Date: May 1, 2009
Time: (Eastern Daylight Time) –– Time Zone ConverterProgram Title: Alive in Hudson River
Suggested Grade Level: Grades 6 – 12
Field Trip Overview:
Participants will explore the dynamic and biologically diverse Hudson River Estuary during a virtual field trip to Norrie Point Environmental Center. The Center is located on the shores of the estuary in Staatsburg, New York—at roughly the estuary’s midpoint.
The field trip takes place at Norrie Cove and allows participants to observe and learn about Hudson River species as they are caught on the shore or previously caught in the estuary. Participants will learn about the biologically diverse and dynamic nature of the Hudson by exploring connections between species and changes in the Hudson over time. Changes in the estuary that occurred since Henry Hudson’s 1609 journey up the river are emphasized, with particular attention to invasive species and newer threats of climate change.
Student Learner Objectives: - list at least five animals that live in an estuary for at least part of their life cycles
- describe at least one way that an animal is adapted to live in an estuary
- construct at least one food web of estuary plants and animals
- state at least two ways that humans can preserve or improve the health of estuaries
- describe at least one way that invasive species affect the Hudson River
Program Vocabulary:
biodiversity – a term which generally refers to the variety of species or habitats
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.
decay – the process by which organisms are broken down into their component parts by physical, biological and chemical means.
detritus – disintegrated organic material.
diversity – a number of different types of things; variety. The Hudson River is diverse in many ways. It has a diversity of living organisms and habitats (called “biodiversity”), chemical conditions (for example: salinities, temperatures, etcetera), and geological features (called “geodiversity”).
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 "fresh water estuary" that functions in many ways like a typical brackish estuary. The Hudson River Estuary is distinctive in that its upper reaches are fresh water but influenced by tides.
exotic/alien species – species which are not native to a particular area and are usually associated with negative impacts on the environment. Zebra mussels and Chinese mitten crabs are two examples of exotic species in the Hudson River.
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 whole network of organisms is affected.
fresh water – water which contains little or no dissolved salts.
gravid – carrying developing offspring; pregnant
habitat – the naturally occurring home of an organism comprising living and non–living components needed for its survival.
larval – a phase in the life cycle of some animals that occurs after the egg phase and before development into the mature form. The larval phase of some insects such as dragonflies is aquatic, and is an important part of aquatic food webs.
macroinvertebrates – animals without backbones that are large enough to be seen with the naked eye. Crabs, amphipods and mussels are some examples of Hudson River macroinvertebrates.
microorganisms – living things that are usually small enough to be visible only with the aid of a magnifying device.
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 but swim to salt water to spawn when mature. The American eel is the only catadromous fish in the Hudson River Estuary.
nutrient – food or chemical which must be taken in by an organism to live or grow.
omnivore – an organism which consumes both plants and animals as part of its normal diet.
phytoplankton – photosynthesizing organisms which live suspended in water and are incapable of moving against water currents. Phytoplankton are an important part of many Hudson River food webs.
plankton – organisms which live suspended in water and are incapable of moving against currents. Plankton can be large like jellyfish or very small like diatoms.
primary producer– an organism which is able to use energy from sunlight or chemical compounds to make other compounds which can be consumed for energy. In the Hudson River, primary producers include phytoplankton, submerged aquatic plants and emergent plants.
salinity – the measure of salt in a substance. In estuaries the salinity of water is variable.
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.
seining – a method of fishing where a mobile net (seine) is used to either encircle organisms or block their escape. The net is often pulled through the water by attached vertical poles (beach seining), or by boats (purse and haul seining, for example).
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.
top predators – organisms which consume other organisms, and in their adult form are not normally preyed upon in a habitat. Top predators are often at the highest level of food webs and often regulate the health of a system by controlling the abundance of certain species. Great blue herons, bald eagles, otters and striped bass are some examples of Hudson River top predators.
tributary – a stream, creek or river which is connected to a larger body of water. The Hudson River Estuary has 65 major tributaries.
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.
What’s the biggest fish in the Hudson? The Atlantic sturgeon is the biggest fish by far in the Hudson. It can be up to 12 feet long and weigh over 200 pounds.
