MIDDLE SCHOOL PROGRAMS SIXTH GRADE CREEK STUDIES Sixth grade students are introduced to the watershed project by studying a creek near their school. Each of the creeks studied are part of the Owens River watershed. The students are introduced to the field sampling techniques used to evaluate the health of a watershed. Prior to coming in the field, the students are introduced to watershed studies through the use of two GEMS (Great Explorations in Math and Science, Lawrence Hall of Science, Berkeley) guides. They explore the interaction in an aquatic ecosystem with the Aquatic Habitats guide and experiment with stream channel development using the River Cutters guide. Following the field program student understanding is evaluated through the Sage Grouse Creek simulation activity. (6th grade CA State Science Standards 2a,b,d,4a,b,5a,b,c,d,e,7a,b,c,d,e,h) Water Quality Water quality is key in the health of a watershed. All forms of life depend on the water and the quality will determine what can live within the watershed. Students run the following chemical tests: temperature, pH, dissolved oxygen, nitrates, phosphates, total dissolved solids, hardness, and turbidity. Electrofishing Study At this station a fishery biologist shows the students how they sample fish using electrofishing. Students learn which species of fish inhabit the stream, where the fish are more often found and how many fish are in a section of the stream. Following the demonstration students learn to handle fish, identify fish species, weig, measure and take scale samples from fish. Back in the classroom, students age the fish from their scales. . Greenline At this station student will learn one method used by botanists to quantify vegetative growth along stream banks. They will learn to identify common riparian vegetation found along the creek and discuss why the quality of stream-bank vegetation is important. Aquatic Macroinvertebrates Aquatic macroinvertebrates are used as biological indicators of water quality and stream health. Students will sample the population of macroinvertebrates in the creek and identify them using a simplified key. Stream Flow The amount of water flowing in a stream can change dramatically from season to season. These changes shape the channel, create habitat for living creatures and influence the streamside vegetation. Using a flow meter the students learn how the amount of water in the channel can be measured.   LOWER OWENS RIVER STUDIES About 60 miles of the Lower Owens River was diverted into the Los Angeles Aqueduct in 1913 to provide water to the City of Los Angeles. The Lower Owens River Project calls for 40 cubic feet per second of water to be restored to this section of the river. Prior to the rewatering, the river channel is dry or has a small flow from springs on the valley floor. Owens Valley students have been collecting pre-project baseline data on both the dry river channel and “wet” sections of the river, which are characterized by large areas of tules and beaver ponds. Beginning in 2007, water is scheduled to once again flow in the river. SEVENTH GRADE INVASIVE SPECIES The 7th grade students will be looking at how the rewatering affects life along the river. They will be focusing on invasive species. The classroom unit Introduced Species, from the Global Environmental Change series, written by the National Science Teachers Association, is recommended to accompany the field program. There is also a plant identification activity to be completed prior to the field studies. Back in the classroom students will calculate a water quality index using the invertebrate data collected in the field and complete the summarization of the plant and wildlife data. (7th grade CA State Science Standards 2,b,c,d,3a,e 5f,7a,b,c,d,e)) Wildlife Sign Wildlife sign can include scat, pellets, feathers, bones burrow, wildlife trails, sounds/calls, and tracks. Students walk through the area looking for signs of wildlife. Baited scent stations are set up the night before to attract nocturnal animals. Students learn to identify animal tracks. Students will compare data collected before and after the rewatering. At part 2 of this station, students learn to identify carnivore, herbivores and omnivores by their dentition (teeth). Aquatic Macroinvertebrates Survey - Watching for the Invasive New Zealand Mud Snail Students will be surveying for the New Zealand Mud Snail in the Lower Owens River while collecting data on macroinvertebrate population of the Lower Owens River. Students will use Hester-Dendy samplers to collect aquatic macroinvertebrates. They will identify and quantify the macroinvertebrates living in the Lower Owens River. Data will be collected and compared from year to year, allowing the students to observe changes in the population while watching for the invasive New Zealand Mud Snail. Invasive Plant Survey At this station students learn to identify the plants that occur commonly along the Lower Owens River. Native uses and interesting facts about the plants are part of a plant walk. Permanent transects for ring vegetation monitoring have been established and prior to the rewatering student’s collected baseline data to be used to monitor the changes in vegetation due to the rewatering of the river. Student will make special note of the population trends of any introduced species that are present.   EIGHTH GRADE PHYSICAL SCIENCE Inyo County 8th graders will further their understanding of the Owens River Watershed, by monitoring the soils and vegetation, stream channel morphology and water quality changes that occur on the Lower Owens River. Prior to coming in the field, the students participate in a simulated watershed investigation, Environmental Detectives, a GEMS guide (Great Explorations in Math and Science, Lawrence Hall of Science, Berkeley. They will also explore the forces that influence the shape of a stream channel by using stream table models. After returning to class, the students complete a soil textural analysis lab and a soil vegetation management activity. . (8th grade CA State Science Standards 2a,b,f,5a,e,9a,b,c,d,e) Soil and Vegetation Investigation Students are introduced to basic soil properties and then describe the following soil characteristics as found in one horizon or layer of soil: depth, moisture, consistency, structure, color, texture, rocks, roots, carbonates, ph, salinity, temperature. Comparisons will be made of river channel soils and upland soils. Vegetation data will be collected for both soil types. Observations will be recorded on soil changes that occur with the rewatering of the Lower Owens River. For follow up students will complete a lab to determine the particle size composition of the soils sampled in the field and then learn how soil and vegetation information collected in the field is used to make land management decisions. Stream Morphology At the Black Rock Study site, the channel of the Lower Owens River is totally dry. In the fall of 2002 the students mapped 26 cross sectional transects of the dry stream channel. In future years the students will continue to map these permanent cross sectional transects and measure the stream flow for each transect. Data will be recorded on palm pilots and in their field journal. Each year they will create graphical representations of the channel and be able to compare them to past years. Water Quality What changes will occur in the water quality of the Lower Owens River during the rewatering project? Using Vernier water quality probes and chemical test, water quality data will be collected. In the fall of 2004, baseline data will be collected from the water flowing down the Los Angles Aqueduct. In future years the students will monitor the water quality changes that occur on the river during the rewatering project. Data will be collected on the following water quality parameters: temperature, pH, dissolved oxygen, nitrates, total dissolved solids, and turbidity.