Date: May 1, 2009
Time: (Eastern Daylight Time) –– Time Zone ConverterProgram Title: Hudson River Detectives
Suggested Grade Level: Grades 6 – 12
Field Trip Overview:
During a virtual field trip to Norrie Point Environmental Center, participants will explore some of the ways we learn about biological and physical changes to the Hudson River Estuary, from tapping Hudson River history to modern fisheries science technology. The Center is located on the shores of the estuary in Staatsburg, New York—at roughly the estuary’s midpoint.
Participants will meet some of the people and observe some of the techniques and tools involved in studying changes in the estuary. Climate change and an exciting student science study are emphasized.
Student Learner Objectives: - define estuary
- list at least three animals that live in an estuary for at least part of their life cycles
- identify at least two ways that scientists obtain information about fish populations in the Hudson River
- state at least two ways that climate change will affect the estuary
- state at least two ways that climate change will affect humans
- state at least two ways that humans can help the environment
- identify at least one way that the Hudson River has changed since 1609
Program Vocabulary:
ballast water – water stored on a ship to keep it from tipping. When ships deliver cargo or use up fuel, ballast water is taken in to replace its weight. This water contains organisms which can be carried to a new place and discharged—an important way that invasive species are spread. Zebra mussels were introduced to the Hudson River through ballast water.
bivalves – animals with gills and a soft body encased in two hinged shells. Mussels and clams are two examples of bivalves in the Hudson River.
brackish water – water that has a salinity between that of ocean water and fresh water. In the Hudson the extent of brackish water varies greatly with the amount of freshwater draining from the land.
climate change – changes in the average patterns of weather. These changes have been associated with human activity such as the burning of fossil fuels and the loss of forests, and natural (non–human) factors such as volcanic dust and changes in earth’s orbit. Sea level rise resulting from an increase in average temperatures is one effect of climate change that will affect the Hudson River.
commercial fishing – the harvesting of aquatic species for the purpose of trade or selling the catch for profit. The commercial fishing industry in the Hudson River has changed dramatically over the last 400 years due to human impacts on water quality and fish populations.
dissolved oxygen – oxygen which is mixed in solution with a liquid, such as water. Animals which breathe in water need sufficient levels of dissolved oxygen to survive; monitoring dissolved oxygen is therefore an important part of determining the health of the Hudson River.
electroshocking – a method of catching live aquatic animals whereby an electric pulse is transmitted into fresh water to stun and then collect the specimens. This technique can be used to track changes in fish populations in the Hudson River.
estuary – a semi–enclosed, coastal body of water freely connected to the open sea and within which sea water is measurably diluted with fresh water derived from land drainage. Sometimes, chemically–distinct freshwater from a river enters a large freshwater lake creating a "freshwater estuary" that functions in many ways like a typical brackish estuary. The Hudson River Estuary is distinctive in that its upper reaches are freshwater but influenced by tides.
filter feeders – animals which consume their food by taking in water, retaining the edible matter and expelling the remaining water. Zebra mussels are very efficient filter feeders. Because of zebra mussels, there is less food for native Hudson River filter feeders such as freshwater clams.
fresh water – water which contains little or no dissolved salts.
food web – a representation of the feeding interactions between species in an area . Food webs are complex networks of connections comprising multiple, linear food chains. When one organism is removed from or depleted in a system, the other organisms of a food web can be affected.
fossil fuel – a source of heat or power derived from animal or plant matter that was decayed, buried and compacted over millions of years. The burning of fossil fuels such as coal and oil releases carbon dioxide and other chemicals into the atmosphere which can contribute to pollution and climate change.
fyke net – a net used as fishing gear that leads fish into an enclosure from which they are unable to or cannot easily escape. Fyke nets are most effective in shallow water, making them ideal for fishing in rivers.
gill net – a net used as fishing gear that catches the head of the fish in the mesh as they attempt to swim through it.
glass eel – a stage in the life cycle of an immature eel characterized by their transparent appearance. American eels are usually considered glass eels when they are approximately 1 year old and 5–7 centimeters in length. It can be important to monitor the health of juvenile fish since the future health of a fish population is dependent upon the health of the species’ juveniles to breed and flourish.
habitat – the naturally occurring home of an organism comprising living and non–living components needed for its survival.
invasive species – species which by means of growth, feeding or other behaviors outcompete other species in a habitat. Invasive species are often associated with negative impacts to humans, economies or environments. Zebra mussels are an example of a non–native invasive species in the Hudson River.
marsh – a type of wetland where grasses are the dominant plant species.
migration – the process by which an organism travels from one location to another, generally associated with its reproductive cycle or changes in weather. Catadromous migration is a type of migration where aquatic species spend the majority of their lives in fresh water then when mature, swim to salt water to spawn. In New York, the American eel is the only catadromous fish.
salinity – the measure of salt in a substance. In estuaries the salinity of water can vary widely.
salt water – water that has significant amounts of salts dissolved in it. In estuaries, water is generally considered to be salt water when its salinity is close to that of ocean water.
