gunbower forest environmental watering fieldwork booklet

Gunbower Forest Environmental Watering Field Trip

Structure of the day 9:10am depart from St. Joseph’s College, Echuca 10:00am begin field trip Location 1: Hipwell Road Regulator.

o Infrastructure works investigation. o Annotated field sketch. o Purpose and values

Location 2: Yarran Creek Regulator and fish passage. o Infrastructure works investigation. o Annotated field sketch. o Water quality testing. o Purpose and values

Location 3: Reedy Lagoon

o Canoeing o Water quality testing. o Food webs and biotic relationships. o Ecosystems: biodiversity and productivity calculations. o Purpose and values o Timelines

2:10pm depart from Reedy Lagoon 3:10pm arrive St. Joseph’s College Note: to drive to the Hipwell Road Regulator (from Echuca) turn North onto O’Reilly Rd from the Murray Valley Highway after Leitchville. This road veers left to become Cohuna Island Rd. which runs along Gunbower Creek takes you directly to the Hipwell Rd. regulator. See the National Parks map. Equipment: Plankton nets, white trays, magnifying glasses, ice cube trays, Vernier water quality testing probes (pH, EC, temp), turbidity tubes (NCCMA) quadrats, tape measures. YOU ARE ENCOURAGED TO TAKE PHOTOGRAPHS AND INCLUDE THEM IN YOUR REPORT ON THIS EXCURSION BACK AT SCHOOL.

1

Activities

Infrastructure works investigation How does water move through the forest and where does it come from? Map: draw a simple map showing the pathway water used in environmental watering takes from Torrumbarry Weir till it re-enters the Murray River. Include a field sketch of one piece of infrastructure. Annotate your sketch to show the height difference between the height of water at Torrumbarry Weir and where it re-enters the Murray. How much water is used in environmental watering? Find out the total volume of water used and returned to the river in the environmental watering.

Find out what percentage of water used returns to the river?

Why do we have river regulation and what effect does it have on the environment? (Refer to resource booklet graph on p…). Environmental watering is controlled by humans, how does it compare to the timing and duration of floods that have been happening since the river has been regulated? What time of the year does the river flood without regulation?

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Fisheries management Find out what effect environmental watering can have on fish breeding (especially Murray cod and European carp)? Blackwater Blackwater: what is it and when does it happen? Is black water always harmful to fish and the river ecosystem? Under what conditions is black water low in oxygen?

Under what conditions is black water high in oxygen?

What can be done to ensure that a harmful black water event is not caused?

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93 | The Murray-Darling Basin Balancing the priorities of agriculture and the environment

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7 Scientists made an interesting observation at weirs such as the one at Torrumbarry:

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Fish movements study: Murray River

Student worksheet 4.2 cont.

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Fish movements study: Murray River

Student worksheet 4.2

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Season

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5

Water quality testing Chemical / physical tests for water quality: Test for dissolved oxygen, temperature, nutrients, pH, turbidity, salinity. Record and discuss your results. Location 1 Location 2 Air temp

Amount of shade

Water depth

Water flow

Water temp

pH

EC units

Dissolved oxygen

turbidity

Using the table on the following pages determine the water quality of each location.

Location 1: ______________ ex good fair poor degraded

Location 2: ______________ ex good fair poor degraded

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Biological tests for water quality: Catch macro-invertebrates. Record and discuss your results. Following the directions from Stream Watch on how to sample for invertebrates. After ten minutes of capturing and sorting, use the photographs in the resource booklet to identify and count the macro invertebrates that you have captured. Fill in the water bug survey results sheet

How would you rate the health of the locations tested?

Biological test of water quality. Yarran regulator Reedy Lagoon

Suggests toxic

pollution or poor habitat

Suggests pollution

Suggests high salinity or nutrient

levels

Suggests good

habitat and water quality

Suggests toxic

pollution or poor habitat

Suggests pollution

Suggests high salinity or nutrient

levels

Suggests good

habitat and water quality

Comments and observations: How would you rate the biodiversity of this ecosystem?

