
Rf ODFW, Fish Division.
300 Information Reports Number 85-6: "Ile 1984 Oregon Shrimp FisheEy
L
Includes information on the catch, market conditions, groundfish catch,
regulations, shrimp assessment, charts.

Rf Pacific Marine Fisheries Commission.
300 Annual Report of the Pacific Fisheries Commission,
L
Fisheries statistics for OR, WA, Alaska, CA, Idaho from local data.

Rf State of Oregon, US Army Corps., NOAA.
300
L 1971 Columbia River Estuw@@ Resource Use Study: A Study in Resource Use.

This is an example of one of the series of publications including information
on the estuaries all down the coast.

page 55

ASTORIA
CITY OF ASTORIA

Information listed is from the Planning Office of Paul Benoit in City Hall.

DEVELOPMENT

Energy: OCS Oil and Gas; Oil Spills

De U.S. Dept. of Interior, E.P.A.
200 Onshore Impacts of Outer Continental Shelf Oil and Gas Development. I & IT,
M Resource and Land Investigations Program, 1077.

Includes policy development, local industrial and development programs, impact
assessment, land use and development controls, as well as other publications
relating to offshore oil and gas development.

De Suthe fland, Bruce.
300 Oil Spill Protection Plan for the Natural Resources of the Lower Columbia and
H Willamette Rive DLCI) and ODEQ, 1979.

Impacts of oil on the Columbia River system, cleanup action recommendations by
habita,t, physical processes and their effects on oil spills, including maps, charts and
wildlife information. Very usable information.

DEVELOPMENT
Industry

Di Amax Pacific Aluminum Corporation.
M Environmental ImpaCt Assessment: Aluminum Reduction Plant, Warrenton.
Oreeon 1974.

Master Development Plan. Community Impact Analysis 1.

While these documents are old, if "Alumax" comes back, they will be very useful
background information.

Di "Clatsop County Industrial Sites, 1983."
M
Includes Seaside, Warrenton, Astoria and East County; maps and site identification
and locations, including site information, development regulations and standards,
environmental constraints, utilities, and transportation accessibility.

page 56

ASTORIA
DEVELOPMENT

Navigational Improvements

Dj U.S. Army Corps of Engineers.
M Draft Interim Feasibility Report and Draft ETS: Columbia River at the Mouth.
Oregon and Washington. Navigation Channel Improvement. 1983.

Includes resources and economy of the area, problems and needs,
"formulating a plan," the plan, the economics of this plan, implementation,
review by other federal agencies; shows what components go into such a
plan.

Transportation'

Dt Port of Astoria, Parametrix, Inc.
M Clatsol2 County Airport Master Plan 1979-2000.

Includes inventory of site, plans, forecasts, schedules and cost estimates.
Useful if land use issues occur that relate to this area.

Ports and Harbors

Dp State of Oregon.
H Oregon Ports Study 1980.

Summary of Port facilities inventory, transportation infrastructure,
waterborne trade of Oregon Ports, factors influencing waterborne trade,
cargo forecasts, Port facility capacity, future land needs, economic impact,
impact of coastal zone management, summary and recommendations.

PLANS/INVENTORIES/STUDIES/IMPACT STATEMENT/LAND
. USE
Guideline and Standards

P9 Bureau of Governmental Research and Service, U. of Oregon.
H Oreeon Land Use Planning CASE STUDIES, 1984.

Could be @ery useful as an example of "case studies" in land use decisions.

page 57

ASTORIA

P9 Qraft Administrative Rules for Emarine Miti2ation in Ore2on Estuaries 1982.
H
Includes Oregon Mitigation Law, rules, objectives, and the strategies for
implementation, illustrated resource habitat classification system, resource
comparison, n-dtigation policy, bibliographies, salinity maps and records; very
useful.
PLANS/ETC.
Oregon: Astoria

Por COMPREHENSIVE PLAN.
305
H The original COMPREHENSIVE PLAN is out-dated, but has yearly updates in "The
Astoria Code." Due to be redone 1987. Copies available: $5.00.

Por ZONING ORDINANCE.
305
H Outdated, due for updating. Copies available: $10.00

All Permit Files are open to the public.

page 58

ASTORIA
MAPS

The maps are located in the "map" room, and are marked for easy selection.

Old maps of Astoria

Downtown Plan

Topographical map at 209 scale (available for purchase)

Aerial photographs

Public works old maps

Sewage, Water lines, etc. showing locations

Planning and Street maps

Smith Point

Columbia River Bridges

Surveys, grades, sewers, and drains

Monuments

Streets

Structures

Waterfront with harbor lines

Columbia River-general

County Zoning

Traffic Flow, Parking, City Shops

Flood Insurance Study maps

Elevation

Downtown

many uncatalogued maps

page 59

CANNONBEACH

CITY OF CANNON BEACH

This information is at the Cannon Beach City Hall in the Building and Planning
Office.

COMPREHENSIVE PLAN: being
., updated; copies-$ 1.00, (be sure to ask for the
accompanying maps that are not included).

ZONING ORDINANCE: being updated; copies-$4.50.

BACKGROUND REPORT-COMPREHENSIVE PLAN: current; background, base information
for developing the Comprehensive Plan and the Zoning Ordinance. Includes
inventon.es of the natural resources of the area.

1980 CENSUS: demographic information on the area.

MAPS

Maps are available as a part of the COMPREHENSIVE PLAN. You must ask for
them separately from the COMPREHENSIVE PLAN.

Other maps available: Zoning, estuary and shorelands, forested areas, geological
hazards, flood zones, streets, bikepaths, city limits, urban growth boundary,
etc.

pagp 60

HAMMOND & WARRENTON

CITY OF HAMMOND & CITY OF WARRENTON

Information for these cities can be found in the Clatsop County Planning
Department Office, and possibly CTIC. There is no separate source of
information for these cities. This inforination includes COMPREHENSIVE
PLANS & ZONING ORDINANCES, when available.

page 61

JEWELL
JEWELL

Information for Jewell is available at the Clatsop County Planning Office, as a part
of the County CONDREHENSIVE PLAN.

page 62

SEASIDE
CITY OF SEASIDE

The following listing can be found in the City of Seaside Offices in City Hall.

COMPREHENSIVE PLAN: current; available to look at, or for purchase for $5.00.

BACKGROUND REPORT for COMPREHENSIVE PLAN: available to use, not for purchase.

NECANICUM ESTUARY REPORT: Neal Maine. Inventory of this estuary.

FINDINGS: "Necanicum Riverfront Park Floodway Findings and Mitigation Plan."
"Broadway Park Dredging Plan."
"Trails End Resore' information in File form.

PLAN: "Sand Dune Grading Plan."

MAPS: for use in City offices
-Color aerial map of entire area
-Sections of City (aerials), large scale, I" -100"

page 63

US Department of Commerce
NOAA Coastal Services Center Library
2234 South Hobson Avenue
Charleston, SC 29405-2413

NOAA COASTAL SERVICES CTR LIBRARY

3 6668 14111543 8