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




                               COMMUNITY STREAM SURVEYING NETWORK

                                           Results and Recommendations










































        M
                                                              Prepared      by
                                                          michael Kakuska
                                      Tri-County Council for                Southern Maryland
                                                            P.O. Box       1634
                                             Charlotte Hall, maryland 20622

                  TD                                          August 1991
                  225
                  M32
                  K35        tion of this document was funded by the Coastal Resources
                  1991       n,  M aryland Department of Hatural Resources, through a
                             rovided by the Coastal Zone Ilanagement Act of 1972, as
                                administered by the Office of Ocean and Coastal
                             es Management, National Oceanic and Atmosk;heric
                 Adonlaistration.















                                  Table of Contents




                                                                  Page


           Community Stream Survey

           Results

           Discussion
                                                                  17
           Conclusions                                            27
           Recommendations                                        31
           Appendices                                             34



















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











                                     COMMUNITY STREAM SURVEYING NETWORK





              The Tri-County Council's Environmental Specialist organized with local

              environmental coordinators, Maryland Save Our Streams (SOS), teachers and

              others to incorporate stream surveying and aquatic resources education into

              each county's public school curriculum. Although each county pursued the

              effort in their own slightly different manner, many components were similar

              and some very useful insights were able to be drawn.




              The objectives of this surveying effort have been to:


                    -     draw volunteer citizen support to assess water quality in the
                          three Southern Maryland counties,

                    -     train team leaders,


                    -     survey streams and identify and document environmental parameters,

                    -     assess the overall health of the surveyed stream segments, discuss
                          the results, answer questions and suggest what can be done to
                          improve stream quality, and finally,

                    -     make recommendations to improve and perpetuate the program based
                          on these trial experiences.

              At the very outset, organizational meetings were held with teachers, hopefully

              willing to volunteer their students, efforts and serve principally as team

              leade rs - thereby laying the foundation for the stream surveying network.

              Maryland SOS was very helpful and volunteered their support to describe stream

              surveying and promote support for each of the counties, individual programs.

              Nearly 30 different people became involved as active leaders throughout the

              region. Many others showed interest but, for one reason or another, were






                                                      I








             unable to participate. The participants reacted very enthusiastically at

             first and in some instances steering committees were organized to develop more

             specific logistical details.




             Later, the local team leaders from each of the three southern counties were


             brought together to be trained in the field procedures, discuss questions,

             understand how the surveys would be conducted, and basically allow them to

             become more familiar and confident with the exercises. Each county's program

             actually became a unique synthesis of the individuals involved, specifically

             tailored to their own particular purposes: Calvert County's program was aimed

             at high school students, St. Mary's program targeted elementary and middle

             school students, and Charles county pursued dual programs - the first,

             composed of high school teachers and emphasizing biological diversity and

             appreciation for human impacts on water quality; and the second program being

             a "core" of dedicated volunteers to systematically sample the Mattawoman creek


             for various chemical constituents.




             In addition, teachers indicated that pre- and post-activities conducted in the

             classroom would be useful for focusing students' attention on the task at hand

             and also expand on what they learned in the field. Many of these can also be

             easily performed at home. Hopefully their experiences will carry them into
             their' adult lives where they may develop additional and more significant

             opportunities for community involvement. We found that many students were

             already involved in recycling and other environmental protection activities

             and simply needed a previously developed framework, like the stream surveys,




                                                    2










             in which to channel their interests. The fact that these activities can be


             conducted in lieu of typical classroom studies also makes them even more


             attractive.












                                                RESULTS





             Calvert Cop-p-ty

             Encouragingly, the stream surveys coordinated in Calvert county went

             exceptionally well. In all, over 40 sites were surveyed utilizing the efforts

             of nearly 100 students, teachers and outdoor education specialists. After an

             initial promotional/introductory meeting, four high school teachers

             volunteered their classes to participate in the field surveys. From that point

             on, three distinct components were orchestrated to develop the necessary

             background materials and coordinate the operational details. These components

             included:


                   - Local coordination,


                   - Student preparation,


                   - Technical assistance.





             Local Coordination


             Local coordination was provided by Joann Roberts, director of environmental

             education at CHESPAX, a county/State outdoor education program. She was

             principally responsible for developing the pre-activities, described below. In

             addition, she arranged bus transportation, survey dates, organized equipment

             and served as the local contact for problems and other details, working

             closely with the teachers and with whom they trusted.











                                                   4













              Student Preparation

              Teachers were responsible for setting survey dates for their classes,

              arranging permission with parents and other teachers. They conducted the


              pre-activities, made sure the students would be available for the field


              exercises and remained on hand to maintain the general conduct of the


              students.





              Technical Assistance


              Technical assistance was provided by the Tri-County Council's environmental

              scientist who, working through the guidance of Maryland SOS, determined proper

              sampling sites, checked each sampling station for safety and accessibility

              (Appendix A), and also educational content; he planned the days activities and

              basically ensured the program would be conducted in a smooth, orderly and safe

              manner and also have the students back at a pre-determined time to make their

              connecting rides home. Most importantly, however, property owners were

              contacted to obtain their pemission - and in all but one instance, they were

              warmly receptive to the students surveying their streams.




              Venturing onto private property without permission is trespassing; the owner

              of a given property may easily be determined by:




                   0      Talking to folks who live nearby.







                                                    5








                    0     consulting property ownership maps prepared by the Maryland

                          Department of Assessments and Taxation, that may be viewed either

                          at the local Tax Assessor's office or Cou nty Planning and Zoning



              Also, in our experiences, children and teachers were covered under personal

              liability through their school's insurance policy, as it related to student

              field trips and teacher inservice. Stream surveyors not similarily covered

              should proceed with extreme caution because they will be responsible for their

              own health, safety and well-being.




              Program Execution

              Prior to each of the field surveys, teachers conducted various pre-activities

              with their students and also obtained permission from parents and other

              teachers having conflicting classes. The pre-activities included a video

              describing the biological survey, (supplied by Maryland SOS) and a mapping

              exercise (Appendix B) conducted the week prior to the field surveys. In

              addition, the day before each field exercise, the teacher walked the students

              through the assessment procedures (Appendix I) and helped them identify sample

              insects.




              This last activity was particularly valuable and quite interesting. Prior to

              the field surveys, samples of the various aquatic insects were collected in

              separate vials and numbered. Unknown to the students, the insect samples were

              separated into three groups representing excellent, good and poor water

              quality streams (as described in Appendix E). Students were directed to go to

              each of the three stationst identify the insects and, based on what they


                                                    6








              found, assess the water quality of that sample and state their reasons.

              Previously, the numbered vials had been arranged in a master list held by the

              teacher indicating the types of insects within each vial. In this manner, the

              students could check to see how well they identified the insects.



              In most cases, the children were fascinated by the different kinds of strange

              creatures found in their own backyards. Previously, they did not appreciate

              the diversity of life living in these streams and the fact that these "bugs"

              can actually reflect the quality of the water in which they are found.

              overall, th is activity seemed like a welcomed departure from their routine

              classroom activities, and generated both added interest and inquiry.



              The day of each field exercise, the students boarded a school bus, taking them

              to a central outdoor location near an introductory stream. There, the local

              outdoor education specialist described the relationship between land use,

              wate r quality and diversity of these so-called "index" insects. After the

              presentation, the students were divided into groups of between 2 and 5

              (depending on the ratio of adult team leaders to students) and issued a box of

              equipment (hoop and bucket, sample vials, tweezers, assessment forms,

              clip-board, etc ... ) and then boarded the bus. The bus traveled along a

              pre-determined route, dropping off student teams at prescribed locations. By

              the time the bus had released all the students (approximately 45 minutes) the

              driver was instructed to go back to the beginning and pick them back up







                                                    7








              again - in the same order. After this had been accomplished, the entire group

              broke for lunch and the different insects they collected were passed around

              for the others to see. After lunch, the entire drop-off and sampling

              procedure continued once again, on different stream segments identical to the

              circuit planned earlier that morning.




              At the sampling stations, each team would familiarize itself with its

              surroundings, find an adequate riffle to test for aquatic insects and then

              begin the habitat assessment. After the habitat assessment was completed, the

              students began the biological survey, using the "hoop and bucket" method (see

              Discussion, page 20) - tallying and identifying the numbers and kinds of

              inse cts they found in the stream. These two tasks can be done either

              simultaneously or sequentially, depending on the students' preferences.

              Forty-Five minutes seemed sufficient to perform both tasks successively, but

              then there was little time left to relax. At the completion of the exercise

              they went back to the nearby drop-off point and waited for the bus to come

              around, pick them up and return them to school.




              It became evident during the habitat assessment that the students often had

              difficulty interpreting the questions based on their limited experiences. For

              example, it was difficult for students to determine, for instance, "moderate"

              versus "considerable" erosion potential; or "minor," "common" and "frequent"

              bank failure. The students were able to progress through the assessment, but

              with some difficulty. It would therefore be extremely helpful someday to have






                                                    8








             picture presentations provided, showing students examples of the various

             streamside conditions they are likely to encounter. Thus, "minor cut banks" or

             "common bank failures," will no longer be so foreign to them.




             Also helpful would be a simple dichotomous key, once again with pictures,

             students could use to help them identify the insects. At first glance and

             especially to the uninitiated, most insects look much the same. A dichotomous

             key, featuring yes/no questions will help focus students' attention on key

             anatomical characteristics and guide them through the insect I.D. if the

             students have time, they could also take them back to school and identify the

             insects in the lab.




             At the completion of the habitat assessment and insect surveys, scores were

             tallied and the stream's habitat and water quality rated based on the

             students' findings. In addition, existing problems were discussed and

             corrective measures were suggested.




             Adult team leaders were asked not to coach the students but offer assistance


             as needed. Students were told they were responsible for their own analyses,

             and it was quite surprising to see the almost exaggerated activity the

             students took to task. This seemed very much related to the excitement of

             school being held outdoors, the novelty of the activity and, to be quite

             honest, the overall general feeling that their participation was being

             secretly graded and recorded. students, who otherwise probably refuse to

             perform routine chores at home, actually jumped at the opportunity to




                                                    9









             participate, and everyone performed well as team members. It was also

             interesting to see how adept they were at coaxing free information from their

             adult supervisors.




             At one point, a newspaper reporter followed the students to get their

             perceptions (Appendix C). Most of the students were surprised, and commented

             with more than a little indignation on the poor water quality they found in

             some areas. The survey was set up so that, where possible, student teams were

             able to survey both a good and also degraded stream in order to contrast their

             mental impressions as well as their survey results.



             We found the "Hoop and Bucket" method worked very well. It was better suited

             and easier to use in the often shallow streams we experienced: the results

             were less time consuming to prepare, the procedure less vigorous and therefore

             more interesting for the students and finally, the results seemed comparable

             to the seining technique - especially for our purposes. Seining would have

             been better suited for deeper streams where a more disciplined, and

             statistically valid invertebrate assessment is required. In fact, we found

             seining would have been cumbersome and would have probably distracted from

             what we wanted to accomplish here.




             Charles County

             Each of the three counties was a unique experience, attempting to satisfy

             their own particular needs. In Charles county, two approaches were taken: the

             first was to promote stream surveying in the public school system. Meetings

             were held with teachers from four high schools, Maryland SOS and county


                                                   10









             employees. once again, a  training session was held with the teachers at the

             Nanjemoy Creek Environmental Center, where they surveyed the streams for

             insects and become more familiar with the procedures.




             In the second approach, seven other team leaders were trained to become

             familiar with various additional chemical procedures. These included tests

             for temperature, dissolved oxygen, phosphorous, nitrogen, biological oxygen

             demand, turbidity, pH, and alkilinity - using portable chemical kits. one

             complete set of kits cost approximately $200 and would probably allow 50

             routine sample observations. The leaders would assist citizen volunteers in

             the chamical analyses and essentially comprise the "core" element of this

             second approach.