What criteria did you use to decide this?

ex good fair poor degraded

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3| Using the scooping sieves and large scooping net, collect as many aquaticmacroinvertebrates as possible in 10 minutes and place them in the sortingtrays.Alternatively macroinvertebrates may be placed directly into a bucket containingcreek water and then transferred carefully into sorting trays for sorting aftersampling is finished.

ImportantWhilst sampling will need to bequite vigorous to obtain the bestresults, try to minimise the impacton the creek. If rocks, logs or plantsare moved be sure to return themto their original position.

Aquatic macroinvertebrates page | 3

ImportantSample all habitats in the creek to obtain the maximum biodiversity of bugs living in thecreek. If present, habitats sampled should include:

• edge vegetation(plants emerging from thewater)Place the net in thewater and drag itvigorously towardsthe bank.

• riffle zones(shallow waterflowing quicklyover rocks)Place the netdownstream, liftrocks and logs inthe water so thebugs flow into thenet.

• large rocks and logsIf possible, lift rocksand logs or runthe net underand around therocks and logswithin thewater.

• plants living under the waterVigorously run the netthrough the plants.

• pools Run the net through thesurface, middle andbottom of the watercolumn.

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1

WATERBUG SURVEY Results Sheet Chessman SIGNAL 2

Stream Pollution Index & Stream Quality Rating Calculation Table USE THIS VERSION ONLY FOR: Alcove/edgewater habitat Murray Darling basin above 400 m elevation; coastal basins of Victoria and NSW; Tasmania

10m of EDGE HABITAT

Group Name:

Group Size:

Survey Site:

Date Sampled:

Step 1: Enter the number of specimens (i.e. how many) of each bug found in column 1 Weight table Step 2: Refer to the weight table for the correct weight factor for the number found column 1 column 2 Step 3: Enter the correct weight factor for each bug in column 2 No of bug type Weight factor

Step 4: Multiply the weight factor (column 2) by the bug grade (column 3) and enter the answer in column 4 1 – 2 1

Step 5: Add up column 2 (weight factors)

3 – 5 2

Step 6: Add up column 4 (bug value x weight factor)

6 – 10 3

Step 7: Divide total column 4 by total column 2 to calculate your SIGNAL score

11 – 20 4

Step 8: Add up the total number of bug types you found (NOT specimens)

> 20 5

Step 9: Use the interpretation chart to get an indication of the likely condition of your sampling area

WATER BUG TYPE Column 1

No of specimens

Column 2 Weight factor

Column 3 Bug grade

Column 4 Weight factor x bug grade

Very sensitive to most pollutants Stonefly nymph 10 Mayfly nymph 9 Alder fly larva 8 Caddis fly larva 8 Sensitive to most pollutants Horsehair worm 6 Water mite 6 Moderately tolerant of most pollutants Beetle or beetle larva 5 Yabby or shrimp 4 Dragonfly or damselfly nymph 3 Fly larva or midge 3 Mussel or clam 3 Nematode 3 Side swimmer 3 Very tolerant of most pollutants Flatworm 2 Freshwater slater 2 Moth caterpillar 2 Segmented worm 2 True bug or true bug nymph 2 Leech 1 Snail 1

TOTALS

INTERPRETATION CHART SIGNAL score = total column 4 = ____ = total column 2

SIGNAL

score

Above 5.5

Suggests toxic pollution or poor habitat

Suggests good habitat and water quality

Bug types found that are not on list: = Below 5.5

Suggests pollution

Suggests high salinity or nutrient levels (may be natural)

Total No. of bug types found = 0 - 7 More than 7 Number of bug types

Comments/Observations: Air Temp: oC Water Temp: oC Tubidity: NTUs EC/TDS: µS/ppm pH:

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Using your results and the rating guidelines below (Streamwatch 1 994), rate the quality of each water sample and record in the table above.

