Aquatic Systems

1. Aquatic Systems Outcome(s):Analyze the function and condition of freshwater aquatic systems such as rivers, streams, lakes, wetlands and watersheds. (CP, DM, SI) Assess the importance of maintaining healthy water for humans and the environment. (SI, DM)

2. Freshwater Systems How do we analyze the conditions of Freshwater Systems?

3. Freshwater Systems • (a) Explain how to measure the condition of an aquatic ecosystem using chemical factors, physical factors and biological indicators including indicator species, keystone species and invasive species. ((K, STSE) • (b) Identify how the presence or absence of traditional medicines can serve as indicators of water body health. ((STSE, K, A) • (c) Measure abiotic factors (e.g., turbidity, temperature, dissolved oxygen and particulates) of an ecosystem using a variety of techniques and technologies (e.g., probe ware, pH paper, Secchi disk, Imhoff settling cone and chemical water quality test kit) effectively and safely. ((S, STSE, A) • (d) Examine the diversity of life in a specific aquatic ecosystem through water sampling, classifying aquatic biota, assessing biodiversity and calculating a water quality index and/or algal productivity. ((K, S) • (e) Assess the interdependencies between abiotic (e.g., pH, dissolved oxygen, turbidity, temperature, total dissolved solids, phosphorous, nitrogen, stream flow and biochemical oxygen demand [BOD]) and biotic factors in a functioning aquatic ecosystem. ((K) • (f) Investigate bacterial content in surface water and compare the presence of coliform bacteria to surface water quality standards following appropriate safety procedures. ((A, S, STSE) • (g) Assess how an integrated watershed management approach can address issues (e.g., water supply, drainage, storm water runoff, habitat protection and water rights) that affect water quality and the health of all living things within a watershed. ((S) • (h) Describe the benefits of the ecological goods and services provided by riparian zones and wetlands (e.g., marshes, swamps, bogs and fens) in protecting water resources. ((K) • (i) Recognize different characteristics of lakes from naturally oligotrophic to eutrophic as well as possible causes (e.g., clearing of land, excessive fertilizer runoff and treatment plants) and consequences of cultural eutrophication. ((K)

4. Freshwater Ecosystems • Freshwater Ecosystems are • It’s important to note that many water bodies, while not directly connected – are connected via ______________ (water that is part of the soil and ground) and many nutrients that dissolve in certain bodies of water aren’t necessarily isolated from one another.. • ____________ represent specific areas in which water accumulates, depending on the location we can make inferences about water content upstream and downstream from the water body in question.

5. Freshwater Ecosystems • Freshwater Ecosystems are lakes, ponds, rivers, streams, and wetlands that typically have a low salt content (compared to marine, saltwater ecosystems). • It’s important to note that many water bodies, while not directly connected – are connected via groundwater (water that is part of the soil and ground) and many nutrients that dissolve in certain bodies of water aren’t necessarily isolated from one another.. • Watersheds represent specific areas in which water accumulates, depending on the location we can make inferences about water content upstream and downstream from the water body in question. Upstream – source of water relative to the location in question. “higher on land”. Downstream – where water will flow relative to the location in question. - Water goes from area of high elevation to low elevation

6. WatershedsOutcome: Understanding how connected our water supplies are. • _____________ – water that accumulates on the surface of the land or flows over the land (lakes, ponds, reservoirs, streams and rivers). Is transported via __________ (water that picks up sediment on terrestrial surfaces). • Most forms of surface water that are a part of watersheds eventually flow into the ocean, while others may evaporate with no drainage – leading to ______________ - Chaplin Lake. • Churchill River is a watershed that flows into Hudson’s Bay – and we drive over it in Outdoor Ed on our way to canoeing. • Why? Think of how far we are above “Sea level” – Calgary is about 1045m above sea level. Moose Jaw is ~550m above sea level – if water can travel to somewhere lower – it normally does (the ocean).

