Who s Killing Crystal Creek? Exploring a Local Stream s Effect on Public Health

Transcription

1 Exploring a Local Stream s Effect on Public Health ACTIVITY one: The Environmental Suspects What s Causing the? OBJECTIVES: Outline community issues and concerns surrounding a major pollution event through role-playing. Examine types and sources of water pollution. Establish a process and plan for testing and identifying possible watershed contaminants and sources. time allotment: 40 minutes MATERIALS NEEDED PER GROUP: Set of Role Playing Cue Cards (Concerned Community Members 1-8, plus Judge) Student Copymasters for Activity One (pages 1-5) Introduction: In this activity, you ll meet and become a part of a fictional town called Crystal. The hot community issue is the local creek, which has become so polluted that it s poisoning those who swim there or eat the local fish. The burning question in everyone s mind is: Who s responsible for polluting the creek? Using role-playing, testing the water for various chemicals, and identifying and analyzing invertebrates found at various locations along the creek, you ll do the detective work to investigate the crime and discover what s happened along the course of Crystal Creek that s made it a potential killer. Background: Welcome to Crystal, population 6,000, established in the early 1800s on the banks of Crystal Creek, just downstream of an old, now-abandoned copper mine and within an hour s commute of a major metropolitan center. Because of the beauty and serenity of the area, the town s growth has exploded. A small fertilizer factory has moved in, a new shopping mall was recently completed, and subdivisions are sprouting all around the edge of town. However, all is not well in the town of Crystal. Old-timers have noticed the fishing at the state park has dropped off in the last couple of years, and many say they ve gotten sick whenever they ve eaten what few fish they catch. Also, after this year s spring floods, the water in the recreation area looked grayish and smelled bad. Worse yet, several kids became frighteningly ill after an early-season swimming party at the state park recreation area. One of them, Felicia Ramos, the county s best high school basketball player and main hope for next year s state championship, is still recuperating at the local hospital. So, the question facing the town is Who s Killing Crystal Creek? One group of residents is convinced the culprit is Jonas Webster, an aging dairy farmer, who has a small operation on the banks of Crystal Creek. The group wants to file a lawsuit, accusing Mr. Webster of violating the Clean Water Act and endangering the lives of everyone downstream. Another group blames the new fertilizer plant that just started up late last year. The local judge has agreed to hold a hearing during which community members can air their concerns. The goal is to determine if there s enough evidence of pollution for a criminal trial. The action begins at the town courthouse where Crystal residents are gathering for the event...

2 PROCEDURE: 1. Scene of the Crime Before you hear the statements, take a look at the geography of the Crystal watershed. Locate your map of the Crystal Creek watershed (see Figure 1, on page 4). Note where samples were taken and the location of some new commercial developments along the course of the creek. 2. Choose 8 students from your class to fill the role of the townspeople listed below, all of whom are concerned about Crystal Creek for one reason or another. Each of these townspeople will receive a role-playing cue card with the text of their statement and will have 1-2 minutes each to express their opinion. Townspeople roles: Dairy farmer Local environmental activist Elderly fisherman Fertilizer plant PIO (public information officer) Town historian Emergency room doctor Shopping center manager City manager 3. Your teacher will either play or select the role of the Judge, and the remaining students in your class will act as interested residents who are attending the hearing. 4. Listen to the statements made by the various residents of the town. Then re-examine the map and, if necessary, re-read the residents statements. 5. Review the following Environmental Suspects information, and then complete the Assessment portion for this activity. The Environmental Suspects: What is watershed pollution? The simplest definition of watershed pollution is any disturbance that leads to an undesirable change in the physical, chemical, or biological characteristics of naturally flowing water that can harmfully affect the health, survival, or activities of humans or other living organisms. Point source water pollution occurs when harmful substances are discharged into a body of water directly at a single location, such as from a sewage plant, or a tanker, or from a chemical or oil spill. Non-point source pollution occurs when pollutants enter the watershed indirectly; for example, when polluted runoff from mining or agricultural areas drains through groundwater or seepage runoff into nearby streams and lakes. Water pollution can be divided into five different types: (1) Sediment pollution is gravel, sand, silt, and dirt that gets washed into the watershed during storms. The runoff occurs most often from areas with little or no vegetation to slow the erosion. Sediment in the water can harm the waterway s ecology in the following ways: The small particles of sediment remain suspended in the water and block the sunlight needed by both plants and animals. These particles also clog the gills of larvae and fish, making it hard for them to breathe. Over time, the sediment settles to the bottom, burying eggs and covering preferred habitats. 2