5 4 3 2

Excellent Good Fair Poor Degraded

Parameter Note: Number lines are not to scale.

Temperature The maximum increase in temperature should not be more than 2°( over a 24 hour period.

Conductivity 0 800 ~tS/cm

1700 2500 10000

Suitable for drinking Suitable for irrigating Suitable for irrigating Only suitable for Not suitable for irrigation water and irrigation most plants plants with med/ high irrigation of plant with

salt tolerance high tolerance of salts

pH 0.0 5.0 5.5 6.0 7.0 8.0 8 ;~ 9.0 14.0 ----

Turbidity 0 15.0 17.5 20.0 30.0 N.T.U.

Nitrates 0 0.05 0.1 0.2 0.4 mg/L

Phosphates 0 0.01 0.06 0.15 0.45 mg/L

INTERPRETATION

6. Examine the chemical and biological indicator results. Describe the overall health of the river.

7. Explain why environmental indicators are used to assess the condition of an environment.

8. Describe possible human activities that could contribute to poor water quality along the Werribee River.

Printed on 100% recycled paper 5

10

Purpose & values Identify four activities people associate with the Gunbower forest.

Choose two groups and their activities which have conflicting needs. How does each value the forest? Group: _ _ _ _ _ _ _ _ _ _ _ _ _ Why they value the forest:

Group: _ _ _ _ _ _ _ _ _ _ _ _ _ Why they value the forest:

Suggest how the competing needs of interest groups can be realistically be managed?

Timelines Make a timeline of human use of the forest beginning with the aborigines and continuing through to the present day.

How can we most equitably share the limited amount of water there is in the Murray Darling Basin the 4 million people (and increasing) that directly depend on the river to survive, as well as the natural environment that they depend on and value?

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Person Background

National Park ranger My role is to conserve the wetlands, which have a strong connection to the health of the river. When the wetlands are operating as they should under natural water levels there is abundant birdlife that FRPHV�WR�IHHG�RQ�WKH�VPDOO�¿VK�DQG�LQVHFWV��7KHUH�LV�DQ�DPD]LQJ�web of life that depends upon getting the suitable levels of water WKDW�QRUPDOO\�KDSSHQ�LQ�VSULQJ�ZKHQ�WKH�ULYHU�ÀRRGV�LWV�EDQNV��7KH�UHFHQW�ÀRRG�LV�WKH�¿UVW�ZH�KDYH�KDG�LQ�QHDUO\�WHQ�\HDUV�

Murrawarri Traditional Owner from western Basin area

We have a very strong continued connection to the land. We have taken care of the country since time immemorial. One particular interest right down the Murray-Darling Basin is our Rainbow Serpent; we call it the Mundaguddah. He keeps the rivers healthy. Another part of the land, the red river gum, is our link to our ancestors. Our old people would talk to the ancestors through the leaves of the red river gums growing along the river. If the red river gum dies, our spiritual connection to our ancestors and our Dreaming is lost. That’s our strong cultural connection to the river.

Grape grower Our family has been in the grape-growing industry for nearly 50 \HDUV��:H�RZQ�D�YLQH\DUG�LQ�0LOGXUD��9LFWRULD��:H�XVHG�WR�XVH�ÀRRG�LUULJDWLRQ�EXW�UHDOLVHG�ZH�FRXOG�LUULJDWH�LQ�D�PRUH�HI¿FLHQW�ZD\�VR�ZH�moved to drip irrigation, which was very costly to set up. We need a secure water supply to ensure our vines grow and stay alive year after year. Our town relies on the income of the farming community. I, and other farmers, put money into the community.

Dairy cattle farmer I appreciate that the environment is important so the critical thing for me is to balance the amount of water I use and be able to supply people the milk they need. Our dairy-farming community supplies milk to the local area as well as the cities. Many businesses rely on our milk for their income – for example, processing, transport, packaging and retail.