satellite tracking tag – a device that can be attached to an organism so that information about its location and other environmental conditions may be transmitted to and from a satellite for the purposes of studying the organisms movement and patterns. Satellite tracking tags are used in the Hudson River to monitor American shad and sturgeon.
swamp – a type of wetland where trees and shrubs are the dominant plant species.
thermal expansion – an increase in the volume of matter related to an increase in temperature. It is predicted that thermal expansion of sea water as a result of climate change will significantly contribute to sea level rise.
tides – the cyclical rising and falling of the earth’s water as a result of the gravitational attractions between the earth, moon and sun. Within every 24 hour and 50 minute period in the Hudson River Estuary there are 2 high tides where a body of water is at the highest level in the cycle and 2 low tides where water levels are at the lowest in the cycle.
tributary – a stream, creek or river which is connected to a larger body of water. The Hudson River Estuary has 65 major tributaries.
turbidity – a measure of the amount of particulate matter in a volume of water. High turbidity limits light penetration and the amount of sunlight available to primary producers.
wetland – a habitat where there is sufficient water to create and sustain biological, physical or chemical characteristics associated with saturated conditions. Wetlands are commonly identified by the presence of specific plants and soil types that are found there. Swamps and marshes are two types of wetlands found in the Hudson River Estuary system.
zooplankton – animals that are incapable of swimming against currents and therefore rely on the movement of water to drift from place to place. Many species of Hudson River fish and other animals eat zooplankton.
Frequently Asked Questions:
Do all rivers have estuaries? No, only those which are at sea level for part of their length, allowing ocean tides to enter and mix with fresh water drainage.
Can I eat fish I catch in the Hudson? It depends. Fish like shad that spend most of their lives in the ocean can be eaten. Unfortunately, children and women of child–bearing age are advised against eating fish that live most of their lives in the Hudson because of toxins dumped into the river years ago. There are lots of people trying to clean up the Hudson now, so someday we can all enjoy fish from the river.
Can Hudson River eels give me an electric shock? No, these are American eels, not electric eels.
Links to Supporting Materials:National Education Standards Addressed:
Grades 6–8
SCIENCE
Standard: Science as Inquiry
Understanding:
Related topic: studies of fish populations
Standard: Physical Science
Understandings:
- Properties and changes of properties in matter
- Motions and forces
Related topics: climate change, sea level rise and tides
Standard: Life Science
Understandings:
- Populations and ecosystems
- Regulation and behavior
Related topics: estuary discussions, fish population research, and migration of glass eels
Standard: Earth and Space Science
Understanding:
- Earth in the solar system
Related topic: the effects of moon phases on earth’s tides
Standard: Science and Technology
Understanding:
Related topics: fish population research, and water and weather research
Standard: Personal and Social Perspectives
Understandings:
- Populations, resources and environments
- Risks and benefits
- Science and technology in society
Related topics: how humans contribute to climate change and invasive species introduction, how climate change affects our natural resources, and how humans use Technology to study the environment such as fish research and water and weather studies
Standard: History and Nature of Science
Understanding:
- Science as a human endeavor
Related topic: careers in science: fisheries biologist
SOCIAL STUDIES AND HISTORY
Standard: Geography–The World in Spatial Terms
Understandings:
- How to use maps and other geographic representations, tools, and technologies to acquire, process and report information from a spatial perspective
- How to analyze the spatial organization of people places and environments on Earth’s surface
Related activity: use of map to depict location of Hudson River Estuary
Standard: Geography–Places and Regions
Understanding:
- Physical and human characteristics of places
Related topic: estuary discussions
Standard: Geography–Physical Systems
Understandings:
- Physical processes that shape the patterns of earth’s surface
- Characteristics and spatial distribution of ecosystems on earth’s surface
Related topics: climate change and general estuary discussions
Standard: Geography–Environment and Society
Understanding:
- How human actions modify the physical enviornment.
Related topics: connections between humans and invasive species, overfishing and climate change
Standard: U.S. History–Era 1: Three Worlds Meet (Beginnings to 1620)
Understanding:
- How early European exploration and colonization resulted in cultural and ecological interactions among previously unconnected peoples
Related topic: Henry Hudson’s exploration of the Hudson River
ENGLISH LANGUAGE ARTS
Standard: Evaluating Data–Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
Related activity: Participation in event and any post–event activities will require processing of information from Hudson River Reserve educators.
Standard: Developing Research Skills–Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
Related activity: Participants utilize or are introduced to online broadcasts that may be used for research.
TECHNOLOGY
Standard: Communication and Collaboration–Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
Understanding:
- Students interact, collaborate and publish with peers, experts or others employing a variety of digital environments and media.
Related activity: Participants will interact with experts using distance learning technology.