7. WatershedsOutcome: Understanding how connected our water supplies are. • Surface water – water that accumulates on the surface of the land or flows over the land (lakes, ponds, reservoirs, streams and rivers). Is transported via runoff (water that picks up sediment on terrestrial surfaces). • Most forms of surface water that are a part of watersheds eventually flow into the ocean, while others may evaporate with no drainage – leading to saline lakes (salty)– Chaplin Lake. • Churchill River is a watershed that flows into Hudson’s Bay – and we drive over it in Outdoor Ed on our way to canoeing. • Why? Think of how far we are above “Sea level” – Calgary is about 1045m above sea level. Moose Jaw is ~550m above sea level – if water can travel to somewhere lower – it normally does (the ocean).

8. Why is this important? Which continental divides are we between? Where does our water likely flow into the ocean at?

9. Why is this important? What we do in certain bodies of water can affect other areas downstream. Which continental divides are we between? Where does our water likely flow into the ocean at?Great, Laurentian, Arctic

10. Freshwater Ecosystems • When analyzing the content/health of freshwater ecosystems – we want to measure the conditions that exist within them. • We measure their conditions through observations/testing of ________ and _________ factors like: _____________________, _____________________, and _____________________ in the content of water.

11. Freshwater Ecosystems • When analyzing the content/health of freshwater ecosystems – we want to measure the conditions that exist within them. • We measure their conditions through observations/testing of abiotic and biotic factors like: Chemical Factors, Physical Factors, and Biological Factors in the content of water. Some lakes, like Buffalo Pound are eutrophic (having high levels of nutrients dissolved in it).

12. Chemical Factors • Check out the notes about chemical factors on the website! • Summarize two different chemical factors. • __________________ - • __________________ - Combinations of these factors influence organismal health in water bodies. Different organisms handle different concentrations of chemicals.

13. Chemical Factors • Check out the notes about chemical factors on the website! • Summarize two different chemical factors. • Dissolved oxygen - refers to the amount of oxygen available in water. Ideal levels for “healthy” freshwater ecosystem are above 6ppm-10ppm (mg/L) and fosters the growth of fish. • Phosphates – are nutrients required for the growth of algae and plants and are typically not harmless unless at very high concentrations (typical levels would be 0.1 ppm (mg/L) Combinations of these factors influence organismal health in water bodies. Different organisms handle different concentrations of chemicals.

14. Fish deaths in Alberta • http://globalnews.ca/news/2652248/its-really-a-disaster-hundreds-of-dead-fish-found-in-several-alberta-lakes/ • Aeration experiment gone wrong – what does this mean? - Not enough oxygen for fish, they died off in the winter.- This has negative implications on small communities/businesses that may depend on fishing as a source of income.

15. Physical Factors • ____________________ – different temperatures influence different chemical content of water (certain molecules react at certain temperatures). Water also behaves differently at different temperatures (has less DO at higher temps). • ____________________– input of new water can affect acidity of water body. • ____________________– greater flow of water typically means greater movement of molecules and sediment. If sediment settles different molecules may be buried but still a part of water body. • ____________________– different depths of water provide better/worse ecosystems for a variety of organisms – also impacts how far light may travel. • ____________________– affects presence of photosynthetic organisms that may increase turbidity (blocking of light) or provide food/shelter to other organisms.

16. Physical Factors • Temperature – • Precipitation (amount of water) – • Water flow (stagnant, rapids?) – • Depth of water – • Amount of Light –

17. Physical Factors • Temperature – different temperatures influence different chemical content of water (certain molecules react at certain temperatures). Water also behaves differently at different temperatures (has less DO at higher temps). • Precipitation (amount of water) – input of new water can affect acidity of water body. • Water flow (stagnant, rapids?) – greater flow of water typically means greater movement of molecules and sediment. If sediment settles different molecules may be buried but still a part of water body. • Depth of water – different depths of water provide better/worse ecosystems for a variety of organisms – also impacts how far light may travel. • Amount of Light – affects presence of photosynthetic organisms that may increase turbidity (blocking of light) or provide food/shelter to other organisms.

