Parent Survey Results

Parent Survey Results from Mrs. Coene's Class

Parent Survey Results from Mrs. Hoffend's Class

Parent Survey Results from Mrs. Erbland's Class

Mrs. Hoffend's Fourth Grade class worked in groups to share observations and questions after our first field trip to Shipbuilder's Creek 9/30/08.
  • We saw a storm drain.
  • We found crayfish. They looked like mini-lobsters.
  • We saw lots of deciduous trees.
  • We found pollution in the form of water bottles and pop cans.
  • How low can the temperature be for the macro-invertebrates to still live?
  • What other kinds of macro-invertebrates can be found in Shipbuilder's Creek?
  • Do the kinds of macro-invertebrates vary during the different seasons? If so, does the number vary with the seasons? Would we be able to compare fall and winter and then spring?
  • Is there a way for us to estimate the number of macro-invertebrates in Shipbuilder's Creek?
  • What will happen to the macro-invertebrates if the pH changes in the winter?
  • Can we calculate the number of macroinvertebrates in the stream?
  • Is there a difference in the water quality of the stream by season? Can we track pH and temperature and water clarity as well as do some new tests?
  • Is there a way to measure how fast macroinvertebrates swim?
  • What do macroinvertebrate eggs look like?

Students from Mrs. Hoffend's class wrote in their journals after their first trip:
Today my Stream Team class went on our first field trip to Shipbuilder's Creek. The data my group collected was how fast the current went. We gathered some macro-invertebrates like dragonfly larva, crayfish, stonefly larva, amphopod or scud and a water penny. The pond smelled normal. I saw vegetation, lots of rocks, and some cans and bottles. I only heard the current. Some stuff like leaves felt smooth and some felt bumpy. Some human impact was a lot of bare ground and some pipes. The flow rate was 49 seconds and 37.3 seconds, and 46.3 seconds. We are going to calculate the average. We saw evergreen trees and conifer trees on both sides of the creek. We saw deciduous trees on both sides of the creek. No wetland was seen on either side. I was surprised by this. A lot of scrub, weeds, and tock and gravel could be seen on both sides. There as a lot of bare ground, some buildings, and some roads nearby, but no yards.

Today my Stream Team class went on our first field trip to Shipbuilder's Creek. My group found three crayfish! We also found a dragonfly nymph. The cranefly larva was about an inch long. Justin found a water beetle! We found a water penny and twenty scud. The stonefly larva was small.

Nick M.:
Data we collected today included the streambed depth, water clarity and flow rate. The water clarity was very clear. We can tell by looking through a tube with a black and white pattern on the bottom. We saw the pattern when the tube was filled all the way. To find flow rate we had a ten meter string and dropped a ping pong ball into the water. The observations I have about the creek are that there were very few animals around the creek. The creek had a lot of human impact on the stream. There were bridges, roads, and storm drain pipes. There was also a very great amount of litter scattered across the creek. Questions I have about the creeek are 1. If we tested the flow rate somewhere else down the creek would it be faster, slower or just the same? 2. Would we find more macro-invertebrates in deeper or shallower water? An idea I have for further research is What effect did the storm drains do to the water in the creek?

March 11, 2009
Mrs. Hoffend's class worked with Mrs. Coene's class to analyze water samples from Shipbuilder's Creek.
We used a Pond Test Kit our teacher purchased from Ward's Scientific. Clear water is not always the sign of healthy water for plants and fish. We tested for Toxic Pollutants (ammonia), Toxic Pollutants (nitrites), Water Quality (nitrates), and Acidity and Alkalinity (pH). For each test we took a water sample, added the powder from a colored capsule, capped the container and shook it up, and then read off the results from a chart on the container.
The ammonia level in the water sample turned out to be ideal. It was 0 mg/l. If the level had been medium it would mean that organisms in the water could have their body functions impaired and their growth reduced. If the level had been high it would be very dangerous for fish.
The nitrate level in the water sample turned out to be very good. It was 2.5 mg/l. Even though nitrates help plant growth, high levels may lead to a lot of algae growing in the water.
The nitrite level was ideal. It was 0 mg/l. Nitrites are very harmful to fish and other organisms. High levels may make them get diseases easier and hurt their ability to breathe.
We could not get an accurate pH reading with the kit. The color did not match the results found on the chart on the container.
These are the macro-invertebrates we observed and counted between our two classes: 1 Bloodworm Midge Larva which was red (we looked at it under a digital microscope), 23 Scud, 1 Crane Fly Larvae, and 2 Caddisfly Larva.
Our teacher took a lot of pictures of us at work with Mrs. Coene's class.