3 The Environmental Suspects (continued): (2) Chemical pollution includes pesticides, automotive products (gas, diesel, oil, etc.), herbicides from golf courses and lawns, chlorine, heavy metals, and acid. These toxic substances can accumulate in invertebrates, which are then ingested by fish, and eventually become a possible cause of poisoning in human consumers. Fertilizers and pesticides added to crops can end up in sources of drinking water. Photo courtesy of USGS. (3) Thermal pollution happens when the temperature of the water is changed through human activities. As the water heats up, plant growth increases. As those plants die, the oxygen level decreases, which results in fewer invertebrates. Examples of thermal pollution sources include power plants, fish hatcheries, wastewater treatment facilities, or removal of shade trees along a watercourse. (4) Bacterial pollution is caused by the addition of bacteria, viruses, and parasites to the water. The source is human and animal wastes carried to the water source by leaking sewage pipes or stormwater. E. coli, short for Escherichia coli, (pronounced esh-eh-ree-kee-uh cole-eye) is a bacterium found in the human colon, as well as in many other animals. However, exposure to, and/or ingestion of some genetic varieties of this bacterium can cause extreme gastric illness, and even death. (5) Nutrient pollution is usually caused by the addition of nitrogen and phosphates and other substances. Although plants need nutrients, too much of a good thing leads to excessive growth. As the increased algal population dies off, the bacteria responsible for decomposition deplete the available oxygen, which leads to fish kills. A common source of nutrient pollution is fertilizers that are washed into watercourses from feedlots, yards, golf courses, and farms. Typical algal bloom created by nutrient and thermal pollution. 3

4 Figure 1 Crystal Creek Watershed Map Proposed subdivision Mile 1 Abandoned copper mine Fertilizer plant Mile 0 Dairy farm Crystal town center Mile 2 Historic district Treatment plant 2 miles east Revolution-era graveyard Shopping center Mile 3 New subdivision Mile 4 Crystal Creek Recreational Area Sampling Locations Mile 0: Upstream of all human-caused disturbances Mile 1: Downstream of mine and new fertilizer factory Mile 2: Downstream of dairy farm and historic district Mile 3: Downstream of new shopping center, subdivision, and graveyard Mile 4: At the state park recreational swimming/fishing area 4

5 Name: Date: ACTIVITY one assessment The Environmental Suspects What s Causing the? 1. What sources do you think might have caused the pollution in Crystal Creek? 2. Fill in Data Table 1 and indicate which source(s) you think could cause which type of pollution. Identify each site as potentially being either point source or non-point source pollution. To help get you started, the answers for the copper mine have been provided. Data Table 1 Sediment Chemical Thermal Bacterial Nutrient Point Source Non-point Source Copper mine yes yes yes/no/ maybe no no no yes Fertilizer plant Dairy farm Shopping center Subdivision Graveyard Recreation area 5

6 Exploring a Local Stream s Effect on Public Health ACTIVITY Two: Testing the Water OBJECTIVES: Explore and learn how to measure ph, nitrate, and turbidity levels in water samples. Examine the impact of human activities on watershed conditions. Understand how changes in water chemistry, turbidity, and the introduction of pollutants can affect stream ecology. TIME ALLOTMENT: minutes Materials NEEdED PER GROUP: At each of the mile location stations: 1 water sample (1-L jar with lid) from one of the mile locations 1 nitrate test strip to test for nitrates 1 ph test strip to determine the ph of the water 1 jar with a Secchi disc sticker for testing turbidity 1 Secchi Disc/Turbidity Chart 2 culture tubes Student Copymasters for Activity Two (pages 6-11) 1 copy of the Crystal Creek watershed map (Figure 1) for each student or group Materials at A CENTRAL LOCATION IN THE CLASSROOM: ph and nitrate test strip color charts (on vials) Introduction: Your entire class now becomes environmental health detectives. Your teacher will assign each student to one of five teams. Each team will test water samples from at least one of five locations along the creek: Mile 0: Upstream of all human-caused disturbances Mile 1: Downstream of mine and new fertilizer factory Mile 2: Downstream of dairy farm and historic district Mile 3: Downstream of new shopping center, subdivision, and graveyard Mile 4: At the state park recreational swimming/fishing area Your team will test the water samples for your location, to determine levels of ph, nitrates, and turbidity. Data on temperature, arsenic, and E. coli will be provided. As environmental health detectives, you will then analyze the results from all locations along the stream and draw conclusions about how various factors affected the water quality at each sampling site. 6