             Initially, both the teachers and other team leaders showed strong interest

             but, as summer arrived we seemed unable to sustain the necessary support. In

             the first instance, the teachers went on vacation and unusually hot

             temperatures made stream surveying a not all too attractive outdoor activity.

             We anticipate pursuing this again this fall once school resumes and summer

             temperatures drop.




             In the second instance, an ad placed in the local newspaper did not draw

             adequate citizen response, and the effort was temporarily set aside. Instead,

             a high scho ol student volunteered his free time to perform the chemical

             analyses. The student was taken through the chemical procedures and later

             left to accomplish the surveys on his own.








             He was later interviewed and stated the surveys went well, and that he

             thoroughly enjoyed doing them. He was able to fulfill half of his parochial

             community service requirements and surveyed nearly a dozen stream sites

             throughout the Mattawoman Creek watershed. Concerns  he had included: low

             stream flows, safety considerations, and particularly - meaningless data.




             Low stream flows often created stagnant stream conditions, and the student

             questioned the validity of his data. Considering this, it might be best to

             conduct the surveys in the future under more "representative" flow conditions

             in the spring and/or fall.




             Another concern his mother had was for the student's safety. Some of the

             sample sites were located some distance beyond his parked vehicle; often he

             fell in, and there are ample opportunities in which to break one's leg. It

             would be prudent, therefore to conduct the surveys with a companion.



             Lastly, the student had no idea what his results meant - is pH 7.3 good or

             bad?, Water quality data is often extremely difficult to interpret and

             surprisingly, college courses on the subject really makes things no easier.

             One needs to take the entire picture into consideration and this can usually

             only be accomplished through years of practical experience and sometimes

             statistical analysis. Nevertheless, the student may be able to satisfy his

             curiosity by contrasting his chemical results with those described in appendix

             D. With some persistance, useful insights can nonetheless be drawn.







                                                   12









              St. Mary.'s County


              St. Mary's county took a somewhat different coarse of action. In the

              beginning, eight teachers belonging to the PACE1 gifted and talented program

              attended a promotional meeting to discuss stream surveying for their teachers

              and students. The PACE teachers showed much interest and later participated

              in a training session held on both Moll Dyer's Run and also Town Run located

              just south of Leonardtown, Maryland. Moll Dyer's Run exhibits excellent water

              quality and was chosen especially for this reason.  Teams of between two and

              three teachers went out separately and performed the habitat assessment and

              also the biological survey. They were pleased with the outdoor educational

              opportunities these activities offered their middle and elementary students.



              The group then moved on to Town Run which also exhibits excellent water

              quality - up to a certain point. This is where a small feeder tributary

              enters the stream. The feeder creek drains a steeply sloped, intensively

              developing area and there was much associated sediment transport. Simple hand

              samples of rocks, twigs and leaf packs showed that the stoneflies and other

              insects present upstream from the tributary were missing below. There were

              also sediment bars, clearly the result of the ground disturbances located

              nearly half a mile away. The teachers enjoyed the presentation and thought it

              illustrated human impacts on stream quality in a manner children could

              appreciate. They suggested we arrange another workshop with more teachers







                   1Program. for Advance Challenge and Enrichment.


                                                    13








              early in the Fall. This would give them time to plan and get their students
              involved. They particularly liked the mapping exercise, the video and

              actually getting out and doing the field exercises. They also pointed out


              that fellow teachers and students would not want to be lectured, and like that


              day, would prefer similar "hands-on" experiences.




              Also, downstream of this site there exists a wastewater treatment effluent

              point, below which were found coatings of green algae resulting from effluent

              loadings of phosphorous and nitrogen. However, this had to be described to

              the teachers because we were unable to reach the site due to private property

              restrictions, briars and lack of available time, Nonetheless, relationships

              were able to be drawn between growth, urban sprawl, failing septic systems,

              eutrophication and the fate of the Chesapeake Bay.



              Although it was too late to incorporate stream surveying into last year's

              curriculum, this year they said they would be better prepared; and despite the

              short time frame, three of the participants were still able to get some of

              their students out to survey streams and were anxious to start up again in the

              Fall. In all, 38 elementary and middle school students became involved.




              The teachers had mixed success. The first teacher took three separate classes

              of 12 students each out to survey the stream behind their own school. Two of

              the three occasions they did not find a lot of insects. She attributed this

              to high water following recent storms, thinking it washed them away. It is






                                                    14









             possible the insects burrowed into the mud to escape the current, or the high

             water did not allow students to properly sample the stream. Less likely, they

             were killed by something toxic washed into the water - although possible.




             Nevertheless, the teacher suggested that sampling take place during low flow


             conditions, when she seemed to have the most luck. Also,it seems that there


             are far fewer insects in the stream during the summer months after most of the

             aquatic larvae have hatched into winged adults.




             As an aside and ideally, the Environmental Protection Agency suggests that

             insects be surveyed while they are really stressed, and summertime is the best

             time to take account of what will survive the dry season. on the otherhand,

             we found it really doesn't make for a very interesting field trip.




             Sampling is probably best during fall, winter or spring, although in the

             winter the water is really cold. There were also other difficulties: the


             second teacher somehow lost track of her two student's progress and another


             teacher took a group of her students down to a local stream, but decided not

             to let them survey because of unexplained substances in the water she thought


             looked unsafe.




             These difficulties will remain common, considering the limited background

             those teachers have to explain or incorporate these unfamiliar circumstances.

             This has not discouraged them, however. It is important to note that during

             each field surveying exercise all kinds of questions and observations came up;

             brought about by all kinds of strange kinds of insects, unusual circumstances



                                                   15








             and other interesting events unique to each event: we found nests of spawning

             brook lampreys, watched water striders, stumbled upon an occasional deer

             skeleton or turtle shell; we walked through unusually large stormwater

             culverts that had only a trickle of water flowing through them (anticipating
             large storm'events from developed property), we made wishes on whirling water

             beetles that write your wishes in the water, we kicked-up an occasional racoon

             or whitetail deer, we witnesed destructive land uses, we talked about

             employment opportunities outdoors, and occasionally someone fell in - all in

             all it was great fun.




             overall, the teachers were pleased with all the activities and have

             volunteered their continued support. They are also talking with other

             teachers who may also be interested in attending another training in-service

             workshop this coming year. As the teachers gain more experience, hopefully

             they will become more confident and stream surveying may become a more routine

             clas s activity.

























                                                   16













                                               DISCUSSION


             Lately there has been growing interest and activity concerning the development

             of a community-based stream surveying network, being spread throughout

             Calvert, Charles and St. Mary's counties. Clearly there is public need. At

             this time little, if any water quality data has been, or is being collected

             from the many stream systems draining the land and emptying into the

             Chesapeake Bay.



             The method outlined below is probably the most cost effective means of

             obtaining large amounts of valuable water quality data, throughout the region,

             while simultaneously heightening people's appreciation for the.relationships

             between their actions and surrounding environmental quality. The effort here

             reflects other successful experiences in Anne Arundel and Baltimore counties

             and other areas that have benefited from citizen involvement and especially

             the experience and guidance supplied by Maryland Save Our Streams (SOS).



             The methodology presented below is based on the principle assumption that

             water quality is reflected in the numbers and types of insects living within a

             particular stream segment, For example, pollution-tolerant insects thrive in

             degraded waters and will usually exhibit misleading large numbers of

             individuals, but low species diversity. Pollution-intolerant insects, on the

             other hand, survive only in clean water, and upon closer inspection one will

             find a more diverse array of these so-called "index species".







                                                   17








              Biological monitoring, unlike chemical and physical analysis, is a simple and

              inexpensive way to record a "snapshot" of a stream's health. Expensive

              equipment and highly skilled people are not required and unlike most chemical

              'examinations, this method allows detection of impacts from substances that

              have quietly long since washed away. Examples of the stream insects and

              crustaceans that can be used to assess stream quality and also their

              sensitivity to pollution are included in Appendix E. As described earlier,

              pollution-sensitive index organisms can only live in excellent or good quality

              streams; somewhat tolerant index organisms will be found in fair quality

              streams and finally, an abundance of pollution-tolerant orgamisms will reflect

              poor water conditions.




              According to another, simpler methodology developed by the Maryland Save our

              Streams program (Appendix F), stream quality is rated excellent when

              stoneflies, mayflies and caddisflies are present. An excellent quality stream
              is suited for all human uses. If both mayflies and caddisflies are present,
              but 6toneflies are missing, the stream is in good condition. Such a waterway

              is suited for most human uses - except drinking. If only caddisflies are

              present, stream quality is rated only fair. A fair quality stream is unfit

              for swimming, but may be okay for wading; it probably supports few game fish

              and would be a poor water supply source. If none of the insect groups are

              present, the stream is rated poor. A poor quality stream is unfit for most

              human uses. It is probably devoid of fish life. This method is not

              "scientific," nor is it as detailed as the preceding technique; but it is easy
              to perform and can provide useful information to help identify and target

              pollution problems and corrective strategies.


                                                  18











             Either of these two methods will yield similar results however, the former

             accounts for a more diverse array of species that may be of interest, while

             the latter may be employed in sake of time or participants less experienced

             identifying insects. We chose the former, largely because it was more

             challenging to the participants and also because it more clearly illustrates

             the important relationship between insect diversity and environmental quality.



             There are three methods, described below, that can be employed to collect the

             insects - based almost entirely on one's ambitions. The first is the most

             accurate, but is also more laborous and time consuming. This insect

             assessment utilizes a "kick seine" that has small 3 in. x 3 in. squares marked

             on it.




             As indicated in the sampling procedure (Appendix G), the participants place

             the seine in the water immediately downstream of a gravel riffle and then a 3

             ft. by 3 ft. section of substrate is agitated: cleaning rocks, sticks,

             sediment and other debris. Then, successive individual 3 in. x 3 in. squares

             printed on the screen mesh are picked clean of insects, which are placed in
             marke'd vials for later identification. Each individual square must be picked

             entirely clean of insects before proceeding to the next one. This activity

             continues until a minimum of 100 individuals have been collected. If 100

             individuals cannot be found, the entire net should be examined, and duly noted

             on the survey sheet. The sample vials are then marked and returned to the

             laboratory where the insects are carefully identified and counted. Insects

             can be tallied in the field howe ver, moderate experience is required to


                                                   19









             quickly and correctly identify them. Appendix H describes the species

             Diversity Index (d) as it relates to water quality, or another similar

             approach that simply examines the number of taxanomic species. In effect, the

             3 in. x 3 in. sections force the investigator to sample the stream in a

             strict, statistically uniform manner, eliminating the natural tendency to bias

             the sample by picking larger, and often more active insects.



             This method offers valid "scientific" biological information and requi

             significantly more time, experience and patience then the "Hoop and Bucket"

             method we employed, described below. From our experiences, kick seining would

             have been better suited for larger, deeper streams than we found, where a more

             statistically valid assessment is required. Many of the streams we surveyed

             were too shallow to allow kick seining and, for our principally educational

             purp oses, the "Hoop and Bucket" method was sufficient to meet our objectives.



             As the name implies, the "Hoop and Bucket" method for invertebrate assessment

             utilizes exactly that: a 9 in. embroidery hoop fitted with fine mesh

             screening available at no charge through Maryland Save Our Streams, and of

             course, a bucket. The bucket is filled with water and then sand, leaf-packs,

             stones and twigs are vigorously agitated in the water and subsequently

             removed. The water sample is then poured through the hoop mesh where the

             insects can be identified, counted and collected in small sample vials and

             then recorded on a summary sheet.



             This was the assessment technique that worked best for us.




                                                   20








              A final and even simpler method is to simply grab handfuls of stones, clumps

              of leaves or sticks, turn them and see what is living underneath: in general,

              stone flies indicate excellent water quality, mayflies indicate good,

              caddisflies can live in fair conditions and absence of all three insects

              indicate poor water quality.




              In order to make any meaningful sense of the biological survey, a Habitat

              Assessment is also performed (Appendix I) and all this information included on

              the final summary sheet that facilitates the data being fed into Maryland Save

              Our Stream's central computer system.