April 14, 2009
Today Mrs. Hoffend's class visited the Webster Waste Water Treatment Plant. We learned that water from our homes and from local industries is cleaned. The sewage is cleaned out of it. After we use up water in our homes for showers and cooking and the bathroom the water is pumped through sewage pipes to the wastewater treatment plant. The water gets a special treatment and then goes back to people in Webster. There are people at the plant called operators that control equipment to destroy harmful materials and microorganisms from the water. We saw pumps, valves, and other equipment that moved the wastewater through different treatments and then the removed waste materials were separated and disposed. It is important for all of us to conserve water at home since water is a limited resource. We can do this by taking shorter showers, and not letting the water run a long time from the faucet when we brush our teeth. We went into a lab and there was a man measuring the pH of the water just like we did with water from ShipBuilder's Creek. We saw two containers--one with dirty water and one with the water that was cleaned. The man told us that the water was 90% clean. He also told us that there are about 12 people that operate the center and keep the machines working properly. Sewerman Adam showed us a robot camera that goes into the sewers to help the people find out if there are clogs. The last step in treating the water is adding chlorine like the kind we add to our pools at home. When the sewage is broken down it gives off methane gas and the men use this gas as fuel for their boiler system. This is in the sludge building with the big brown pipes that have "sludge" written on them. The methane gas reduces how much it costs to run the treatment plant. Miss Denise told our class that the Army selected two plants in New York State to study and the one in Webster is one of them. The Army wants to design and build a sewage treatment plant overseas in Iraq in the future and they have been touring the plant just like we did. Miss Denise said that Boy Scouts and Girl Scouts and high school students visit their plant a lot during the school year.

May 12, 2009
Mrs. Hoffend's class visited Shipbuilder's Creek for their spring exploration. We were divided into different groups. We gathered data, made observations, and collected water samples for a study of macroinvertebrates. One group did a visual survey of the left side of the creek. One group did a visual survey of the right side of the creek. A few kids used the digital cameras and took pictures of other kids working. Some kids collected data on pH and temperature. Kids that had waders or boots went into the water with Mrs. Erbland to collect the water samples. We brought a big bucket back to school. When we returned to school we studied our samples and counted how many of each kind we collected. We tallied the totals for each kind of macroinvertebrate for our class. Each student then created their own pictograph to represent our findings.
These are the kinds and totals of the various macros:
cranefly larva 6
damselfly 2
scud 121
dragonfly larva 1
watersnipe fly 13
bloodworm midge larva 49
crawfish 4
freshwater mussel 5
nonred midge larva 15
isopod 2
alderfly 1
riffle beetle 7
tubifex worm 48
cadisfly larva 4
pouchsnail 2

Lauren, Max and Marko studied the left bank of the creek.
We observed some erosion and moderate vegetation. We saw a slight amount of foam on the water. The water had a slight odor. We did not see any algae in the water. Animal life was abundant. We saw a lot of birds. We saw pollution. There was a beer bottle in the water where samples were being collected. There was graffiti spray painted on some of the trees. There were plastic drink cups on the trail. The weather today was overcast most of the time and the temperature was in the high fifties. It had rained two days earlier. The flow rate was 44 seconds. In the stream bed we saw small cobbles, gravel, mud slit and woody debris. The depth of the stream varied. Values of 6 cm. and 16 cm. were measured. The vegetation we saw included deciduous trees, wetland vegetation, rocks, grass, weeds, and areas with bare ground.