Links to Supporting Materials:National Education Standards Addressed:
Grades 6–8
SCIENCE
Standard: Physical Science
Understandings:
- How to use maps and other geographic representations, tools, and technologies to acquire, process and report information from a spatial perspective
- Properties and changes of properties in matter
- Motions and forces
Related Topics: climate change, and tides
Standard: Life Science
Understandings:
- Populations and ecosystems
- Diversity and adaptations of organisms
Related Topics: seining catch discussions, estuaries discussions,
invasive species
Standard: Personal and Social Perspectives
Understandings:
- Populations, resources and environments
Related Topics: how humans contribute to climate change and invasive species introduction
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 Activities: use of maps to depict locations of Hudson River Estuary and native region of Chinese mitten crabs
Standard: Geography–Places and Regions
Understanding:
- Physical and human characteristics of places
Related Topic: estuary discussions
Standard: Geography–Physical Systems
Understanding:
- Characteristics and spatial distribution of ecosystems on earth’s surface
Related Topics: general estuary discussions
Standard: Geography–Environment and Society
Understanding:
- How human actions modify the physical environment.
Related Topics: connections between humans and invasive species, 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
MATHEMATICS
Standard: Algebra–understand patterns relations and functions
Understanding:
- Represent analyze and generalize a variety of patterns with tables, graphs, words, and when possible, symbolic rules
Related Activities: analysis of graphs depicting carp population and depicting dissolved oxygen levels of water under water chestnut beds
Standard: Algebra–analyze change in various contexts
Understanding:
- Use graphs to analyze the nature of changes in quantities in linear relationships
Related Activities: analysis of graphs depicting carp population and depicting dissolved oxygen levels of water under water chestnut beds
Standard: Connections
Understanding:
- Recognize and apply mathematics in contexts outside of mathematics
Related Activities: use of graphs depicting carp population and depicting dissolved oxygen levels of water under water chestnut beds
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
Understanding:
- Students use a variety of technological and information resources (e.g., libraries, databases ,computer networks, video) to gather and synthesize information 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
Understanding:
- How to 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.
- How to 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: Physical Science
Understanding:
Related Topics: tides
Standard: Life Science
Understanding:
- Interdependence of Organisms
Related Topic: food web
Standard: Personal and Social Perspectives
Understandings:
- Natural Resources
- Natural and human induced hazards
Related Topics: humans contribute to climate change and the spread of invasive species; and discussions of the estuary as a natural resource
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 Activities: use of maps to depict locations of Hudson River Estuary and Native region of Chinese mitten crabs
Standard: Geography–Places and Regions
Understanding:
- Physical and human characteristics of places
Related Topic: estuary discussions
Standard: Geography–Physical Systems
Understanding:
- Characteristics and spatial distribution of ecosystems on earth’s surface
Related Topics: general estuary discussions
Standard: Geography–Environment and Society
Understanding:
- How human actions modify the physical environment.
Related Topics: connections between humans and invasive species, 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
MATHEMATICS
Standard: Connections
Understanding:
- Recognize and apply mathematics in contexts outside of mathematics
Related Activities: Use of graphs depicting carp population and depicting dissolved oxygen levels of water under water chestnut beds
ENGLISH LANGUAGE ARTS
Standard: Evaluating Data
Understanding:
- How to conduct research on issues and interests by generating ideas and questions
- How to pose problems by gathering, evaluating, and synthesizing data from a variety of sources (e.g., print and nonprint texts, artifacts, people)
- How 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
Understanding:
- How to 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
Understandings:
- How to 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.
- How to 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 Idea:
- The Earth and celestial phenomena can be described by principles of relative motion and perspective.
Related Topic: tides
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 human introduction of exotic species (zebra mussels)
Standard 3: Mathematics
Content Strand:
- Statistics and Probability–Students will collect, organize, display and analyze data
Related Activities: analysis of graphs depicting carp population and depicting dissolved oxygen levels of water under water chestnut beds
Process Strand:
- Connections–Students will recognize and apply mathematics in contexts outside of mathematics
Related Activities: analysis of graphs depicting carp population and depicting dissolved oxygen levels of water under water chestnut beds
Process Strand:
- Representation–Students will use representations to model and interpret physical, social and mathematical phenomena.
Related Activities: analysis of graphs depicting carp population and depicting dissolved oxygen levels of water under water chestnut beds
Standard 5: Technology
Key Idea:
- Computer Technology–Computers as tools for design, modeling, information processing, communication and system control, have greatly increased human productivity and knowledge
Related Activities: Students will use distance learning to connect and access information.
Key Idea:
- 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 Topics: human (technological) effects on climate change and food webs (invasive species)
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 interdisciplinary 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: maps are used to depict the location of the Hudson River and the native region of the Chinese mitten crab.
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.