              The Habitat Assessment rates streamside characteristics like runoff potential,

              streambank buffers and stability, channel capacity and sedimentation,

              substrate and habitat diversity, etc. ...; on a principally objective basis to

              arrive at an overall index score, or habitat rating. By comparing the habitat

              rating with the biological survey, one can usually determine the relative

              amount of impact to a particular stream segment.



              For,example, a stream showing either good or excellent habitat but having only
              fair or poor water quality tolerant insects, indicates a stream that is being

              impacted. Very often it is possible to look at the mix of surrounding land

              uses to determine the cause of impact. In other cases, more vigorous chemical

              or biological scientific analysis may be necessary. sometimes poor insect

              diversity is the result of poor habitat, that can either be natural, or

              created by negligent human actions. Nonetheless, these impacted areas need to

              be identified and documented. In this manner, often limited water quality


                                                    21








             restoration efforts can be directed where they are needed most; through

             measures such as stormwater and sediment control devices, buffers or

             streambank stabilization.




             Although our data is well suited as a rough estimate of stream quality, this

             activity was principally designed to increase students' environmental

             awareness. Nevertheless, our experiences show the students, data was very

             often consistent with surrounding environmental parameters; but realistically,

             quality assurance cannot be guaranteed working with inexperienced

             school-children, often doing this for the first time. Also, it was a

             tremendous amount of work finding acceptable sampling sites, obtaining
             permission, etc ... ; and the sheer logistics of the exercise really does not

             allow for many new sites to be sampled by more large groups of students.

             Instead, those resources might best be used to employ a single trained

             technician in the natural sciences, to compile the data in a disciplined and

             more meaningful fashion (discussed later) - as a matter of fact, our purposes
             were to inspire these students in exactly this, and also related type

             professions.



             As one would expect, the field work described above can be time consuming and
             there are hundreds of miles of streams in each of the three Southern Maryland
             counties. The question then becomes: how can this be accomplished given the
             very limited staff resources and funding available for this far-reaching task?



             One suggestion was to incorporate stream surveying into the public school

             curriculum. The benefits are cl early evident:


                                                   22












                          employs an otherwise "captive" audience,

                          utilizes a formal organizational structure - the public school
                          system,


                          adult teachers are available to lead student teams, and conduct
                          field surveys,

                          opportunities exist for related post-activities like storm drain
                          painting, tree planting, etc.,

                          young adults offer a unique constituency for environmental
                          protection - now and in the future,

                          quality of the data is usually good since the students believe
                          they are being graded on their efforts,

                          manpower is freely available,

                          students employ practical applications to what they have learned
                          in school and finally,

                          it beats sitting in class.



              one possible niche for stream surveying in Southern Maryland is in April, 1989
              the Maryland State Board of Education enacted an environmental education bylaw

              (Appendix J). The bylaw specifies the purpose of environmental education and

              establishes the minimum program that local school systems must include within

              existing curricular offerings. The bylaw places particular emphasis on
              assisting students in applying knowledge learned in different subject areas,
              at both a personal, home-based decision making level and at the community
              level. outdoor education and science are particular areas in which the bylaw

              is being implemented.









                                                   23








              FY 92 will be the eighth year that the Department of Education has provided

              funds for environmental education to the 24 school systems in Maryland. Funds

              are used by school systems for program and curriculum development, teacher

              training, and the purchase of instructional materials. Funding is coordinated

              through the Department of Education specialist in environmental education and

              is currently targeted at implementation of the environmental education bylaw.

              In addition, teachers are always looking for interesting instructional

              projects for their children that they do not otherwise themselves have time to

              develop.



              Another inc entive can be found in a new package of graduation requirements

              proposed by the Maryland State Board of Education last March. One component

              would make high school students perform 75 hours of community service as a

              requirement for graduation. However, a decision on the proposed requirements

              is not set until November 1991.




              By proposing the community service and other increased course requirements,

              the State Board of Education hopes to meet the goals of Maryland's education

              reform program called "Schools for Success." The graduation requirements were
              revised to prepare high school students for further education and employment.


              Should the measure pass, Maryland will be the first state to have a public

              service requirement. The first wave of students affected would be those

              starting ninth grade in September 1993.






                                                   24








              Opponents of the proposal say that, although they certainly appreciate the

              spirit of doing something worthwhile in the community, students may face

              trouble with transportation, especially in rural areas. They feel kids living

              in rural areas do not have the same opportunities to do community service as

              in urban areas.




              But consider, Maryland is blessed with 17,000 miles of streams and rivers.

              These waterways are so pervasive that anyone will find a stream within a

              fifteen minute walk of every home in the State. Five thousand miles of

              Maryland's streams have already been degraded, and we are losing more each

              year. These streams are the source of a great economic and environmental

              resource; serving actually as the circulatory system for the Chesapeake Bay.

              Nonpoint pollution sources abound - many of which go completely unnoticed.

              Students can therefore help monitor the pulse of the Chesapeake Bay and even

              prescribe corrective measures. They can work individually, in teams or as

              part of classroom field visits.




              Historically, teachers simply informed students. But, the emphasis now is for

              kids' to apply what they have been taught; taking established principles,

              making decisions and acting upon them. simple awareness and information is no

              longer enough. Rather, students need to be walked through the "doing" part.

              The Department of Education is currently developing a statewide

              criteria-referenced testing program for grades 3, 5, 8 and 11. Environmental

              education will be integrated into the science and social studies component of
              this,program that will begin in May 1992. This is the beginning of a

              different education process that emphasizes more active involvement. Tests


                                                   25









             will require students to apply what they have learned; and kids learn and

             profit most when they are actively "doing" things. Hopefully, this system

             will produce more active citizens   and besides all that, it's fun.





















































                                                   26











                                                  Conclusions


              Even though Maryland Save Our Streams takes three months to organize their 100

              points monitoring effort (which has taken years and much commitment to

              develop), their experiences and those outlined previously indicates that there

              is another, possibly easier way - depending on one's objectives and especially

              on the incentives that one makes available to the participants.



              For instance, given the amount of time, money and effort to coordinate

              something similar to a single 100 points stream surveying effort, it may be

              much easier to fund a single position in each, or all three southern Maryland

              counties. That employee would be responsible for sampling select sites

              throughout each county for the typical chemical, physical and biological

              parameters, and move around between watersheds. Given the relatively short

              amount of time required to sample each site, the stream surveyor could

              probably sample as many as ten sites per day. over a year's time, that is a

              lot of valuable water quality and land use data. In addition, Maryland SOS

              will incorporate this data into their central computer system. This

              information would clearly be useful, by establishing baseline conditions and

              also' "red-flagging" those areas where corrective strategies will have the most

              benefit.




              Assuming that stream quality data is a local priority, there are many positive

              aspects associated with this type of approach:


                    -  itFs simple,

                    - it generates large amounts of reliable information,

                    - and it is cost effective


                                                      27










              Walking entire stream segments, on the otherhand, to gather the data and

              identify nonpoint source pollution sources, we found, is cost prohibitive and

              therefore not recommended. Time would be much better spent sampling strategic

              points throughout the watershed, like at the mouths of tributaries and

              subwatersheds. In this manner, more ground can be covered and less effort

              will be wasted on sections that may not otherwise be impacted. Most stream

              segments are adequately buffered, and one quickly begins to realize this after

              they have spent time trying to fight their way through the thick undergrowth.

              In addition, most disturbances originate beyond the 100 year floodplain.

              Instead, sampling points at strategic locations will help identify human

              impacts upstream and allows problem areas to first be identified, and then

              targetted for more thorough investigation or corrective action, as necessary.



              The single largest obstacle, of course, is lack of available funding. Charles

              county attempted to avoid this difficulty by employing the volunteer services

              of a parochial high school student seeking community service credits. The

              Tri7County Council is also right now attempting to attract undergraduate

              student interns from St. Mary's College. Regardless, lack of adequate funding
              incentives does not allow any routine or continuous sampling program and so

              far, hamstrings most efforts for meaningful data collection.



              on the other hand, another possibility, as indicated in this report, is to
              inco'rporate stream surveying into the public school curriculum, to develop a
              more impressionable educational slant, and also attack the problem at the

              source. This was accomplished very successfully in Calvert County and large


                                                     28









              strides gained in St. Mary's and Charles counties. This success seemed

              particularly dependent on the strong commitment and planning efforts

              coordinated among the local participants.



              However, there are still many difficulties to be overcome; the largest of

              which centers around competing classes. It was difficult for teachers to

              schedule an entire day for their students to go out and sample streams. other

              classes had tests and important lessons that were missed and had to be made

              up; and there were also music and sporting events, each with their own

              conflicting interests. Nevertheless, if Calvert County can maintain the same

              strong commitment it has received from its outdoor education director and

              local teachers, it will have clearly established itself a successful model for

              a self-sustaining stream surveying network. Also, the environmental bylaws

              and the prospects for community service requirements can only enhance

              participation, since stream surveying is easy, it's fun and not surprisingly,

              many students are genuinely concerned for the condition the Chesapeake Bay

              will be left for them.




              Ideally, stream surveying to satisfy community service requirements needs to

              be expanded and promoted throughout the three southern Maryland counties.

              First of all and most importantly, there is strong incentive: it would be

              required for students to graduate, it helps save the Chesapeake Bay and
              besides all that, it's fun. community service would allow students to survey

              streams on their own time and possibly team up with their friends. This would

              allow much greater flexibility, reduce conflicts and open up more strategic
              sampling sites that are otherwis e not available to the typically large groups


                                                   29








              of students on field trips, limited by the relatively few stream crossings

              accessible to school buses. Community service would encourage stream

              surveying on students' own time, after school and on Saturdays - thereby

              avoiding conflict with other classes. The activity would be less costly,

              requiring far less adult supervision and organization and finally, stream

              surveying has many educational and professional spin-offs. If nothing else,

              students may receive a certificate recognizing their efforts (Appendix K).



              Community service requirements need to incorporate and take advantage of these

              many fine environmental and educational activities to monitor the pulse of the

              Chesapeake Bay - at the same time harness the excitement and challenge of once

              again being young, but otherwise confined to a desk sitting in school.



























                                                   30













                                              RECOMMENDATIONS

              Given the limited funding for the project, it seemed tremendously successful:

              an activity framework was developed and tested, valuable insights were gained,

              and over 50 sites were sampled throughout the southern region in this very

              first year. But most importantly, we gained a toe-hold for stream surveying in

              the southern region by organizing a core of team leaders in each of the three

              southern counties. As the word spreads, we hope that people will become more

              curious about the stream quality flowing through their own backyards, and go

              out and investigate their streams using the methodology described here that

              their children may bring home.



              But to begin with, we found initiating a successful surveying effort very much

              centers around providing adequate incentives: it is very difficult to ask

              someone else to work free of charge that you, yourself would be reluctant to

              perform. Yes, people care for their environment and yes, there are those

              select individuals that will without hesitation volunteer their Saturdays to

              survey streams on a hot summer afternoon; but finding these individuals and

              organizing single events takes considerable time and effort - witness the

              Maryland Save Our Streams, 100 points monitoring program in Baltimore county,
              which takes three months to organize and another two months to identify the

              insects (Appendix L) - and they possess the funding, staff experience and
              standing reputation for environmental activism, as well as a pre-existing,

              centralized network for successfully drawing citizen support.








                                                    31








              This became particularly evident last season. Local stream surveying events

              advertised in Calvert and Charles counties drew not a single participant. Team

              leaders, composed primarily of government employees were present, but no

              private citizens showed up. This must in no way reflect the fine efforts of

              the organizers but rather, human nature - after a hard weeks-work, people

              probably find better activities to occupy their precious free time. Many of

              the teachers involved were also reluctant to commit to any formal or routine

              sampling program and preferred instead to remain very flexible and do much at

              their own leisure.




              Nonetheless, a few final simple guidelines will help get the most out of local

              surveying programs:




              0     Provide adequate incentives.



                      - Hire a single, full-time intern stream surveyor.