18. Light and Turbidity • Aquatic life needs energy from the sun. Turbidity affects this. Turbidity is/are particles that block light. • Quick ActivityHand/projector = algae activity • We want less turbidity (suspended solids) because it inhibits light from reaching further into the water… this can be inhibited by… _______, carried sediment, or kicked up soil. • More turbidity – standing water or flowing water – why?

19. Light and Turbidity • Aquatic life needs energy from the sun. Turbidity affects this. • Quick ActivityHand/projector = algae activityHand blocks the light – photosynthetic organisms get nothing when stuck behind it. • We want less turbidity (suspended solids) because it inhibits light from reaching further into the water… this can be inhibited by… algae, carried sediment, or kicked up soil. • More turbidity – standing water or flowing water – why? More flow = greater carrying of sediment away – making the water clearer.

20. Water Quality Lab – Chemical Factors • In this lab you will be sampling different sources of water and testing their contents to see if they fit with Canadian Freshwater Guideline Standards (http://st-ts.ccme.ca/en/index.html) – and you can reference the factsheet (http://ceqg-rcqe.ccme.ca/en/index.html) to find out more about these substances. • You may also want to cross reference this with safe drinking water standards when analyzing our tap water! • These documents, unfortunately, are a bit wordy.

21. Nitrate Levels (Toxicity)

22. Nitrate Levels (Toxicity) • Different organisms are affected by different chemical concentrations! • Some even thrive in these conditions.

23. Example Representation of Data from LabThe guideline represents the minimum DO preferred from aquatic systems – is the guideline being met?

24. Biological Factors • Indicator Species • Keystone Species • Invasive Species

25. Indicator species aren’t necessarily bad – their presence just tells us about the environment. Biological Factors Biotic factors also impact aquatic systems! • Indicator Species - is an organism whose presence, absence or abundance reflects a specific environmental condition (source). (ex. Leech) • Keystone Species- organisms integral to an ecosystem, removing them would severely damage an ecosystem (Beavers: their dams help flood areas to create habitats for organisms) • Invasive Species - are species that expand their range and outcompete species that were previously located there. Typically these species are introduced by human means intentionally or unintentionally. Can “upset” food webs. (ex. Zebra Mussels)

26. Other Examples of Species What is another example of a keystone species in an aquatic ecosystem? What is another example of an indicator species in an aquatic ecosystem? What is another example of an invasive species in an aquatic ecosystem?

27. Other Examples of Species What is another example of a keystone species in an aquatic ecosystem? Otters eating sea urchins, which harm kelp populations. What is another example of an indicator species in an aquatic ecosystem? E. Coli indicates greater amounts of sewage or fecal matter in the water body. Tadpoles indicate a “healthy” aquatic ecosystem (can’t handle unhealthy). What is another example of an invasive species in an aquatic ecosystem? Carp! Outcompete other fish living in water bodies!

28. Other Examples of Species What is another example of a keystone species in an aquatic ecosystem? Pacific Salmon (not here). Northern Pike – it is a predatory fish that controls populations of other fish like perch. Wolves (in Yellowstone) helped re-establish river systems. What is another example of an indicator species in an aquatic ecosystem? Lake Trout – typically found in water bodies with greater amounts of oxygen. What is another example of an invasive species in an aquatic ecosystem? Carp – invasive species (also an indicator of more oxygen-low environments).

29. Planet Earth: Freshwater (S01E03) • Jump to: 23:48 remaining. What familiar-to-SK organisms does the organism in the video look like? Why is studying their presence relevant to freshwater ecosystems?

30. Planet Earth: Freshwater (S01E03) • Jump to: 23:48 remaining. What familiar-to-SK organisms does the organism in the video look like?Northern Pike! Why is studying their presence relevant to freshwater ecosystems? If we see similar organisms living in different environments this likely means that these different environments may support other organism which could become invasive. Predators can be keystone species.