Grain grower Irrigating our farmland increases our productivity. On our farm we JURZ�ZKHDW��,W�FRXOG�EH�ZKHDW�IURP�P\�IDUP�WKDW�LV�WXUQHG�LQWR�ÀRXU�which is used to make the bread, pasta and biscuits that you eat. New technologies help me reduce my water use. It ensures that I water only when the soil moisture is at a certain level.

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Student worksheet 5.2

12


Person Background

Orchardist I grow apples, pears and peaches. I have taken out a large bank ORDQ�WR�UXQ�P\�RUFKDUG��,W¶V�EHHQ�GLI¿FXOW�ZLWK�WKH�UHFHQW�GURXJKW��

I’ve removed a levee bank that stopped my back paddock from ÀRRGLQJ�VR�QRZ�WKH�ZHWODQG�LV�UHFRQQHFWHG�WR�WKH�ULYHU��7KLV�VHHPV�WR�KDYH�EHQH¿WHG�P\�RYHUDOO�FURS�SURGXFWLRQ��EXW�,�GRQ¶W�KDYH�DQ\�hard evidence. It seems in dry times that the surrounding area EHQH¿WV�IURP�WKH�ZHWODQG��,W¶V�SRVVLEOH�WKDW�WKH�ZHWODQG�SURYLGHV�D�ÀRZ�RI�ZDWHU�WR�WKHVH�DUHDV�WKURXJK�WKH�VRLO�SUR¿OH��ZKLFK�LV�accessed by deep-rooted plants such as my apple, pear and peach trees.

Most of my produce goes to the markets in the big cities. I rely on water from the local river to run my irrigation lines to the fruit trees. 7KH�GULS�V\VWHP�LV�PXFK�PRUH�HI¿FLHQW�WKDQ�WKH�ÀRRG�LUULJDWLRQ�ZH�used in the past.

/RFDO�UHFUHDWLRQDO�¿VKHUPDQ I’ve lived on the Murray for 50 years and have observed the decline LQ�¿VK�QXPEHUV�RYHU�WKDW�WLPH��7KH�0XUUD\�LV�QRZ�IXOO�RI�FDUS�DQG�FDWFKLQJ�DQ\�GHFHQW�¿VK�LV�D�UDUH�HYHQW��,�WKLQN�WKH�¿VK�DUH�D�JRRG�indicator of river health. I’d say at the moment the Murray and other rivers of the Basin are pretty sick and need some attention.

Tourism: Paddle-steamer operator

,�ORRN�IRUZDUG�WR�EHWWHU�ÀRZV�IRU�WKH�0XUUD\��7RXULVWV�FRPH�WR�VHH�D�KHDOWK\�ULYHU�QRW�RQH�ZKHUH�WKH�ÀRZV�DUH�VR�ORZ�WKDW�\RX�FDQ�RQO\�travel at certain times.

When the river is healthy, the trees are healthy and people are interested in travelling along the Murray to see this mighty river.

Community member in South Australia

Our community relies on the Murray for its water supply.

:KHQ�ZDWHU�LV�H[WUDFWHG�E\�XVHUV�XSULYHU��OHVV�ZDWHU�ÀRZV�GRZQ�WKH�Murray to us.

:LWK�WKH�UDLQ�ZH�KDYH�KDG�LQ��±��LW�ORRNV�OLNH�WKH�ULYHUÀRZV�DUH�¿QDOO\�UHDFKLQJ�6RXWK�$XVWUDOLD�DQG�WKH�&RRURQJ�PLJKW�LPSURYH�LQ�health. But what is going to happen when the next drought comes?

Tractor salesperson I rely on the farming community for my livelihood. Farmers in turn rely on water. Our whole community is built around the irrigation industry and without it my town will die.


Student worksheet 5.2 cont.