                      - Take advantage of environmental bylaws and community service

                        requirements to enlist interested students.



                      - Incorporate stream surveying as a classroom activity.



                    Identify and enlist the support of key community organizers: scout

                    leaders, science teachers, environmental coordinators, etc. - and

                    do not forget media exposure.





                                                    32









              0     Ensure that momentum does not expire, through close coordination

                    and follow-up.



              0     sample at strategic locations: near road crossings and at tributaries,

                    and look back up at the surrounding watershed.



              0     Most importantly, have fun. Stream surveying is an excellent excuse to

                    get outdoors - you will find every event results in a tremendously

                    unique and satisfying experience.








































                                                    33





      Appendix A


                                 SAMPLING STATION INVENTORY FORM




            STATION NO                   DATE:                    TIME: AM PM

            STREAM:                           LOCATION:


            INVENTORIED BY:



            YES NO     Is there safe, convenient parking for at least one car? A car
            should be able to pull fully off the road. The parking location
            should be located within a convenient walking distance from the
            stream. Please describe any other parking factors:



            YES NO     Are "No Trespassing" signs ABSENT on at least one side of the
            stream crossing? If both sides of the crossing are posted then we
            will either drop the sampling station or attempt to secure the
            property owner's permission. Please describe where, if any, signs
            are posted:



            YES NO     Is there a safe, easy way to get down to the stream? We want
            to avoid sending people to stations where they have to climb steep,
            dangerous, banks; crawl through dense patches of thorns; or come
            in contact with vicious dogs.         Please describe any accessibility
            factors:



            YES NO     Can you see at least one riffle from the crossing? A riffle
            is a place where the stream flows shallow and swift over stones or
            boulders. Since the sampling can only be performed in riffles,
            these channel forms must be present. If no riffle is visible from
            the crossing, please give general location of first visible riffle:



            Please note any other factors which may affect the suitability or safety
            of the station:











        Courtesy: Maryland Save Our Streams                                          A-1






        Appendix B

                                            MAPPING THE WATERSHED


                What is a Watershed?
                    Not everyone lives by a stream, but we all live in a watershed - the ultimate source of every
                stream.
                    A watershed, or stream basin, includes the entire area - visible and invisible - drained by a
                particular creek or river. The visible area is the landscape on which rain and snow fall.
                 Surface water then runs off into streams and rivers or collects in lakes or in shallow
                depressions, which are collectively called wetlands.
                    The larger, invisible portion of the watershed lies beneath the surface, within the permeable
                soils and rock which act like a giant sponge. There, rainwater that has infiltrated the surface
                collects as groundwater above deep impermeable layers or rock or clay.
                    This underground water flows in tiny pores between the soil particles, through rock caviites
                and fractures, and along underground channels, following the slope of the underlying solid rock
                until it drains into a stream channel. If the water table (top of the groundwater) is above the
                level of the stream bed, water flows from springs, seeps from the stream banks, or bubbles up
                through the streambed into the stream channel to run out as stream flow.
                   The quality of a stream or a river is a product of what happens along the stream bank and in
                the watershed. In a watershed which has been transformed into housing developments, parking
                lots, farms, businesses, and highways, many potential water pollution sources exist.
                Eventually, pollution from these sources will effect stream's ability to support fish or other
                living things.

                1. List some sources of point source pollution found in a watershed that may effect the
                environmental "health" of a stream.

                -------- ------------------------------------------------------

                -----------------------------------------------------------------
                2. List some sources of non-point source pollution found in a watershed that may effect the
                environmental "health" of a stream.

                     ------------------------------------------------------------ --

                -----------------------------------------------------------------



                Purpose of activity:
                ï¿½ To map the watershed of the stream that you will survey
                * To identify the land use of the watershed
                ï¿½ To predict any potential sources of pollution which may effect
                  the environmental quality of the stream that you will survey

                Materials:
                Topographic maps                     fine line magic markers or
                Land Use maps                        colored pencils
                Highway maps                         acetate sheet


                Procedure:

                1. Locate the stream that you will survey on the topographic map. Find where the stream starts
                  and where it empties into  the next largest stream or river.


       Courtesy: CHESPAX, Calvert County Environmental Education
                Program                                                                                            B-1









                2. Mark the stream and its tributaries with a fine line blue magic marker so that it can be
                     readily distinguished from the surrounding detail.
                3.  Using contour lines as your guide, trace the perimeters of the watershed with your pencil.
                a.  each of the contour lines around the stream represents a 20 ft. rise in elevation.
                    Approximately every fifth line is slightly darker than the rest. If you follow this line yo
                    will find a number printed on it. This is the elevation of that point above sea level.
                b.  Place your pencil on the stram at any point along its course. Move it uphill perpendicular
                    to the stream, as if you were walking uphill away from the stream. When you get to the
                    ridge or the highest point, put a mark there. Do this first on one side of the stream and
                    then the other.0
                c.  Repeat step 4 at the other intervals all along the stream from its mouth to the headwaters.
                    You will now have an irregular semicircle of dots froming a halo around the stream.
                d. Connect the dots. All the land area within the halo drains into the stream that you are
                    studying. Any sources of pollution that you observe in the stream that you will survey may
                    come from anywhere within the area upstream from your survey location, but generally
                    from nowhere else.
                e.  When you are sure the watershed boundary is accurately marked, go over the pencil
                    marks with a red magic marker. You should have a picture looking something like this:
                                                       "- @5

                                                                                  ---------- -
                4. Place an acetate sheet on top of the watershed map and secure it with tape. Trace the stream
                    in blue and the watershed in red onto the acetate sheet.
                5.  Us ing Land Use maps and highway maps, add prominent land marks (highways, towns,
                    housing developments, sewage treatment plants, parking lots, shopping centers, etc.). You
                    may want to find out more about this area on your own to determine if there has been any
                    changes in land use in the last several years.
                6. Using the map that you have constructed, list any potential sources of pollution which
                    may effect the environmental quality of the stream that you will study.




                7.  How could you possibly test the stream to see if these kinds of pollution where actually
                    present?



                8.  List any county, state, and federal agency that you would contact if you discovered a serious
                    pollution problem in a stream. ( You may want to use the blue pages of the phone book to
                    give you some ideas.)
                       County
                      State
                       Federal










                                                                                                                    B-2


~0


         Appendix C                                                                     Calvert Independent, April 3, 1991




                                                                                                                        ~qM~r~-~1~11~b            ~0          ~0
                                                                                                                     ~8qHa~8qis~8qi~4qng th~0qe~6qi~8ql~-
                                                             ~'~J
                                                                                                                      consciousness
                                                                                                                      ~8qD~qiviroii ~4qnien tally speaking
                                                                                                                                David Ropi~ski                             Ponds~, Battle Creek ~qC~qy
                                                                                                   ~6~,                                                                                                                press
                                                                                                                                                                                                                                    Stud
                                                                                                                                Staff ~qR~eporL~er                            Swan~ip ~i~n~(~q[ lite Calvert Marine
                                                                                                                                                                          Musc~i~t~in ~t~o help educate t~qhe                                        SURVEY,
                                                                                                                     On -Wednesday a group of
                                                                                                                                                                          students about t~qhe ~environ-                               streams. "I w~qas
                                                                                                                  Calvert       High School           students            n~i~cnL.                                                    pretty b~ad," lie
                      ~~~qa~;                                                                                                                                                                                         vid~ed
                                                                                                          ~-~qt~,~.    were sent o~u~t on a mission to                              The students were di
                                           ~t~i~l-~- ~Z~4qN-       ~-~-    ~ ~- ~3~'~-~-~-~-           ~ ~                                                                                                                                              When asked
                                              AV~%                                                                 survey four different streams                           into four ~(~qi~qirf~er~en~t~. groups. Each
                                                                                                                  in Calvert County a~nd record                            group went to various streams                             ronmenLal sci
                                                  ~A~4 ~-                      A
                                                  ~6qy ~@~qJ~i~0qR~4qm                                                                                                                                                                           Chris Perrygo
                                                                                                                  their he~a~qll~.h~.                                          that surround the Battle Creek
                                           I  ~X
                                                                                                                     T~h~qis was o~ne of many groups                          watershed. Armed with strain-                             come more e
                                                      . . .......                                   ~-~.~;~F~,         from both Calvert and North-                            ~ers, rubber boots, a~nd a clip-                            aware of the are
     ~ . . . . . .                                                                                                                                       ~-~e cur                              a survey sh~e~c~qt~,~qthe
                                                                                                                  ~ern high schools w~qho ~i~t                           -     board with
                                                                                                                  ren~qtly enrolled in                                      students went to work.
                                                                                                                                                                                                                                        Paul Weil, 17
                                                                                                                                       ~.~11 science classes.                  To determine t~qhe health of                             enjoyed doing ~4qL
                                                                                                                  environment,
                                          ~X
                                                                                                                  T~qhe stream surveys are a w~ay                            Lite s~qLr~e~am~s,th~e students would                           "These field tri
                                                                                                                                                 -s~qt ~ql~i~and ~qt~qhe            grab a handful of leaves arid                                 ou learn some
                                                                                                                                                                                                                                    ~qy
                                                                                                                  that students see fi~t
     7~_~qA
                                                                                                                                                   ~n~Lw~qi~l~ql ~u~ql~qd-            twigs in t~qh~e stream bed. They                             time."
                                                                                                                  effects of pollution ~th~.
     ~qW
                                                                                                                  m~at~e~ql~qy affect ~qt~qhe              Bay or the               p~u~qt ~qt~qhe leaves in a sLra~'~.~i~er to
                                                                                                                  PaLuxenLaiv~er.                                          see what kind of org~inisms live                               Shawn Pete
                                                                                                          ~,~:~:~7~L~'                                                                                                                    peake Beach sai
                                                                                                                     "Too often we Leach ou~qt of                           in ~t~qhe stream. They also c~a~qlcu-
                                                                                                                  books," said Jo An~n Roberts,                            la~ted Lite water flow i~n the                              tal science cl~qas
                                                                                                                  coordinator of t~qh~e CHESPAX.                             stream by placing a small twig                            better unders~4qLa
                                                                                         ~"~'~. ~T~,
                                                                                                                  Roberts s
                                                                    ~T                                                                                                     i~n Lite water and ~qLi~jni~i~jg it for a                       ronmenL and t
                                                                                                                                  aid Lite str~eim stir-
                                                                                                                                                                          se~t distance. Other general ob-                           ment. "I kin
       ~~;~~                                                                                                       veys give a chance for Lite sLu-
                                                                                                                  dents to gain liands-o~n                                 s~ervaLions about Lite stream                              environmental
                                                       ~qQ
         _~
                                             ~t~t
                                                                                                                  experience dealing with ~envi-                           a~nd t~qh~e surrounding arc~a were                             they were a bu
                                                                    ~F~@~,
                                                                                                                  ronmen~t~al problems o~n a local                           ~n~qiso used for~a~n~a~qlysis.
                                                                            ~qN~-                                                                                                                                                      said Peters.
                                                                                        ~4
                                                  ~Z
                                                                                                                  level.                                                     Many of t~qhe students ~v~;~q;~io sur-
                                                                                                                     T~qhe CHESPAX program,                                 v~evc~(~ql Lite str~e~nn~is were sur-                                Michele Fuso
                                                                                                                                                                                                                                        -is interested
                                                                                                                  started two years ago, is d~e                            pi ~Ised it their condition. "It                           w~,
                                                                                                                  signed to help sLud~e~nts in Cal-                         w~as pr~etLy bid," said 1~5-y~ear-                            issues before sh
                                                                                                                  vert County public schools have                         old Ron J~e~tn~ior~e of So~qlomons.
                                                                                                                                                                                                                                    knew there we
                                                                                            ~l~k~.~i~l~d                a ~D~e~tter understanding of Lite                          J~et~inor~e said lite stream lie sur-
     ~~~~~ndi Mars~qtn~q1~ql~er~,                 a 1~q6~-y~e~ar-o~qld Calvert                      ~qI~qligh       S~c~qI~l~o~o~ql          e n~v~ir    ~0 nm~en~qt.Th~e program,                          vcy~cd had very little lif~c:~,~l it.
                                                                                                                  which uses Kings Landing Park                              Craig Johnson, 17, of St.
     ~~~~qf~qt~~t~ checks for                s~qig~iis of life in a stream off G~erM~a~n                                     as its operating base, also uses                        I~con~ard said lie wasn't sur-
     ~~h~p~~l Road i~n Prince Frederick. A~ql~ar~sL~a~ql~ql~cr was ~A~vi~qth ~-~1                                                    other local parks such as ~Jef-                          pris~ed~attl~i~ec~t~indi~ti~o~nof~th~e
     r~up ~~f~2p~p~~p~p~. High Schools Students who spent part of                                                     ferson Patterson ~ql~1ark, Flag                            Sc~c ~SUR~VE~,Y, ~qV~ig~e A~-~q8
     ~1p~~morning on Wednesday survcying local streams for
             ~w~v~iro~n~i~l~i~e~l~i~qt~a~ql ~s~c~qi~c~l~i~c~e class..
 