Emily, Victoria, Steven, and Brennen studied the right bank of the creek.
We saw a little erosion. We saw a lot of green plants and weeds on the ground. The water was clear and did not smell bad. On the stream bed we saw bedrock, large cobbles, small cobbles, gravels, sand, mud/silt, woody debris and water plants. The vegetation we saw were deciduous trees, tall grasses, scrub, rock, grass, weeds, bare ground, and buildings and roads and yards.

Mrs. Coene's 4th Grade
May 14, 2009
Our class went to ShipBuilder's Creek on a field trip. We wanted to compare what we found in the spring today with what we found in the fall in September.
When we made observations on the left bank of the stream we saw that there was good cover with vegetation. The water was clear and there was no algae growing on top. We didn't smell anything. We saw bedrock, large cobbles, small cobbles, gravel, sand, mud, woody debris and water plants. The trees were deciduous. We also found tall grasses, scrub, grass, weeds, bare ground. There were roads and buildings near the creek.
On the right bank of the stream there was a lot of vegetation. We saw some algae in the water and some litter on the ground and in the water. The sky was clear. At the stream bed we observed bedrock. large cobbles, small cobbles, mud, woody debris, and water plants. We saw deciduous trees, tall grasses, scrub, grass and weeds.

Mrs. Hoffend's Students Reflect on Their Year-Long Stream Team Project Participation:

Molly's thoughts"
I enjoyed the oppertuneity to participate in the Stream Team project! While doing the project I learned how to use a WIKI. A WIKI is a computer website that has posted all of people's stream trips and the data that they collected. I also learned about human impact and how it affects streams, human impact effects the water quality. Depending on the water quality there will be different macros. Scuds can live in almost any kind of water but if you find a dragonfly larva you know the water is fairly clean.
I most enjoyed learning about invasive species. An invasive species is a plant or animal that came from another place. Invasive species normally spread very quickly and upset food chains. I am currently studying the Eurasian Watermilfoil and I find it very interesting! I also liked the stream visits. My favorite part of going to the stream was when we collected macros in the water.
To help the Stream Team project continue to grow I think that next year we should collect invasive species from the Bay. The project could be called Bay Craze. As you can see Stream Team is educational but also VERY fun at the same time!

Max said:
During this year we have been working on the Stream Team;. Two things I learned by participating on the Stream Team are what pH means and how wastewater gets cleaned. I never knew wastewater was so dirty and could be cleaned as much as it is. I know what these things are now by taking samples and paying attention in class and on field trips. I have a lot of fun during the Stream Team project. One of my favorite things was identifying different kinds of macros. I liked being able to hold some of them. I liked learning about the sea lamprey and what it does to the Great Lakes. It was amazing that a sea lamprey can suck all the fluids out of a fish. I think it would be great next year if more classes at Klem South could do this project. We could take samples at Lake Ontario. I would also like to investigate ways we could keep sea lampreys and zebra mussels out of our water.

I liked being a part of the Stream Team. It was a nice experience for me. Two things I learned were what potable water is, and I got to use new technology tools. I learned how to use iPods and sensors. Two things I enjoyed on this project were our visits to the creek and learning about invasive species. I liked going to the stream and looking at the macros and using the technology. What I like about our invasive species project is that we get to work with a partner and do research together. Instead of the stream next year maybe we could go to Lake Ontario and do the same kinds of things. We could call ourselves the Lake Team.

Chris reflections:
I got to participate in the Stream Team this year. Now I know what potable water is. It is water you can drink. You can use macroinvertebrates to see how clean water is. And you can use pH to see how acid water is. If the water is too acid and macros wont live.
To me, I thought the Stream Team was fun. My favorite parts were measuring pH and observing macros. You measure pH by hooking up a sensor and wiggle the tool a little bit and the electronic device will read the pH. I think the Stream Team could grow by going to Lake Ontario. We might find different macros there. It could be called Lake Luggers.

Yuriy said:
I learned a lot of things on the Stream Team. I liked learning about macros and using the technology. The technology we used were cameras, sensors, ipods, computers, etc. We did water temperature, ground temeprature, and air temperature,and we found cool macros like crawfish and more.