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Student worksheet 5.2 cont.N

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National Park ranger

Murrawarri Traditional Owner from western

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Grape grower

Dairy cattle farmer

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Tourism: Paddle steamer operator

Community member in South Australia

Tractor salesperson

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14

Food webs and biotic relationships: Identify as many birds as you can using the pictures in the resource book as a guide. This data will help you to answer other questions later on. Bird name Role in food chain Where seen Magpie carnivore Hanging around the

BBQ at lunch.

Identify an example of a predator/prey relationship, a parasite/host relationship, commensalism, mutualism, competition. Biotic relationships explanation example predator/prey Where one animal hunts

another species of animal for food.

parasite/host Where one organism lives on, or in another organism and derives nutrients at its expense.

commensalism An association between two organisms where one benefits and the other derives neither benefit or harm.

15

mutualism An association between two organisms which is beneficial to both.

competition Where two organisms, populations, or species attempt to gain a share of a limited resource.

Draw a simple food chain (the transfer of energy from one organism to another).

producer 1st level consumer (herbivore)

2nd level consumer (carnivore)

3rd level consumer (top level carnivore)

Food webs show how all the possible sources of food for organisms in a forest. They can be very complex. The more sources of food an organism has, the more likely they are to survive change.

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TROPHIC LEVELS AND ENERGY TRANSFER

Organisms in a food web can be classified by trophic level. Each feeding level is called a trophic level.

1 3) Place the wetland organisms from the Food Web above into their correct trophic level below.

Tertiary

14) Can organisms occupy more than one trophic level? Explain.

1 5) Draw an arrow on your trophic level pyramid above to show which direction energy is transferred

through the trophic levels.

16) No energy conversion is 100% efficient. Outline how much energy is usually lost with each energy

transfer and why?

17) Total organism biomass decreases as you move up trophic levels also. Explain.

1 8) Rank the organisms identified in your wetland sample from most abundant to least abundant.

Most abundant Least Abundant

1 9) Consider the trophic levels of the ranked organisms. Does this reflect the theory previously discussed?

Printed on 1 00% recycled paper 5

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MACROINVERTEBRATE STUDY RESULTS

3) Briefly describe what you found in your study, noting which organisms and diet types were most and

least abundant in this wetland ecosystem.

4) Did you observe/identify all the organisms that could be found in this ecosystem in your wetland

sample? Explain why you may not have observed all these organisms.

INTERACTIONS WITHIN THE WETLAND COMMUNITY

Organisms in an ecosystem interact with one another. These interactions may be categorized into many

different classes of interactions based either on their effects or on the mechanism of the interaction. Effects

may range from one species eating another, to a mutual benefit.

Predation

5) Identify two examples of a predator-prey relationship that exist in this wetland ecosystem.

a)

b)

6) Discuss the importance of predator-prey relationships in maintaining a wetland ecosystem.

Symbiosis

7) Identify (tick) if any of the following symbiotic relationships exist in this wetland ecosystem.

Mutualism 0 Parasitism 0 Commensalism 0

8) Describe one of the symbiotic relationships identified.

Competition

9) What do wetland organisms compete for?

1 0) Outline an example where two wetland organisms compete for food resources.

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Ecosystems: Biodiversity and productivity calculation. Biomass pyramid calculation (DBH x height x number of trees per 10,000m2, (100m x 100m) for producers, then use estimations for primary, secondary and tertiary consumers).

Construct a Biomass numbers pyramid using a 1m x 1m quadrat. Estimating the number of individual organisms in each trophic level. Compare these two ways of estimating the productivity of an ecosystem.

Producers: river red gums etc

1. consumers: eg kangaroos

2. consumers: eg snakes

3. consumers: eg eagles

4. consumers

Biomass kg per hectare

Number of organisms per hectare

Producers: river red gums etc

1. consumers: eg kangaroos

2. consumers: eg snakes

3. consumers: eg eagles

4. consumers

19

Drawing and photography task: ecosystem and habitat identification. Consider: Why biodiversity is important to maintain a healthy river red gum forest ecosystem? How can it best be measured?

20

gunbower forest environmental watering fieldwork booklet

Education