    Ius in Calvert
    orne more    velopment." Sediment run of
    here were     from construction siLes seem to b
    lidn't even   one of the major factors In th
                  health of the streams, he said.
    teacher at      After the surveys are complete
     doing the . the finding will be shared with the
    y to help   Save Our Streams organization,
     outside of  which will add the information to
     it's great  a data base on the streams and
    They learn    provide baseline data for monitor,-
    ould in the   Ing the health of the streams.


    vironmen-
    Tri-County
    aryland, is
    surveys.
    a the coun-
    ornmunity
    hree coun-
    al streams
    I st  udied.
    ny of these
    counties,"


    relirninary
    
    Many of the
    CTed by de-











                                         C-1





      'Appendix D

             DESCRIPTION OF CHEMICAL PARAMETERS

             Water TEMPERATURE was measured with   a YSI (Yellow Springs Instrument Corporation)
                   TELE-thermometer.    The temperature of a stream is controlled bv shading vege-
                   tATion, groundwater inflow (which in this area averages 55)F year-round),
                   ail- tempera Lure, wind and the volume of the stream.     I-IRA regulations state  
                   that the temperature of natural trout waters (Class 111) may not exceed 68
                   F. Recreational trout: waters (Class IV) cannot exceed 75 0F and all other
                   waters cannot exceed 90 F.  The Big Gunpowder Falls below Loch Raven and
                   its tributaries are classified as Class 1, waters.        Additionally, Save Our
                   Streams recommends that factors, which would change natural stream tempera-
                   ture by more than 20C, not be allowed to occur. Such factors may include
                   heated discharges (cooling and process water), removal of bank vegetation,
                   storm water runoff from paved areas, and so forth.

             Dissolved Oxygen was measured With a YSI Model 57 Dissolved OxYgen meter.            The
                   meter Was calibrated, before and after the survey, with the air saturation
                   method.  ThE amount of oxygen dissolved in a stream is primarily affected
                   by temperature, algae and:organic substances. For any given temperature
                   there is a limit to the amount of oxygen water can hold in solution.           This
                   limit is known as the saturation value. For the temperatures occurring
                   during this study the saturation value averaged 10.0 mg/l. Normally, an
                   unpolluted stream will exhibit dissolved oxygen values within 80" to 120%
                   of the saturation point. Values lower than these, during the day, mav
                   indicate the presence of an excessive amount of organic wastes. Dissolved
                   oxygen levels in excess of 120% of saturation may indicate an excessive
                   amount of algae growth.

             Specific Conductance (conductivity) was measured with a YSI S-C-T Meter.            Th i s
                   parameter expresses the rate at which water will conduct an electrical
                   current. The conductivity of a solution is determined by the amount of
                   ions present. The greater the ionic content the greater conductivity will
                   be. In limestone areas conductivity will range between 100 to 400 micro
                   mhos per centimeter (umhos/cm). In other areas conductivity should be
                   between 50 to 150 umhos/cm. Values higher than these usually indicates
                   a pollution situation.

             Ph Was measUred both in the field, with an Orion Specific Ion Meter and by the
                   I-IRA labratory. WRA regulations require that p1l be between 6.0 and 8.5 in
                   all water classes.    Limestone streams normally exhibit oil values between
                   7.5 and 9.0, while other streams will usually range from 6.0 to 7.5.          ph
                   values below 6.0 indicate the presence of acidic conditions which may be
                   due to industrial discharges, acid rain (possibly), mine drainage, and so
                   forth. Alkaline readings, above 9.0, may result from the presence of a
                   caustic pollutant such as concrete washings, industrial sodas, and others.

             Suspe nded Solids was measured in the WRA labratory.          Solid particles, suspended
                   in the stream, include any matter that is not dissolved and, therefore, will
                  not pass through a filter with 0.45 micron (0.0000176 inches) openings.
                                  
                   These solids usually -include algae cells, soil particles, particles of leaves
                   and other organic matter, and a variety or similar items.         While the U.S. EPA
                   that suspended solids be less than 25 mg/l, unpolluted streams
                   normally have less than 10 mq/1 of suspended solids.

     Courtesy:     "Charles County Stream Quality Study," June, 1980;
            Richard Klein, Maryland Save Our Streams
                                                                                                       D-1




           Dissolved Solids was measured in the WRA labratory.  Being somewhat the opposite
                  of suspended solids this parameter includes all matter that will pass through
                  a filter having 0.45 micron openings.  It may include small molecules or ions.
                  Usually, dissolved solids will be less than 200 mg/l. Although limestone
                  waters may exhibit concentrations greater than this under natural conditions.
                  When the level of dissolved solids exceeds 200 mg/1 a pollution source may
                  be suspected.

            Turbidity was measured in the WRA labratory.  Turbidity is a measure of the
                  amount of light water will transmit. It is affected by any matter present
                  in a suspended or colloidial state.  As such, turbidity does not measure
                  a precise substance but a general characteristic. Substances such as
                  algae cells, suspended soil particles, and colloids such as milk, will affect
                  turbidity values. Normally, turbidity will be less than 10 FTU's.

             Organic Nitrogen was measured in the WRA labratory.  Generally, this parameter
                  reflects the quantity of nitrogen present in organic compounds such as
                  proteins and amino acids.  But it does not include all nitrogeneous organic
                  material.  Organic nitrogen serves as a source of nourishment for stream
                  dwelling micro-organisms and may account for tile bulk of oxygen depleting
                  materials in polluted streams.  Normally, an unpolluted stream will have less
                  than 0.40 mg/1 of organic nitrogen as N.

             Ammonia was measured in the WRA labratory.  Ammonia is a decomposition product
                  of organic nitrogen. It may serve as a nutrient source for algae and other
                  aquatic plants.    At high concentrations it can be toxic to aquatic life.
                  Usually, ammonia levels are below 0.05 mg/l as N. Levels higher than these
                  like high organic nitrogen levels, usually indicate a source of organic
                  waste.

             Nitrite was measured in the WRA labratory.  Nitrite is an oxidation product of
			ammonia.  It is quite unstable in the stream environment and is quickly con-
			verted to nitrate.  It may serve as a plant nutrient and can be toxic in
			high concentrations.  Normally, valuesin unpolluted streams are less than
			0.010 mg/1 as N.  Sources of high nitrite values may include organic waste
			particularly when oxygen levels are depleted.

		 Nitrate was measured in the WRA labratory.  Nitrate is the most readily utilized
			nitrogen source for plant growth.  It is converted from nitrite and can be
			toxic in high concentrations.  At levels above 10 mg/1 as N, nitrate can be
			toxic to human infants.  Sources of high nitrate values  includes excessive
			fertilizer use and organic wastes.  Normal levels of nitrate are usually
			less than 3.00 mg/1 as N, in freshwater streams.

		 Total Phosphate was measured in the WRA labratory.  Phosphorus is a nutrient
			essential to plant growth.  And phosphate (PO4) is the most readily usable
			form of phosphorus.  Total phosphate includes all forms of phosphate occurring
			in a stream sample.  Values are usually less than 0.10 mg/1 as P. Levels
			higher than this may indicate a source of organic waste or excessive fertilizer
			use.

		 Ortho Phosphate was measured in the WPA labratory.  Of the various forms of
			phosphate the ortho is the most readily utilized.  Values in unpolluted
			streams are normally less than 0.10 mg/1 as P.
			



                                                                                                        D-2
 





           Total Or anic Carbon was mcasured in the I-IRA labratory.    This parameter measures
               a        -ni -cany bound forms of carbon.  It can be used as a measure of the
               amount  of food material available to micro-oraanisms.     Sources of Hall TOC
               readings include any input of organic wastes.- Sufficient data does @ot
               exist to give maximum values in unpolluted waters.

           Total Acidiy was measured in the VIRA labratory.      Normally, total acidity will
               be less than 4.0 m91l as CaC03.     Sources of levels higher than this include
               industrial waste, mine drainage, acid precipitation, sviamp drainaqe, and
               so forth.   Ail acidic input to a "free-stone" stream can exert considerably
               more damage than an equal amount of acid released to a limestone water.
               The high carbonate content of the limestone stream will buffer and neutra-
               lize the acid.   Free-stone streams lack this carbonate buffer.      Additionally,
               most headwater streams, except those draining limestone, have an appreciably
               lower buffering capacity than larger creeks.

           Sulfate was measured in the WRA labratory.     Sulfate may st em from precipitation,
               geologic weathering or normal biological activity.      Levels are normally less
               than 50 mg/l. as S.   Higher values may be due to organic waste or mine drain-
               age.

           Total Alkali@i
                        _L@y was measured in the I-IRA labratory.   Being the opposite of
               acidity, alkalinity is defined as the ability of water to neutralize ail
               acid.  In limestone streams 'alkalinity may range from 50 to 200 mall as
               CaC03.   Freestone waters normally exhibit alkalinities of less than 50
               mg/l as CaC03.

           Total Hardness was measured in the WRA labratory.     Hardness reflects the
               quantity of calcium and magnesium present in a stream sample.       Like
               alkalinity, hardness is Qreater in limestone streams than freestone.        It
               is uncertain as to what @'normal" levels'should be.     When hardness is hich,
               yet alkalinity is low, a stream quality problem may be present.

           Chlorides was measured in the 14RA labratory.    Chloride is an ion of tile element
               Chlorine.   Under natural conditions it stems from the movement of water
               through soil and rainfall.    Usually, chloride levels will be between 8 to
               12 mg1l as Cl-, in an unpolluted stream.     Higher values may result from
               sewage entry into a stream or-road salt applications upon the watershed.
               In heavily developed watersheds it is not uncomon to find high chloride
               values in mid-summer when sewage is not present in tile stream.      Salt spread
               upon winter streets can soak into adjacent soils and continually leach into
               neat-by streams throughout spring, summer and into fall.     Chlorides may become
               toxic to aquatic life at levels as low as 400 mg/l as Cl-.













                                                                                                   D-3



    114q'jjUiJU1X L                                                            '8AVE
    Stream insects &-Crustaceans..                                               OUR

    GROUP I TAXA     GOOD WATER QUALITY


                       STONEFLY:
                       ORDER PLECOPTERA

                       1/2 - 1 1/2",
                       6 legs with
                       hooked tips,
                       long ant'ennae,
              nymph    2 hair-like
                       tails.                                         larva





                                                                  CADDISFLY:
                                                                  ORDER TRICHOPTERA
                           DOBSONFLY (HELLGRAMMITE):              Up to 1/2", 6 hooked
                           SUBORDER MEGALOPTERA
                           3/4 - 4", dark-colored, 6    legs      legs on upper third of
                                                                  body, 2 hooks at back
                           many long-feelers on lower half        end. May be in a case,
                           of body, short antennae, 4 hooks       with its head sticking
                           at back end.                           Out.