31. Biotic Factors • Different types of animals are present in aquatic ecosystems – there can be vertebrates and invertebrates, and some species provide indicators as to the quality of water (leeches are found in more-polluted waters). • List some animals you would find in a Freshwater Aquatic Ecosystem for each phylum below, and state whether they are a vertebrate or invertebrate (12 marks).

32. Biotic Factors • Different types of animals are present in aquatic ecosystems – there can be vertebrates and invertebrates, and some species provide indicators as to the quality of water (leeches are found in more-polluted waters). • List some animals you would find in a Freshwater Aquatic Ecosystem for each phylum below, and state whether they are a vertebrate or invertebrate (12 marks).

33. Connecting Factors • All of these factors (physical, chemical, and biotic) connect to one another in watersheds. • This stresses the importance of “complete” watershed management rather than just focussing on isolated locations or problems in local water bodies. • Consider an example of how they all connect.

34. Connecting Factors • All of these factors (physical, chemical, and biotic) connect to one another in watersheds. • This stresses the importance of “complete” watershed management rather than just focussing on isolated locations or problems in local water bodies. • Consider an example of how they all connect. Organisms release ammonia as waste, if it builds up in stagnant non-flowing water and the temperature of this water increases, it damages tissues in the organism.

35. Water Testing: In the FieldWater Security Agency (Moose Jaw) • If we’re close to the source of water, we can use similar tabs to test the water quality there in addition to getting invertebrate and other organisms to use as samples to make inferences about the water quality and the biodiversity found within it. • Our testing will vary at different depths of water and at different times of the day/year (seasonal and diurnal variation). • It’s important to remember as well that in different combinations of molecules can have negative results (nitrates aren’t bad on their own, but in the presence of potassium, can be problematic or more toxic).

36. Water Testing: In the FieldWater Security Agency (Moose Jaw) • If we’re close to the source of water, we can use similar tabs to test the water quality there in addition to getting invertebrate and other organisms to use as samples to make inferences about the water quality and the biodiversity found within it. • Our testing will vary at different depths of water and at different times of the day/year (seasonal and diurnal variation). In different seasons/times of day – volume of water may change as well as temperatures (when these change it affects the chemicals within it) • It’s important to remember as well that different combinations of molecules can have negative results (nitrates aren’t bad on their own, but in the presence of potassium, can be problematic or more toxic).

37. Water Testing: Coliform Bacteria • We can also test for the presence of microscopic organisms that can impact aquatic life or drinking water supplies like blue-green algae or E. Coli. • If we see larger amounts of Coliform Bacteria, we can infer the presence of other disease-causing agents.

38. Water Testing: Coliform Bacteria • We can also test for the presence of microscopic organisms that can impact aquatic life or drinking water supplies like blue-green algae or E. Coli. • We measure the amounts of bacteria found in these water bodies and based on their levels can infer the amount of contamination. • What are the effects of E. Coli on humans if found in bodies of water? • What are the effects of blue-green algae on pets? Flooding or higher levels of water can negatively contribute to the spread of this if water bodies become more connected.

39. Water Testing: Coliform Bacteria • We can also test for the presence of microscopic organisms that can impact aquatic life or drinking water supplies like blue-green algae or E. Coli. • We measure the amounts of bacteria found in these water bodies and based on their levels can infer the amount of contamination. • What are the effects of E. Coli on humans if found in bodies of water? E. Coli causes issues in humans related to digestive problems (diarrhea, vomiting) • What are the effects of blue-green algae on pets? Blue-green algae releases a toxin that can affect the nervous systems of pets Flooding or higher levels of water can negatively contribute to the spread of this if water bodies become more connected.

40. E Coli (and Polluted Drinking Water) • http://panow.com/article/460753/high-levels-ecoli-found-some-flooded-saskatchewan-lakes • Many First Nations Communities are Facing a Clean Drinking Water Crisis in Canada.https://youtu.be/Arnqpnm70Ng • What is the solution?