Jack K. writes:
During the past few months as being a fourth grader at Klem South I had the opportunity to participate in a grant that is called the Stream Team. This project has taught me many things such as seeing how human impact effects our lakes and streams and what an invasive species is and much more. Some of the things I most enjoyed most about the Stream Team include using a key to identify the macros and collecting the macro samples. I like to learn about the macros and see how they affected by pollution. They are a good way to see if our stream is polluted. It is fun to go into the water and wear boots when we collect the samples.
For the Stream Team to continue next year I suggest we interview experts and come to conclusions to help our lakes and stream and have our community learn more and help us.

Nick C.:
This year I have had a lot of fun with the Stream Team Project. The things I learned by participating on the Stream Team was human impact and collecting and observing macros. Two things I enjoyed most was food chains, and food webs and invasive species. I have at least one idea about how the Stream Team project could continue to grow. Get more people involved to share the worries about pollution because people are destroying the food web by polluting water so we all should help to stop it.

Nick M.:
I learned a lot by participating in the STream Team. I learned a lot about technology. We learned how touse sensors, cameras, iPods, computers and more. We used cameras to take pictures of the stream so the other schools could see our stream .We used computers to make a wiki to use for putting pictures, videos, and our student reflections. What I enjoyed most is the wiki. It was fun to write questions and have others respond or respond to other people's questions. I also enjoyed using sensors to measure pH, temperature, and dissoved oxygen content. If I have the opportunity to do this next year I would change the places we go. For example, we could have people who live near the Mississippi River collect samples for us.

Jessica--these are my thoughts:
The two things I learned from participating in the Stream Team is the use of technology. For the technology you get to use cameras, iPods, sensors computers and other things too. The two things I enjoyed the moast about the Stream Team is collecting and observing the macros because you got to see what was in the creek that you are observing. I also enjoyed using the macro identification key and comparing the different macros. The Stream Team could continue to grow if people went different places like the Irondequoit Bay and we could call it the Bay Team.

We have learned a lot about the Stream Team since September and it was fun. When we went to Shipbuilder's creek we saw all the different kinds of macros and it was cool. Using the clarity tube was fun because you could fill it up with water and see what macros you caught. If we do Stream Team again next year I would love it if we could go to Lake Ontario and see what macros and see where they live and what they look like. It would also be fun to analyze the water to measure the pH and temperature and oxygen.

May 20, 2009
Mrs. Hoffend's and Mrs. Coene's students worked together on an invasive species of Lake Ontario project.
This is the final question they had to answer based on their research.
Describe how your invasive species impacts life and food chains in Lake Ontario

Max H. and Maxx W:
The Alewife competes with the herring, amphipods, and shrimps. They eat fish eggs and could make the fish go exstinked. It also endangers herrings and eels. They make the food web in Lake Ontario inbalenced.

Lauren B. and Maddie L.
The spiny water flea impacts life and food chains because the spiny water flea and sculpin are competing, both for zooplankton. If the spiny water flea eats it, there may not be enough for the sculpin. It will lower the population and that means less food for the tirtiary comsumer, the lake trout.

Grace H. and Katelin S.
The sea lamprey impacts life and the food chains within lake ontario by eating important fish like lake trout and whitefish. Each sea lamprey can kill forty pounds of fish that are not part of the food chain and attack the fishes' bodies. The sea lamprey impacts the food chains in the 1940's and 1950's.

Brennen H. and Chase S.
The purple loosestrife destroys shelters and food for wildlife. When wildlife are having their babies they are choked under the water from the purple loosestrife.

Victoria W. and Jennifer S.
The sea lamprey impacts life and food chains within Lake Ontario by affecting ecosystems and businesses. Also, they prey on Lake Trout and important fish. They can kill more than forty pounds of fish. The sea lamprey were a major cause with Lake Trout, whitefish, and chub pollutions in Lake Ontario during the 1940'2 and 1950's.

Nick. M and Justin S. and Mitch M.
The watermilfoil impacts life by taking water space, and sucking up nutreints. Also, its thickness effects food chains by having ducks and birds get stuck when diving for food. Also, is has few predators so it reproduces quickly.