                                                        WATER PENNY: ORDER COLEOPTERA
                                                        1/4", saucer-shaped body with
                                                        a raised bump on one side and
                                                        6 tiny legs on the other side.
                                                        Immature riffle beetle.
                               "no

              nymph                                   RIFFLE BEETLE:    ORDER COLEOPTERA
                                                      1/4", oval-body covered wiLh
                                                      tiny hairs,  6 legs, antennae.









 1
   A Y F L YORDER EPHEMEROPTERA
   /4   V'% brown, Plate-like gills                            OTHER SNAILS:
                                                               PHYLUM MOLLUSCA
              "Imph                W@



     sides of body, 6 large hooked
 Us, many long feelers on lower                                Shell opens on
 half of body, antennae, 2 or 3                                right or in
 =)ng hair-like tails.                                         center.
 0
 =0                        Courtesy: Maryland Save Our Streams                            E-1




        GROUP 2 TAXA     FAIR WATER QUALITY                          S01411UG: ORDER CRUSTACEA
                                                                     1/4 - 3/4", gray oblong
                                                                     body wider than it is
                                CRAYFISH:                            high, more than 6 legs,
                                ORDER CRUSTACEA                      antennae.
                                1/2 -  6", 2
                                large  claws, 8
                                legs,  resembles
                                small  lobster.






                                                                        SCUD:   ORDER CRUSTACEA
                                                                        1/4", fat body higher
                                                                        than it is wide, swims
                                                                        sideways, more than 6
                                    DAMSELFLY: ORDER ODONATA            legs, resembles small
                                    1/2 - I", large eyes, 6             shrimp.
                                    hooked legs, 3 broad
                                    oar-like tails.
                                                                                   CLAM:


                                                                                   PHYLUM MOLLUC
    BEETLE LARVA:                                      DRAGONFLY:
    ORDER COLEOPTERA                                   ORDER ODONATA
                                                       1/2 - 2", large
    1/4 - 1", light-colored,                    v
                                                       eyes, 6 hooked
    6 legs on upper    half of
    body, feelers, antennae.                           legs.





                                       Y-ph


    WATERSNIPE FLY LARVA:                                   CRANE FLY: ORDER ODONATA
    ORDER DIPTERA (ATHERIX)                                 1/3 - 2", green or brown, plump
    1/4 - 3/4'1 , green, man'               -like legs,     caterpillar-like segmented body,
                             'y caterpil I a r
    conical head, feathery     "horn" at back end.          finger-like lobes at back end.


      GROUP 3 TAXA - POOR WATER QUALITY                                          POUCH SNAIL:
                                                                                 PHYLUM MOLLUSCA
                                                                                 Shell opens  on
                                                                                 lef t


               T
    AQUATIC WORM: ORDER OLIGOCHAETA          MIDGE FLY LARVA: ORDER DIPTERA
    1/4        can be very tiny, thin        Up to 1/4", worm-l-ike segmented
    worm-like body.                         @body, 2 legs on each side.

                     LEECH:
                                      "Ph


























                                                                 BLACKFLY LARVA:
                     ORDER HIRUDINEA                             ORDER DIPTERA
                                                                 Up to 1/4", one   end
                     slimy body, ends                            of body wider,
                     1/4 - 2", brown,          C,
                     with suction pads-                          suction pad.              E-2






     Appendix F


              Stonef lies                         Caddisf lies
           (Order: Plecoptera)                  (Order: Trichoptera)



                      JK-




                                 actual size



       Roachlike body, 2 tails, and     Maggotlike body and 6 distinct leg,
       each leg tipped with 2 claws.


                                 Mayf lies
                           (Order: Ephemeroptera)




                                                          T




        Roachlike body, 2    3 tails, and each leg ends in a. fine point.







    Illustrations from A FIELD GUIDE TO THE INSECTS by Donald -Borror
    and Richard E. White. Copyright 1970 by Donald Borror and Richard
    E. White.                                                       F-1





         Appendix G
                                                    KICK SEINE SAMPLING PROCEDURES



                           1. Walk a 100-Foot section of the stream.       -11c section should begin at least 100-fcet from any
                    human-made modiFication of the channel, such as a bridge, dam, or pipeline crossing. Avoid walking in
                    the stream, since this may dislodge insects and alter the sample results. Compare all of the riffles within
                    the 100-yard section in terms of speed of water flow   and the size of stones lying upon the bed. The kick-
                    seine sample will be collected in the riffle with the greatest speed of flow and largest stones.

                           2. Select a 3-foot by 3-foot sampling area within the riffle where the speed of flow and stone size
                    is greatest.

                           3. Complete the "Habitat Assessment" form in the packet.

                           4. Wash the net off and check it to make certain no insects remain from the last time the kick-
                    seine was used.


                           5.   Place the net along the downstream edge of the sampling area.               The seine should be
                    perpendicular to the water flow. Hold the seine handles so they create at most a 45 degree angle with
                    the water surface. Make certain that the bottom of the net lies against the stream bed, otherwise insects
                    may wash beneath the seine.


                                 PIREc--rlotj
                                                                                      o1RE--T10t-4
                                                                   5 .4-1

                                                                                          L
                                                               OY,



                           6. While one person holds the seine the second person should pick up any stone within the
                    sampling area which has a diameter greater than 3-inches. Each stone should be held submerged against
                    the upstream surface  of the net, while the entire surface is vigorously brushed with the hands to dislodge
                    any attached insects. Try to stay out of the sampling area to avoid biasing the sample. The thumbs should
                    be used to break off  any bumps that may house insects on the surface of each stone. When you think
                    you've dislodged all the attached insects carefully examine the surface of the stone for any remaining
                    organisms. If you're  satisfied that it's clean, then carefully place the stone back where you found it and
                    go on to the next.

                           7. When you've brushed all of the stones, then step into the sampling area at tile upstream edge.
                    Note the time on the second hand of a watch and begin vigorously disturbing the bed with your feet. Try
                    to dig down at ]cast 2-inches into the stream bed. Stir the bed sediments all around within the sampling
                    area. Continue working the bed for at least 60 seconds. At the end of tile 60 second period you should
                    have disturbed the entirety of the 3-foot by 3-foot sampling area. If at that time, the bed is not entirely
                    disturbed, continue working the bed for another 30 seconds.

                           8. Now remove the seine from the stream without allowing any of the insects to wash off the
                    netting. While one person holds the seine handles, a second person should grab each handle close to the
                    stream bed. Now, remove the seine from the stream with a forward scooping action. In this way you can
                    use tile force of flowing water to hold the insects on the net.

                           9. After removing the seine from the stream, carry it to a flat, sunlit spot on tile stream bank.

       Courtesy: Maryland Save Our Streams                                                                                 G-1






               10. Now, you're going to transfer insects from the net into one of the al  cohol-filled vials you were
           provided. Be certain to place the vial on a stable spot where it will not spill. The kick-seine is
           marked off in 3-inch by 3-inch squares. Note which square has the AVERAGE amount of debris.
           Remove all of the insects from this square. As you transfer each insect to the alcohol-Filled vial, call
           out the type to a second person. This second person should record each insect type on tile Aquatic
           Insect Tally portion of tile Sampling Station Data form. Use pencil to record this information and
           all other information. When you think you've gotten all of the insects out of this first square, then
           bring your eyes within a couple of inches of the net. Stare at the net for 15 seconds. If nothing
           moves, then you're finished with that square. If you have less than 100 insects, go on to the next
           AVERAGE dcbris-covcred square. Repeat the process described above. If you still have fewer than
           100 insects after picking this second square clean, then go on to a third square, and so on. You may
           need to pick insects off the entire net. Record which squares you picked clean on the "Insect Tally
           Form".


               11. Thcre are only four types of indicator insects we'd like you to note: stoneflics, mayflies,
           caddisnics, and midges.

                   STONEFLIES have roach-like bodies, long tails, and scurry about the net when prodded with
                   the tweezers.


                   MAYFLIES also have roach-like bodies and long tails, but they tend to sit still when poked
                   with the tweezers while raising their tails in the air.

                   CADDISFLIES have maggot-like bodies (or worm-] ike/caterpillar-like), six distinct ]cgs, and
                   they curl up when poked with the tweezers.

                   MIDGES also have maggot-like bodies, but appear to lack legs or have two stubby looking
                   projections which might be legs. Midges also tend to be small; some look like a piece of hair
                   wiggling on the net.

                   All other insects should simply be recorded as "OTHER".

              12.  When you have removed the insects from the net, complete the "Sampling Station Data Form"
           and fill out the small paper tag. BE CERTAIN TO USE A PENCU, NOT A PEN BECAUSE 71-IE
           INK WILL RUN IN ITIE- ALCOHOL! Insert the paper tag inside the vial so that the writing can
           be seen clearly.

              13. Wish the net out in tile stream and check it to make certain that no insects remain attached.



              14. Before leaving the site, make certain that you have tile forceps, magnifying lenses, pencils, and
           the rest of your sampling equipment.







 mw





                                                                                                                          G-2






                                                       AQUATIC INSECT TALLY
                                            Please use hatch marks to record each insect type.
                                                      For example:                 = 7

                                                               STONEFLIES:
                        (armor-like, 6 distinct legs, toes end in 2 claws, 2 tails, scramble about when prodded)

                                                                                                     -TOTAL
                                                                MAYFLIES:
                                   (roach-like, 6 distinct legs, toes end in I claw, 2-3 tails, raise tails when prodded
                                                                                                       TOTAL
                                                               CADDISFLIES:
                                      (caterpillar-like, 6 distinct legs, no tail, curl-up when prodded)

                                                                                                       TOTAL
                                                                  MIDGES:
                                        (tiny, hair-like, no distinct legs or with stubby projections)

                                                                                                       TOTAL
                                                          OTHER ORGANISMS:
                                        (any other organism not belonging to above insect types)

                                                                                                       TOTAL


                                                    TOTAL NUMBER OF INSECTS COLLECTED:





                      Please mark (x) on this representation of the                                                                        
                      kick-seine the corresponding number and/or
                      letter section(s) of the seine used to
                      collect the aquatic organisms.
                                                                                    area above grid                    
                                                                                                                  
                                                                                     1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 
														17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
                                                                                                  

                                                                                       area below    grid



                                            Initial Stream Quality Rating: (Please    Circle One)
                      a. EXCELLENT:         stoneflies, mayflies, caddisflies, midges present
                      b. GOOD:             stoneflies absent; mayflies, caddisflies, midges present
                      c. FAIR:            stoneflies, mayflies absent; caddisflies, midges present
                      d. POOR:              stoneflies, mayflies, caddisflies absent; midges present
                                                                                           
                                                                                     
                                                                                        











                      If you rated the stream FAIR or POOR, do you have any ideas what the reason for the
                      degradation might be?

                                                                                                                  G-3
 




          Appendix H

               DESCUPTION OF BIOLOGICAL PARAMETERS EXAMINED-

                   Inlany healthy environment one normally f    inds many different kinds of life
               with each kind or taxa, represented by relatively few individuals. As environ-
               mental quality declines the most sensitive organisms are eliminated. This leaves
               a greater quantity of food and cover available for the more pollution tolerant
               organisms. Additionally, the disappearance of other organisms reduces predation
               and competition for the remaining creatures. As a result, a decline in environ-
               mental quality normally produces fewer taxa but a areater number of individuals
               per taxa - where be-fore 12 taxa may have been represented by 10 individuals each,
               following degradation only 6 taxa may have remained but with 20-40 individuals
               per taxa.

                   The relationship described above can be examined through an equation known
               as the Species Diversity Index (_j). This equation yields -a number between 0.00
               to 4.00. The lower the index value the more stressed the environment. The
               diversity index can betranslated into a verbal rating according to the follow-
               ing table.

                               SPECIES DIVERSITY INDEX                    RATING

                                    4.00 - 3.00                         EXCELLENT
                                    2.00 - 2.99                           GOOD
                                    1.00 - 1.99                           FAIR
                                    0.00 - 0.99                           POOR

                   Another approach is to simply examine the number of taxa. Through this
               approach a quality rating can be determined as follows.