41. Connecting Factors • How might dissolved oxygen connect to temperature, how would temperature connect to turbidity, how would turbidity connect to stream flow? How will these affect fish living in these environments? How will these fish affect ammonia levels?

42. Connecting Factors • How might dissolved oxygen connect to temperature, how would temperature connect to turbidity, how would turbidity connect to stream flow? How will these affect fish living in these environments? How will these fish affect ammonia levels? • Higher temperatures mean low DO, high temperatures also cause growth of algae, increasing turbidity. If the water is stagnant, algae grows faster. Waters will be low in oxygen (anoxic), which will cause death of aquatic life (fish) and their decay and waste releases ammonia causing more death combined with high temperatures.

43. Connecting Factors • How might dissolved oxygen connect to temperature, how would temperature connect to turbidity, how would turbidity connect to stream flow? How will these affect fish living in these environments? How will these fish affect ammonia levels? Colder temp = more dissolved oxygen (typically). Temperature could influence the growth of organisms that may increase turbidity (algae) Faster flowing water will carry more sediment downstream – therefore the water should be clearing if it’s been flowing for an extended period of time (less turbidity). Greater stream flow could potentially carry away food sources for larger fish (therefore less fish in the location). Higher temperature – more turbidity due to growth of some organisms that may increase growth of fish (food source). As fish die, or emit waste, this will increase ammonia levels potentially damaging other organisms.

44. Wetlands • Shallow fresh water bodies surrounded with water-tolerant vegetation are ______________ ______________. • Several types – marshes – swamps - bogs – fens –

45. Wetlands • Shallow fresh water bodies surrounded with water-tolerant vegetation are freshwater wetlands. • Several types – marshes (emergent vegetation) swamps (flooded areas – trees and shrubs submerged)bogs – acidic, wet areas dominated by sphagnum moss – anaerobic areasfens – less acidic, more productive and kept wet by ground water, run off, and precipitation. Different types allow for different organism biodiversity!

46. Wetland - Riparian Areas • _____________ ____________typically are areas of increased life on the edges of ponds, streams, lakes and rivers (very moist soil or high groundwater). They can sometimes look like smaller creeks and streams. And they are a midway point between uplands and the water. • They have increased life as they fit the needs of a diverse array of species (birds nesting, fish spawning, plants growing). Why are they important to animals?

47. Wetland - Riparian Areas • Riparian Areas typically are areas of increased life on the edges of ponds, streams, lakes and rivers (very moist soil or high groundwater). They can sometimes look like smaller creeks and streams. And they are a midway point between uplands and the water. • They have increased life as they fit the needs of a diverse array of species (birds nesting, fish spawning, plants growing). Why are they important to animals? Biodiversity! These environments are vastly different than typical lake, river, or dry land ecosystems.

48. Riparian Areas • These can be _______________, _______________ or _______________. • Wetlands provide still water sources for wildlife, and can also hold excess floodwater or even pollutants as they prevent/trap them from extending to other major water systems. • Wetlands are like sponges – they absorb a bunch of water! Why is this good?

49. Riparian Areas • These can be permanent, semi-permanent or ephemeral. • Wetlands provide still water sources for wildlife, and can also hold excess floodwater or even pollutants as they prevent/trap them from extending to other major water systems. • Wetlands are like sponges – they absorb a bunch of water! Why is this good? Significant in city planning – while the ground may be subject to shifting – it also prevents or limits flooding in basements.

50. Oligotrophic/EutrophicBoth are found in SK – treatment and management of each vary. • ______________ – nutrient-poor (minimal algae/plant life). Deep limnetic zone as a result with minimal turbidity. • ______________ – nutrient-rich (lots of plant-life) – in these, the algae increase turbidity, but absorb a lot of the light – increasing the temperature of the water by releasing heat. Since they block light for plants below, these dead plants accumulate in the benthic zone – making the water body shallower.