Grades 9–12
SCIENCE
Standard: Science as Inquiry
Understanding:
Related topic: studies of fish populations
Standard: Physical Science
Understandings:
- Structure and properties of matter
- Motions and forces
- Interactions of energy and matter
Related topics: climate change, sea level rise, tides
Standard: Life Science
Understanding:
Related topic: American eel migration
Standard: Science and Technology
Understanding:
Related topics: fish population studies, water and weather data collection (monitoring equipment)
Standard: Personal and Social Perspectives
Understandings:
- Natural Resources
- Environmental quality
- Science and technology in local, national and global challenges
Related topics: humans contribute to climate change and the spread of invasive species, climate change affects our natural resources, humans use technology to study the environment (fish research, water and weather data collection), and estuaries as a natural resource
Standard: History and Nature of Science
Understanding:
- Science as a human endeavor
Related topic: fisheries biologist is a career in science
SOCIAL STUDIES AND HISTORY
Standard: Geography– The World in Spatial Terms
Understanding:
- How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective
Related activity: use of map to depict location of Hudson River Estuary
Standard: Geography–Places and Regions
Understanding:
- Physical and human characteristics of places
Related topic: estuary discussions
Standard: Geography–Physical Systems
Understandings:
- Physical processes that shape the patterns of earth’s surface
- Characteristics and spatial distribution of ecosystems on earth’s surface
Related topics: climate change and general estuary discussions
Standard: Geography–Environment and Society
Understanding:
How human actions modify the physical environment.
Related topics: connections between humans and invasive species, overfishing and climate change
Standard: U.S. History–Era 1: Three Worlds Meet (Beginnings to 1620)
Understanding:
- How early European exploration and colonization resulted in cultural and ecological interactions among previously unconnected peoples
Related topic: Henry Hudson’s exploration of the Hudson River
ENGLISH LANGUAGE ARTS
Standard: Evaluating Data–Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
Related activity: Participation in event and any post–event activities will require processing of information from Hudson River Reserve educators.
Standard: Developing Research Skills–Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
Related activity: Participants utilize or are introduced to online broadcasts that may be used for research.
TECHNOLOGY
Standard: Communication and Collaboration–Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
Understanding:
- Students interact, collaborate and publish with peers, experts or others employing a variety of digital environments and media
Related activity: Participants will interact with experts using distance learning technology.
New York State Education Standards Addressed:
Grades 6–8
MATH, SCIENCE & TECHNOLOGY
Standard 2: Students will access, generate, process, and transfer information using appropriate technologies.
Related activity: Students will use distance learning to access information
Standard 4:Science–Physical Setting
Key Ideas:
- The Earth and celestial phenomena can be described by principles of relative motion and perspective.
- Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land.
- Energy exists in many forms, and when these forms change energy is conserved.
Related Topics: tides, climate change, and thermal expansion as it pertains to climate change
Standard 4: Science–Living Environment
Key Ideas:
- Plants and animals depend on each other and their physical environment.
- Human decisions and activities have had a profound impact on the physical and living environment.
Related Topics: food webs and changes in commercial fishing over time
Standard 5: Technology
Key Ideas:
- Computer Technology– Computers as tools for design, modeling, information processing, communication and system control, have greatly increased human productivity and knowledge
- Impacts of Technology–Technology can have positive and negative impacts on individuals, society, and the environment and humans have the capability and responsibility to constrain or promote technological development
Related Activity: Students will use distance learning to connect and access information
Related Topics: human (technological) effects on climate change, food webs (invasive species) and the degradation of natural resources (overfishing); and the use of technology to study fish populations (electroshocking) and water and weather data
Standard 6: Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
Related activities: the broadcast and related educational materials utilize an inter–disciplinary approach to studying the Hudson River Estuary.
SOCIAL STUDIES
Standard 1: History of the United States and New York– Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.
Related Topic: Henry Hudson’s exploration of the Hudson River in 1609
Standard 3: Geography– Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national and global—including the distribution of people, places, and environments over the earth’s surface.
Related Activity: a map is used to depict the location of the Hudson River
ENGLISH LANGUAGE ARTS
Standard 1: Listening for information and understanding
Related Activities: Participating students will need to recognize content–specific vocabulary and terminology, and listen for unfamiliar words and learn their meaning.
HEALTH, PHYSICAL EDUCATION, AND FAMILY AND CONSUMER SCIENCES
Standard 2: A Safe and Healthy Environment–Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.
Related Topics: human effects on the environment
Grades 9–12
MATH, SCIENCE & TECHNOLOGY
Standard 4: Science–Physical Setting
Key Ideas:
- The Earth and celestial phenomena can be described by principles of relative motion and perspective.
- Human decisions and activities have had a profound impact on the physical and living environment.
Related Topics: tides; and the Hudson and the environment have changed and will change over time, and these changes result from disturbances
ENGLISH LANGUAGE ARTS
Standard 1: Listening for information and understanding
Related Activities: Participating students will need to recognize content–specific vocabulary and terminology
Contact Information:
Please contact Jean McAvoy, Education Coordinator, with any questions about this broadcast. Or check out the DEC Hudson River Research Reserve to learn more about its programs and sites on the estuary.