7 BACKGROUND The Water Tests: ph ph is a measure of the concentration of hydrogen ions (H + ) in a solution. The ph scale ranges from 0 to 14. The ph of distilled water is about 7, which is considered neutral. Anything that alters the purity of the water may change the ph of the water. Water with a ph of less than 7 is acidic, and water with a ph of greater than 7 is basic. The normal range for ph in undisturbed surface watershed systems is 6.5 to 8.5. A range of ph is optimal for most organisms. Most organisms have adapted to life in water of a specific ph and may die if the ph of the water changes even slightly. Nitrates Nitrogen is a colorless, odorless, tasteless gas. It s an element essential for life and is a principal component of air. Any substance containing nitrogen acts as a nutrient in streams and rivers. Elevated nitrates, NO 3, can cause an increase in the number of organisms in bodies of water. As these organisms decompose, they use up oxygen in the water, which, in turn, affects the supply of oxygen to other organisms in the water. The major sources of nitrates into bodies of water are municipal and industrial wastewater, septic tanks, feed lot discharges, animal wastes (including birds and fish), fertilizer runoff, and discharges from car exhausts. Turbidity Turbidity is a measure of the cloudiness of water. The more total suspended solids in the water, the murkier it appears and the higher the turbidity. Among the various factors that can affect the turbidity or cloudiness of water are the presence of phytoplankton, algal growth, suspended particles from erosion, resuspended sediments from the bottom (stirred up by waders or motor boats or bottom feeders like carp), discharge of wastes and effluent, and urban runoff. One simple, low-tech method of measuring turbidity in lakes, reservoirs, the ocean, and water samples is the use of a Secchi disc. This black and white disc is lowered into the water until it can no longer be seen; the depth of the disc (Secchi depth) is then recorded as a measure of the transparency of the water, which is inversely related to turbidity. (In other words, the deeper the point at which you can no longer see the disc, the clearer the water.) The Secchi disc measurement in feet has been roughly correlated with Jackson Turbidity Units (JTUs). JTUs are units that were used in the past to measure the clarity of water. In developing this unit of measure, the flame of a standard candle was viewed from above through a clear vertical tube. The tube was gradually filled with water to a depth at which the flame underneath was no longer distinctly visible. The depth of the water in the tube corresponded to a turbidity reading in units of JTUs. Water containing 100 parts per million silica had a turbidity of 21.5 JTU. The lower the value, the clearer the water. Temperature Thermal pollution occurs when the temperature of a body of water is changed through human activities and affects temperature-sensitive organisms and those organisms dependent on them. While thermal pollution can involve unnaturally warm or cold water, it usually involves warm water. Thermal pollution sources include runoff from development including parking lots and roads; and drainage systems from wastewater treatment facilities, feedlots and fish hatcheries. The water from these locations is usually shallow, and is therefore quickly warmed. Another source of thermal pollution is water from power plants. The water becomes heated when it is used in cooling operations for the plant. In all of these cases, when the warm water then drains into a waterway, it increases the temperature of the waterway. Removal of shade trees along a watercourse can also raise the temperature of the water. With a rise in temperature, aquatic environments can experience a rapid increase in the population of algae known as algal blooms. Algal blooms are usually aided by the presence of increased nutrients in the water. While algae can grow quickly under these conditions, their life cycle is a short one. This creates a high concentration of dead organic matter that starts to decay. The decay process uses up large amounts of dissolved oxygen in the water that can lead to massive die-offs of plants and animals in that ecosystem. 7