                                  NUMBER OF TAXA                          RATING
                                     11 or more                         EXCELLENT
                                       7 - 10                             GOOD
                                       4 - 6                              FAIR
                                       0 - 3                              POOR

                   Additionally, one  should  take a look at  the number  of organisms per square
               foot of stream bed sampled-    Normally, an "unpolluted"   stream will support 15 to
               30 organisms, per square foot of bed when all taxa are     combined. A lesser number
               of organisms, per square foot, may indicate stream quality degradation due to
               a toxic substance or a physical impact- Grea-ter number of organisms usually
               indicate an enriched stream condition such as that resulting from the entry of
               livestock or human body wastes. High nutrient levels may also produce an
               abundance of organisms per square foot. But, like all the approachs given, tile
               use of these general "rules of -thumb" should be done carefully.     A recent flood
               COUld greatly reduce the number of organisms per square foot. And limestone
               streams tend to naturally support a greater number of individuals.

                   Finally, one should examine the relative    'Dercent of sample population ac-
               counted for by each taxa. When one kind of creature greatly outnumbers all
               others a problem is usually indicated.    Also each taxa has its o%%'n stream quality
               pre fercricess .An abundance of dlean water organisms would obviously indicate a
               healthy stream system.



        Courtesy: "Charles County Stream Quality Stud
                     June, 1980; Richard Klein, Maryland Wave Our Streams                          H-1








   Throughout Maryland some 230 genera of insects are knot-in to inhabit streams
   and rivers. These genera are contained within 10 orders, seven of which
   can be conï¿½idered as common. When a stream sample is dominated by any one
   ord& it is possible to make gross statements of overall quality. For in-
   stance;

   Diptera (True Flies) - generally prefer water of poor to fair quality. 'When
   Chironomids (Midge Flies) or Simulium (Black Flies) dominate the sample the
   stream is probably degraded.                          JI

   Trichoptera (Caddisflies) - generally, when these insect larvae dominate the
   sample the.stream is probably in fair condition particularly when one genera
   greatly overshadows all others. When -two or more genera are present, in
   roughly equal numbers, the stream is probably in fair to good condition.

   Ephemeroptera (Mayflies) - generally, these nymphs prefer good quality
   streams. Although one mayfly seems particularly adapted to severely degraded
   urban streams. This nymph may be present when all other life has been exter-
   pated. Generally when two or more mayflies dominate the sample the,stream
   is probably in good condition.
   Plecoptera (Stoneflies) - the stoneflies appear to only occur in good to
   excellent quality streams.

   Generalizations concerning the remaining orders are.rather difficult to
   make. The statements given above may be used when any one order accounts
   foi- 50/'0 to 70% of the sample population.
















                                                                          H-2



         Appendix I                  PHYSICAL HABITAT ASSESSM-E NTPROCED U RES
                                             100 POINTS OF STREAM MONITORING
                                                           PIE-DMONT REGIONS


                    STATION NO:                    DATE:                    TIME: AM PM


                    STREAM:                           LOCATIO     N:


                    HABITAT ASSESSORS:


                          PLEASE RECORD TI-IE MOST APPROPRIATE RESPONSE FOR EACH CATE-GORY.
                        YOU MAY FIND THAT 7711E BEST RESPONSE IS IN-BETWEEN THE GIVEN SCORES
                                 TI-IEREFORE, CHOOSE TIJE BEST NUMBER BETWEEN THE SCORES
                                       AND RE-CORD IT IN THE SPACE MARKED 'YOUR SCORE".
                        REMEMBER TO RECORD OVERALL SCORE AND RAT[NG AT END OFT14IS FORK
                                 USETIM BACK OFTI-HS FORM FOR ANY ADDI[TIONAL COMMENM.


                                                                       Lb W re P,

                                                                          3ANK



                                                                                                        rLooDPLIIN
                                               S1 T? E A rl^
                                                  e,ED

                    LOCAL WATERSI-IED NONPOINT POLLUTION SOURCES: High quality waterways occur when the
                    watershed is blanketed with forest. Nonpoint potential pollution increases as watershed land use shifts
                    from forest, to pasture, to cropland, to developed (homes, buildings, streets .... ). Based on what you can
                    see from the stream rate this habitat factor by estimating the percentages of the following land use:

                    EXCELLENT. No evidence of source. Stable woodland with vegetated
                          drainage ditch. Little potential.                                                      SCORE: 16
                    GOOD: Minor potential. Piped stormwater, minor residential, pasture,
                            fallow ground (plowed land that is left planted or unplanted).                       SCORE. 14
                    FAIR: Moderate potential. Piped stormwater drainage. Parking lots,
                            oi- up to 25% bare ground.                                                           SCORE: 10
                    POOR: Large Potential. Urban industrial paving, feed lots or greater
                            than 25% bare ground.                                                                SCORE: 8
                                                                                                                 YOUR SCORE:
                    LOCAL WATERSHED EROSION: Mud pollution occurs when rainwater transports large quantities
                    of eroded soil into a waterway. Rate this habitat factor by estimating the amount of land visible from the
                    stream which consists of bare, exposed soil.

                    EXCELLENT. Stable woodland with minor grassland/pasture. Minor erosion
                            potential.                                                                           SCORE: 16
                    GOOD: Moderate erosion potential. Minor bare areas visible away
                            from stream.                                                                         SCORE: 14
                    FAIR: Considcrable erosion potential. Moderate bare areas. Storm
                            event erosion.                                                                       SCORE: 10
                    POOR: Almost continual heavy erosion. Substantial bare areas.
                                                                                                                 SCORE: 8
                                                                                                                 YOUR SCORE:
           Courtesy: Maryland Save Our Streams                                                                               1-1







             STREAMSIDE BUFFER: One of the most ef                fective ways of protecting a stream is to maintain a buffer
             of trees and,shrubs along both banks. Note the average and types of vegetation extending out from both
             banks within 50 feet of the stream.


             EXCELLENT: Dominant vegetation trees, with thick shrub/grass.
             GOOD: Dominant vegetation trees, with sparse grass/plant.                                           SCORE: 16
                                                                                                                 SCORE: 14
             FAIR: Dominant vegetation woody shrubs and plants.                                                  SCORE: 6
             POOR: Majority of plants present bloom and grow once a year.
                                                                                                                 SCORE- 2
                                                                                                                 YOUR SCORE:
             STREAMBANK VEGETATION STABILIT'Y: Trees and shrubs are better at protecting strcambanks
             than grasses. Estimate the percentage of the streambanks within 50 feet of the stream that are vegetated
             with woody plants.

             EXCELLENT: Majority of plants are trees/shrubs or grasses. Less
                     than 10171o of bank exposed erodible soil.                                                  SCORE: 20
             GOOD: Plants at 5001o / grass at 5001o. Up to 30% of bank is exposed
                     sand, clay, or mud.                                                                         SCORE. 14
             FAIR: Plants (not grasses) in the majority. Up to 75% of bank is
                     exposed soil. Minor     human alteration through channelization.                            SCORE: 8
             POOR: No grass present, only plants. Greater than 75% of bank
                     erodible. Major concrete/stone channelization.                                              SCORE: 2
                                                                                                                 YOUR SCORE:
             STREAMBANK STABILITY: Based on the results above, estimate the erosion potential of stream
             banks depending upon the the amount of the bank that consists of exposed (erosion susceptible) soil:

             EXCELLENT: Little/no failure. Lower banks covered with root mat,
                     grasses and shrubs. Little potential.                                                       SCORE: 20
             GOOD: Minor cut banks and bank failure. Erosion potential during
                     flood.                                                                                      SCORE. 14
             FAIR: Bank failure common. Up to 50% cut banks. Considerable
                     erosion during high water.                                                                  SCORE: 8
             POOR: Bank failure frequent. Greater than 50% cut banks with almost
                     continual erosion. Channelized with > 50% concrete/stone.                                   SCORE: 2
                                                                                                                 YOUR SCORE:
             CHANNEL CHARACTERISTICSIDEPOSITION: As more mud                              pollution enters a stream, sediments
             (gravel, sand,...) will accumulate within the channel. These accumulations will take                the form of soft,
             liq u icksa nd- like" deposits and unvegetatcd sand or gravel bars. Note the abundance of these formations
             as you walk the   channel.

             EXCELLENT.         Little/no point bar enlargement. Stable bottom, < 5%
                     affected  by large storms.                                                                  SCORE: 20
             GOOD: Minor movement of gravel and channel during flood. Some scour
                     and deposition. 5-30% of bottom affected.                                                   SCORE: 14
             FAIR: Considerable movement of gravel, sand and channel during high
                     wa'ter. 30-50% of bottom affected by flooding.                                              SCORE: 8
             POOR: Almost continual channel sand movement. Greater than 50% of
                     bottom affected. Severe channelization.                                                     SCORE: 4
                                                                                                                 YOUR SCORE:



                                                                                                                                     1-2







                   CHANNEL CAPACITY: Transforming a forest to homes can increase flooding by 100-fold and cause a
                   stream channel to widen through erosion. As enlargement grows worse the water will wet smaller portions
                   of the stream bed. The water in a natural stream will rill the bottom of the channel from the base of one
                   bank to the base of the other bank. The amount of flooding can be estimated by using both visual clues
                   along the banks, such as erosion, as well as calculating how much water fills the stream channel during
                   dryer pcriods. Estimate the average percent of the stream bed which is covered with water, and determine
                   if overflows occur using vegetative clues on the banks.

                   EXCELLENT- Water reaches both banks, no vegetative loss,.         overflows
                           rare.                                                                              SCORE-: 16
                   GOOD: Water almost reaches, or does reach both banks. Little or no
                           vegetative loss, overflows occasional.                                             SCORE: 14
                   FAIR: Water Fills the channel 20-80%. Substantial vegetative loss.
                           Overflows common.                                                                  SCORE:- 10
                   POOR: Very little water in channel. Channelized, or little vege-
                           tation.. Peak flows contained or overflow every rain event.                        SCORE:_ 8
                                                                                                              YOUR SCORE:
                   STREAMBED SUBSTRATE: The composition of the streambcd                 at the riffle can tell us what types of
                   landforms or how local watershed erosion is impacting the stream. Estimate how much of the following
                   is present in the stream bed within the sampling area:

                   EXCELLENT. Stable rubble, rocks with about a 4" diameter (cobble or
                           gravel) on bottom. Little or no sand, algae, or moss.                              SCORF_ 22
                   GOOD: Boulder/Bedrock with less rubble and gravel. Minor sand,
                           gravel and algae.                                                                  SCORE: 16
                   FAIR: Mostly smaller gravel (.5 - 4"diameter) and course sand.
                        .  Major amounts of sand, algae and moss.                                             SCORE: 10
                   POOR: Completely imbedded rubble and smaller gravel, Concrete
                           channel, or streambed covered with algae.                                          SCORE- 2
                                                                                                              YOUR SCORE:
                   WA'IT--R VELOCITY/1-IABITAT VARIETY: Generalize the composition of the streambed and estimate
                   the length and width of the riffle sampled. Next measure the speed of water flowing through the 3' x 3'
                   sampling area. To do this, drop a small stick in the.stream and measure the number of seconds it takes
                   for the stick to travel 10 feet. The 10-foot section should overlap the kick-seine sampling site. Divide
                   10 by the number of seconds to determine water velocity in "feet per second" (fps).