8 Arsenic Arsenic is a semi-metal element. It is odorless and tasteless. It enters drinking water supplies from natural deposits in the earth or from agricultural and industrial practices. During the 1800s through the early 1900s, arsenic was used for embalming purposes. Embalming with arsenic was considered a method of keeping decomposition of war dead from spreading disease to surviving troops. Arsenic does not decompose and therefore it is present after human remains and their containers have started to break down. The amount of arsenic used by embalmers during the Civil War varied from a few ounces to over ten pounds per body. This could make a cemetery with many Civil War era graves a large source of arsenic-based contamination to groundwater. When cemeteries with graves from the Civil War to World War One are dug up to be studied by archaeologists or for remains to be moved, there is a direct risk of arsenic exposure to cemetery workers. The EPA has developed standards that allow a maximum arsenic level of 10 parts per billion in drinking water. Municipal water supplies that come from wells and groundwater usually have higher arsenic levels than surface water supplies such as lakes and reservoirs. The effects of arsenic on humans include thickening and discoloration of the skin, stomach pain, nausea, vomiting; diarrhea, numbness in hands and feet; partial paralysis, and blindness. Arsenic has also been linked to cancer of the bladder, lungs, skin, kidney, nasal passages, liver, and prostate. E. coli Hundreds of strains of Escherichia coli (E. coli) bacteria live in the intestines of healthy humans and animals. Quite often when E. coli is mentioned in the media, it is in relation to a case of food poisoning. In reality, most strains of E. coli are harmless and help us by producing vitamin K (important for blood coagulation and bone health) and taking up space in our intestines to prevent harmful bacteria from having a place to live. The problem with some E. coli strains, especially a strain called E. coli O157:H7, is that it can produce intestinal illnesses in humans, with particularly severe cases usually developing in the elderly and children. The main source of this strain of E. coli is in cattle. Quite often the route of these infections is the consumption of contaminated foods including raw and undercooked ground meat products and unpasteurized milk products. Harmful E. coli strains have been found to survive for months in feedlot manure and water troughs that can drain into bodies of water. Waterborne E. coli infections have been associated with contaminated drinking water and water bodies used recreationally. 8

9 PROCEDURE: 1. Locate the Crystal Creek Watershed Map for your reference. In your Data Table 2: Water Chemistry worksheet, write a brief description of your sampling site (Mile 0, Mile 1, etc.). Note any features either upstream or downstream of your location that might affect water quality. 2. ph Test a. Locate the Crystal Creek Watershed Map for your reference. In Data Table 2, write a brief description of your sampling site (Mile 0, Mile 1, etc.). Note any features either upstream or downstream of your location that might affect water quality. b. Fill a clean culture tube with a sample of water from your assigned sampling site (Mile 0, Mile, 1, Mile 2, etc.). c. Take one ph test strip and dip it into the water sample in the culture tube. d. Compare the color of the ph test strip to the ph color chart. e. In Data Table 2, record the ph you found for your assigned sample. 3. Nitrate Test a. Fill a clean culture tube with a sample of water from your assigned sampling site (Mile 0, Mile, 1, Mile 2, etc.). b. Take one nitrate test strip and dip it into the water sample in the culture tube. c. Compare the color of the nitrate test strip to the nitrate color chart. d. In Data Table 2, record the nitrate level (in ppm) you found for your assigned sample. 4. Turbidity Test a. Make sure the lid on the 1-L water sample at your lab station is tight and secure. b. Carefully shake the 1-L water sample. c. Quickly, but carefully, uncap the lid on your 1-L water sample and pour some of it into the clear plastic jar that has the Secchi disc on the bottom. The Secchi disc jar should be almost filled with the water sample. d. Looking from above, compare the appearance of the Secchi disc on the bottom of the jar to the Turbidity Chart provided at the lab station. Choose the picture and JTU reading on the chart that best matches the appearance of the Secchi disc. In Data Table 2, record the turbidity (in JTUs) you found for your assigned sample. 5. Now gather data from all of the other sampling sites. Based on your teacher s directions, either: Complete the ph, nitrate, and turbidity tests for each of the remaining sampling sites, and record all data in Data Table 2. OR Obtain data from all of the other groups and enter their respective data into Data Table Answer the Assessment questions that follow. 9

10 Name: Date: ACTIVITY two assessment Testing the Water 1. How do you think significant changes in ph would affect the organisms in a pristine stream? 2. What factor(s) might account for the changed ph at the various sample sites? 3. Where are the nitrates most likely to have entered the watercourse? 4. How might turbid water affect fish and invertebrates in the creek? 5. What factor(s) would account for the turbidity at your assigned sample site? 10

11 Name: Date: Data Table 2: Water Chemistry Sampling site Description Temp. C. ph Nitrates Turbidity Arsenic E. coli Mile C (62 F) None None Mile C (64 F) None None Mile 2 20 C (68 F) None Low Mile C (73 F) Moderate High Mile C (76 F) Moderate High 11

12 Exploring a Local Stream s Effect on Public Health ACTIVITY three: Invertebrate Survey and Analysis OBJECTIVES: List and categorize common freshwater invertebrates and identify selected samples using image analysis and comparative guide. Group and characterize creek inhabitants by their pollution tolerance. Correlate pollution tolerance levels of sampled creek fauna and conditions indicated by water chemistry. TIME ALLOTMENT: minutes Materials NEEDED PER group: Hard copies or projected images of invertebrates from Resource CD Copy of Invertebrate Identification Guide Piece of string at least as long as the longest image (projected or hard copy) Student Copymasters for Activity Three (pages 12-16) BACKGROUND: Some creatures are much more tolerant of pollution than others. Therefore, comparing which animals live in various watershed environments can often be a valuable way to measure stream health. An abundance of invertebrates are found in many creeks. In Activity Two, you analyzed the water chemistry at various locations along the creek. In this activity, you will analyze the organisms found in the water samples taken from each of the five mile locations along Crystal Creek. You will examine and measure each organism found at the sampling site(s), use a field guide and your measurement data to try and identify each organism, and then draw some additional conclusions about the health of the stream based on the types of organisms you identified. 12

13 PROCEDURE: 1. In Data Table 3, write a brief description of your sampling site (Mile 0, Mile 1, etc.). You can use the same description you noted in Data Table 2, listing any features upstream or downstream of your location that might affect the quality of the water. 2. Locate the images of the common invertebrates found at your assigned Mile location along Crystal Creek. Use either the printed or on-screen images provided by your teacher. 3. Using a suitable length of string, lay the string on top of the photo or on-screen image of the organism, making the string match the shape and length of the organism. Using your fingertips from one hand, pinch the point on the string where it touches the head or top of the organism. Using your fingertips from the other hand, shape and stretch the string out along the contours of the image, and pinch the point on the string where it touches the tail or end of the organism. Keeping your fingertips in place, lift up the string, pull it taut, and lay it against the measurement scale at the bottom of the image. Record your reading in the appropriate column and row of Data Table 3. NOTE: Make sure your readings list the appropriate unit of measure noted on the scale. Some of the scales are read in increments of centimeters; others are read in increments of millimeters. Repeat this measuring procedure for each organism found at your sampling site. 4. Now, refer to the Invertebrate Identification Guide provided. Compare each image from your site to the drawings of the organisms shown on the guide. Try to identify each organism from your sampling site, based not only on the shape and appearance of the organism, but also on the measurements you recorded. (Note the body size ranges listed for each organism on the Identification Guide. Your measurement for each organism should fall within these ranges.) In the appropriate rows and columns of Data Table 3, record the name of each organism found at your sampling site. 5. Refer once again to the Invertebrate Identification Guide. The pollution tolerance for all organisms from the water sampling sites are listed on this guide. Determine the pollution tolerance for each organism you identified. Record these tolerances in the appropriate rows and columns of Data Table Based on your teacher s directions, Repeat steps 1-5 to identify the organisms found at each of the remaining sampling sites. Record all data in Data Table 3. OR Obtain the invertebrate identification data from all of the other groups sampling sites. Complete Data Table 3 by entering this shared data. 7. Review all of the data in Data Table 3. Do you see any trends? Answer the Assessment questions that follow. 13

14 Name: Date: ACTIVITY three assessment Invertebrate Survey and Analysis 1. How did your water chemistry evidence in Activity Two compare or contrast with your invertebrate analysis in this activity for each creek location? 2. How useful was the image analysis in identifying the life form samples in the creek? Was body length alone a defining characteristic? Why or why not? 3. Using the evidence you ve gathered during your Invertebrate Survey, what conclusions can you draw about how invertebrate populations changed along the course of Crystal Creek? 14

15 Name: Date: Data Table 3: Invertebrate Survey Sampling Site Site Description Sample Scaled Measured Length of Invertebrate Invertebrate Tolerance A Mile 0 B C D A B Mile 1 C D E A B Mile 2 C D E A Mile 3 B C D A Mile 4 B C 15

16 Invertebrate Survey Identification Guide High tolerance of pollution Worm cm (1-3 in) Leech (after feeding) cm (1-2 in) Giant water bug cm (3-5 in) Moderate tolerance of pollution Dragonfly larva cm ( in) Amphipod (freshwater shrimp, often rolled up) cm ( in) Diving beetle larva cm ( in) Beetle larva cm ( in) Mussel cm ( in) Low tolerance of pollution Crayfish cm ( in) Damselfly larva cm ( in) Flatworm cm ( in) Helgrammite. Dobsonfly larva cm ( in) Stonefly larva mm ( in) Caddisfly larva (can also resemble rock-covered tube) cm ( in) 16