                   EXCELLENT: Variety of particle size. Riffle longer than wide.
                              Velocity (fps) > 3.                                                             SCORE: 20
                   GOOD: Streambed with some limitations in rock size variety. Riffle
                           no longer than wide. Velocity (fps) 2 - 3.                                         SCORE: 14
                   IF-AIR: Major substrate limitation. Velocity (fps) 1 - 2.
                   POOR:     Little or no riffle. Little wave movement. No variety in                         SCORE: 8
                           rocks, channelized. Velocity (fps) 0 - 1.                                          SCORE: 4
                                                                                                              YOUR SCORE:



                                           TOTAL SCORE:                   TOTAL RATING:


                                     EXCELLENT. 156 or More               GOOD/EXCELLENT: 133 - 155
                                           GOOD: 112 - 132                  FAIR/GOOD: 89 - III
                                               FAIR: 68 - 88                 POOR/.]FAIR: 52 - 67
                                                               POOR: less than 52


                                                                                                                        1-3






                               100 POINTS OF STREAM MONITORING
                                  SAMPLING STATION DATA FORM


         STATION                    DATE                    TIME               AM      PM
         STREAM                                      LOCATION
         SAMPLERS


         1. Please describe tile specific location where the sample was collected. For example:
            "300 ft upstream of Rt. 1, next to a large sycamore, and in the center of the stream."




         2. Dimensions of area sampled: - ft. by                      square ft.


         3. Approximate number of seconds used to disturb stream bed:


         4. Water Color: (Please Circle One)
            a. medium brown      b. dark brown    c. reddish brown    d. green brown
            e. yellow brown      f. green         g. other (describe)
            h. clear and colorless



        5.  Water Odor: (Please Circle One)
            a.sewage     b. oily   c. musky    d. fishy   e. rotten eggs   L none
            g. chlorine  h. other (describe)



        6.  Is there black color on deeply imbedded stones?                       YES     NO


        7.  Is there any scum, foam, or other substance on the surface of the water?  YES 1@0
            If yes, please describe the color, abundance, any any other characteristics of the
            substances:





        8. Are there any growths or coatings on the streamb6d?                     YES    NO
            If yes, please describe tile appearancei





                                                                                                 1-4






                     
                     MACROINVERTEBRATE COUNT

                        Use letter codes (A = 1 - 9, B = 10 - 99, C = 100 or more) to record the numbers of organisms found in a
                     3 foot by 3 fool area.    Then   add up the number of letters in each column and multiply by the indicated index
                     Value.


                              GOOD                                    FAIR                                   POOR

                                        caddisfly larvae                        beetle larvae                       aquatic worms
                                        dobsonfly larvae                        clams                               blackfly larvae
                                        mayfly nymplis                          crane fly larvae                    leeches
                                        other snails                            crayfish                            midge larvae
                                        riffle beetle adult                     damselfly nymplis                   pouch snails
                                        stonefly nymplis                        dragonfly nyrnplis
                                        water penny larvae                      scuds
                                                                                sowbugs
                                                                                atherix


                                            # of letters                            # of letters                          # of letters
                                        times 3 =                               times 2 =                            times 1 =
                                        index value         +                  index value         +                index value		+


                        Now add together the three index values=		total index value.
                     Compare this Total index value to the following numbers to determine the water quality of your stream. Good
                     water quality is indicated by a variety of different kinds of organisms, with no one kind making up the majority
                     of the sample.

                                        Excellent(> 22)                         Good (17-22)

                                        Fair (11-16)                            Poor (< 11)

                     Note:   You should lest at least 3 different riffles within a 24-foot area to ensure that you have a truly
                     representative sample which includes all key organisms. You may also want to sample some of the rocks in
                     slower-moving water, nearer the banks, because mayflies and sloneflies are sometimes found there instead.
                   

			   Fish water qualtiy indicators:                 Barrlers to
                             scattered individuals                  fish movement:
                             scattered schools                                beaver dams
                             trout(good)                                      dams
                             bass(good)                                       waterfalls
                             calyfish (poor to fair)                          other
                             carp (poor)                                      none



                     Land uses in watershed: 
                             factories		farming		fields		homes		stores	woods

                     Are there any discharging pipes?		no		yes     It so, how many?

                     Did you lest above and below the pipes to determine any change in water quality and were changes noticed?


                     Describe % and type of litter in and around the stream:





                                                                                                                                                        1-5
                                                                                27
 




                              100 POINTS OF STREAM MONITORING
                                        SUMMARY SHEET


         STATION                    DATE                         TIME            AM P M
         STREAM                                LOCATION
         MONITORS


         Please summarize your findings from the Habitat Assessment, Sampling Station Data Form,
         and the Aquatic Insect Tally on this chart.



                           ITEMS ASSESSED                              SUNVvLARY


                           Habitat Assessment Score


                           Habitat Assessment -Rating

                           Water Color (list letter choice)

                           Water Odor (list letter choice)

                           Black Color on Rocks (Y or N)

                           Surface Substance (Y or N)

                           Streambed Coatings (Y or N)

                           # Stoneflies


                           # Mayflies

                           # Caddisflies


                           # Other Organisms

                           Total # all Organisms

                           Initial Stream Quality Rating

                           Sections of Kick-Seine Used
                           (list letters, numbers)





                                              FOR OFFICE USE ONLY

                  File Number             MDE Stream Code               Watershed Level


                                                                                             1-6






         Appendix J


                                                 MARYLAND STATE DEPARTMENT OF EDUCATION
                                                       ENVIRONMENTAL EDUCATION BYLAW

            01 Program.
                    Each local school system shall provide a comprehensive, multi-disciplinary program of environmental education
                    within current curricular offerings to be taught at least once In the early, middle, and high school learning years.

            02 Purpose.
                    Tho purpose of this environmental education program Is to enable students to make decisions and take actions that
                    create and maintain optimal relationship between themselves and the environment, and to preserve and protect the
                    unique natural resources of Maryland, particularly those of the Chesapeake Bay and its watershed.

           .03 Goals.
                    The following environmental education goals and subgoals should be Incorporated in local school system
                    curricular offerings:
                    A.     Understand and value the diversity and Interdependence of the biological and physical environment,
                           which Includes to:
                           (1)      Observe and investigate the biological and physical environment,
                           (2)      Understand that plants and animals that use the environment to satisfy their needs are linked with
                                    biological and physical components of their environment,
                           (3)      Understand that people have a powerful impact on and responsibility for environmental conditions,
                           (4)      Recognize that as human population increase, Us impact on the environment becomes more
                                    pronounced;
                    B.     Understand and value tile interdependence between the environment and our health, economy, and
                           culture, which includes to:
                           (1)      Participate in activities that demonstrate the relationship between personal health arid tile quality of
                                    tile environment,
                           (2)      Recognize that a viable economy is dependent on responsible use of natural resources,
                           (3)      Understand that Impact of interaction of culture and technology on tile use arid alteration of the
                                    environment,
                    C.     Understand and value how aesthetic experiences provide Insight and enrich interactions with the
                           environment, which includes to:
                           (1)      Develop an understanding of the aesthetic qualities that exist in the environment,
                           (2)      Develop tile skills arid sensitivities to apply aesthetic criteria to environmental concerns,
                           (3)      Develop the ability to formulate I. apply, and communicate personal aesthetic criteria for assessing
                                    environmental issues.
                    D.     Develop and apply their knowledge and skills to protect and sustain environmental quality, which
                           includes to:
                           (1)      Understand how individual decisions arid actions impact the environment,
                           (2)      Apply knowledge of environmental concepts to patterns of personal behavior arid choice,
                           (3)      Apply responsible decision-making to home-related activities impacting tile environment,
                           (4)      Explore arid evaluate careers in the environmental field;
                    E.     Develop and apply knowledge and skills at tile community level for cooperative action to protect and
                           sustain tile environment, which includes to:
                           (1)      Understand how cooperation aniong communities (including citizens, businesses, interest group,
                                    governmental agencies, and others) is essential to maintain arid improve the environment,
                           (2)      Work with others in groups arid organizations to maintain arid improve tile environment.

           04.     Certification Procedures.
                    By September 1, 1990, and each 5 years after, each local superintendent of schools shall certify to the State
                    Superintendent of Schools that the comprehensive programs of environmental education meets, at a minimum, the
                    requirements set forth in Regulations.01 and .03. This certification shall describe flow the regulations are being
                    met at each learning level In accordance with reporting standards developed by the Department of Education.



                                                                                                                                          J-1
 



        Appendix K

                                      Certificate of Adoption






                                                            IOLA
              +4










                                                  77tis is to certify that
                                                      John Doe

                               i.it accordance with the Adopl-A-Stream Prograin sponsored by the
                            Matyland Department of Nalural Resources, Tidewater Administration
                                  and by Magland Save Our Sirenins, in conjunction will,
                                     One Million Maiflanders for the Bay) has acloped


                                                  Moll Dyer's Run
                           and has laken active responsibility for the improvement of this waienvay
                                                     by conducting a

                                  Water Quality Assessment, October 27, 1991



                           Barbara Taylo@l                                 lDr. Torrey Brown
           Executive Director, Maryland Save Our Strearm     Secretary, MD Department of Natural Re-vourccv


                                                                                Sa ve
                                                                                Our



                   Pri-Ird (m mgde-d lwpff



     "Appendix L        TIMELINE FOR 100 POINTS OF STREAM MONITORING
                                  BALTIMORE COUNTY - YEAR I

             13 Weeks Before Workshop
             Define goals event
             Set date for event


             12 Weeks Before Workshop
             Write budget and submit for approval
             Write grant proposal and submit for approval
             kecruit planning committee members

             11 Weeks Before Workshop
             Select points
             Make up tentative day-of-event schedule

             10 Weeks Before Workshop
             Secure event locations
             Make initial invitations
             Hold first planning committee meeting
                  Discuss agenda for workshop
                  Plan recruitment strategies and assign tasks
                  Have volunteers check sites for accessibility
                  Send out initial invitation to workshop participants and
             members
                  Take minutes of meeting

             9 Weeks Before Workshop
             Mail minutes from meeting to those who did/did not attend
             Send letters and invites to Baltimore County school teachers
             Place orders for field supplies
             Set date and recruit volunteers for kick-seining

             8 Weeks Before Workshop
             Send sites for approval

             7 Weeks Before-WorkshoD


             6 Weeks Before Workshop
             check alternative/backup sites for   accessibility to complete the
             list


             5 Weeks Before the Workshoio
             Hold kick-seine assembly
             Check out workshop locations
             Make flyers

             4 Weeks Before the Workshop
             Distribute flyers to planning committee members for disbursement
             in communities

             3 Weeks Before the Workshoo
             Finalize the day-of-event schedule
             Prepare and send out press releases
             Publicize to newspapers and'community newsletters
             Complete all visual aids to be used during the training session
             Prepare literature for inside packets

     Courtesy: Maryland Save Our Streams                                          L-1






               2 Weeks Before the Workshop
               Copy maps for site locations
               Get list of all who received invitations
               Copy literature for inside the packets
               Hold second planning committee meeting
                    Finalize logistics for workshop
                    Place follow up phone calls for those who received invitations
                    Highlight maps of approved sites
                    Collate packets
                    Assign volunteers day-of-event tasks
                    Take minutes


               1 Week Before the Workshop
               Mail minutes to those who did/did not attend
               Recontact VIPs and volunteers who will be included in the agenda
               Prepare literature and materials to be distributed at event
               Courtesy confirmation call to workshop locations
               Write day-of-event press release

               1 Day Before Workshop
               Call press to encourage day-of-event coverage

               1-2 Weeks After Workshop
               Send out follow up evaluations to workshop participants
               Organize field materials, packets and collected specimens
               Go through packets and determine if all site assessments were
               completed and summarize the ratings (insect and habitat)

               4-5 Weeks After Workhop
               Set up and recruit interested volunteers for the insect I.D. class
               Assess evaluations as they are returned stressing strengths,
               weaknesses, and recommendations
               Assess field materials stressing strengths, weaknesses, and
               recommendations
               Assess training materials stressing strengths, weaknesses, and
               recommendations
               Assess actual budget as compared to' the projected budget

               6-7 Weeks After Workshop
               Arrange to have incomplete sites completed
               Hold insect I.D. classes
               Summarize results of data
               Devise a timeline and workplan for site selection and assessment
               of accessibiity
               Revise the timeline and workplan for the initial 100 points
               Devise a timeline and workplan for next phase
               Begin to finalize overall report










                                                                                 L-2









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