17 Exploring a Local Stream s Effect on Public Health ACTIVITY four: Analysis and Conclusions OBJECTIVES: Document and analyze the impact of human activity along a stream course. Identify pollution sources and differences between point and non-point pollution. Prepare a statement on likely causes of pollution in a sampled watershed. TIME ALLOTMENT: minutes (can be split into more than one session) MATERIALS NEEDED PER GROUP: Data collected from Activities 1-3 Student Copymasters for Activity Four (pages 17-20) PROCEDURE: In this activity, you will analyze your data, draw conclusions, and then prepare statements and documentation for the next court hearing and community forum. 1. Look at your findings from Data Table 2: Water Chemistry and Data Table 3: Invertebrate Survey. On your Activity 4 Worksheet, write a summary, including the following information about each location: A general description of the location (e.g., upstream of human caused disturbances, downstream of farm and historical district, etc.). A general description of the temperature relative to the other sites (cool, a few degrees warmer, etc.). A general description of the ph range (acidic, neutral, alkaline) and the probable factors that accounted for this reading. A general description of the nitrate levels and the probable factors that accounted for this reading. A general description of the turbidity in JTUs and the probable factors that accounted for this reading. A general description of the arsenic levels and the probable factors that accounted for this reading. A general description of the E. coli and the probable factors that accounted for this reading. A general statement describing the type of organisms residing in this section of the creek. A general statement describing the health (or lack thereof) of this section of the creek, how it compares to the previous section of the creek, and why you think this is occurring. 2. Based on your findings, fill in Data Table 4, and indicate the types and levels of pollution present (low, moderate, high, none) and the source of the pollution (point or non-point) in Crystal Creek. Compare your answers to the answers you provided at the beginning of the activity, in Data Table Answer the Assessment questions that follow. 17

18 Name: Date: Sampling Site Site Description ACTIVITY four worksheet Summary of Conditions Mile 0 Mile 1 Mile 2 Mile 3 Mile 4 18

19 Name: Date: Data Table 4: Types and Sources of Sediment Chemical Thermal Bacterial Nutrient Point Source Non-point Source Copper mine low low none none none no yes Fertilizer plant Dairy farm Shopping center Subdivision Graveyard Recreation area 19

20 Name: Date: ACTIVITY four assessment Analysis and Conclusions 1. Examine Data Table 2: Water Chemistry, particularly the data for temperature, arsenic, and E. coli that were provided. Based on your knowledge and findings, describe how these particular factors might affect the public health aspects of Crystal Creek. 2. Now, make conclusions and prepare statements to be presented in the upcoming court hearing. Write a onepage statement that outlines what you think are the major causes of the pollution in Crystal Creek, and who is responsible for causing this. 20

21 Exploring a Local Stream s Effect on Public Health ACTIVITY five: Court Hearing #2, Community Forum, and Conclusions OBJECTIVES: Participate in a community forum to discuss evidence of stream pollution, possible sources, and determine responsibility. Consider local factors impacting the health of a watershed and the economic impact to a community. Brainstorm and determine ways to remediate the health of a local stream. TIME ALLOTMENT: minutes (can be split into more than one session) MATERIALS NEEDED PER GROUP: Statements and findings from previous activities Student Copymasters for Activity Five (pages 21-22) procedure: The environmental health detectives have now analyzed water and life form samples and are ready to present their findings. A crowd has gathered at the courthouse to hear the outcome. A representative from each sampling location team now reports out to the community, using the statement formulated by the team. Based on the evidence provided, the Judge reaches a decision about whether or not a criminal trial is justified. Among the recommendations is the suggestion that the community gather for a town meeting in order to brainstorm possible ideas and procedures for remediating Crystal Creek. Conduct these sessions as directed by your teacher. Answer the Assessment questions that follow. 21

22 Name: Date: ACTIVITY five assessment Court Hearing #2, Community Forum, and Conclusions 1. What solutions can you come up with to help the residents of Crystal save their creek? 2. Write a paragraph summarizing how the story of Crystal Creek did or did not change your thinking about stream pollution and public health. 22

23 Name: Date: EXTENSIONS 1. Choose the role of one of the concerned Crystal Creek citizens, and expand on each one s argument about what is happening to Crystal Creek. 2. Consider who other stakeholders in the community might be and develop cue cards for them as well. 3. Design either an exhibit or a brochure that could be used to inform the Crystal community about the water quality of its creek. 4. Do an Internet search looking for towns that have had situations similar to that of Crystal. 5. Investigate the water quality in your own community. What is your community doing to improve or maintain it? Who are the stakeholders? If there is a water quality problem, what data would you collect, and how? 23