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HHEI Evaluation Methods for PHWH’s By David Young, Ethan Teare, Sarah Mayer, Brendan Curtin, Sara Koth, Erin Sams, and Miss K.

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Presentation on theme: "HHEI Evaluation Methods for PHWH’s By David Young, Ethan Teare, Sarah Mayer, Brendan Curtin, Sara Koth, Erin Sams, and Miss K."— Presentation transcript:

1 HHEI Evaluation Methods for PHWH’s By David Young, Ethan Teare, Sarah Mayer, Brendan Curtin, Sara Koth, Erin Sams, and Miss K.

2 PHWH Streams *Flow is ephemeral *channel is dry except for when it rains or there is snow melt *there are no permanent pools *Aquatic diversity is low. *Least healthy streams *Flow is intermittent *Channel has a small amount of water *Small pools are present all year round *Aquatic life diversity is high *Moderately Healthy Stream Class IIClass I

3 PHWH Streams (continued) *Most healthy of all the streams *Aquatic life is diverse and abundant *Flow is perennial with deep ground water *Has cold water present Class III

4 HHEI (Headwater Habitat Evaluation index) -What is the HHEI? -What does an HHEI Evaluation consist of? -How does the HHEI help determine the class of the stream?

5 What is HHEI? HHEI- Headwaters Habitat Evaluation Index HHEI- Headwaters Habitat Evaluation Index –Allows us to: –categorize the stream into one of three classes. –Learn more about streams Using HHEI in the field Using HHEI in the field –HHEI form and point system. –Using an HHEI form, assign point amounts to certain attributes of the stream –30 points or less= Class I – points= Class II –50-70 points= Class II or Class III –70 points or more= Class III

6 HHEI Evaluation Form OHIO EPA Primary Headwater Habitat Evaluation Form SITE NAME/LOCATION______________________________________ SITE NUMBER_____________________MILE__________ RIVER BASIN______________________________________________ DRAINAGE AREA (mi)_______________________________________ LENGTH OF REACH (ft)_____________________________________ LATITUDE________________LONGITUDE______________ DATE_____________________________ SCORER_________________________________________________ COMMENTS______________________________________________ _________________________________________________________ NOTE: Complete all items on metric. For further instruction refer to "Field Evaluation Manual for Ohio's PHWH Streams". BANK FULL WIDTH Measured as the average of 3-5 measurements Check only ONE box WIDTH (m)POINTS > > > > <1.05 Check your iPAQ for more!

7 The Three Metrics: Points are assigned to three variables of the stream Points are assigned to three variables of the stream –Substrate (the material making up the bed of the stream) –Bank Full Width (The distance across a stream from where the vegetation stops) –Maximum Pool Depth (The depth of the deepest pool)

8 Technology As A Learning Tool Powerpoints on Sakai Powerpoints on Sakai –Proved to work well Had virtually no previous knowledge Had virtually no previous knowledge Learned a LOT about PHWH and their classifications, HHEI, natural vs. modified streams, the three metrics of HHEI, and creating the HHEI forms Learned a LOT about PHWH and their classifications, HHEI, natural vs. modified streams, the three metrics of HHEI, and creating the HHEI forms –Great tool for learning things quickly, yet allowing students to go at their own pace –Tests covering the material will eventually be open to the public –Information was creatively put together from field manuals and Ohio EPA Project

9 How else did technology help? Internet Internet iPAQs iPAQs By having consistent access to computers, participants were able to go basically at their own pace By having consistent access to computers, participants were able to go basically at their own pace –Could reread directions –Journal entries Built web pages Built web pages Used mapping and GPS on Used mapping and GPS on iPAQs and computers

10 VARK Questionnaire as a guide to learning styles Questionnaire as a guide to learning styles Visual, Aural, Read/Write, Kinesthetic Visual, Aural, Read/Write, Kinesthetic 20%-30% of school age population—Aural 20%-30% of school age population—Aural 40%--Visual/ Read Write 40%--Visual/ Read Write 30%-40%--Kinesthetic (Hands-On) 30%-40%--Kinesthetic (Hands-On)

11 What If I’m Different? 30%-40% who are Kinesthetic are missing out 30%-40% who are Kinesthetic are missing out Not lacking intelligence but lacking opportunity Not lacking intelligence but lacking opportunity Education for everyone Education for everyone –Instead of just aural, visual, and reading/writing learning, schools need to incorporate more Kinesthetic learning so 30%-40% of their student bodies are not being left behind because they do not have one of the popularly taught learning styles. (Carbo, Dunn, & Dunn, 1986) Why should they be penalized? Why should they be penalized? In addition, real world requires Kinesthetic jobs…Preparation In addition, real world requires Kinesthetic jobs…Preparation

12 Making Some Changes The institute has given us a new outlook on how much easier and interesting it can be to learn Kinesthetically. The institute has given us a new outlook on how much easier and interesting it can be to learn Kinesthetically. Field Trips with Science students to provide them with a different and new type of learning atmosphere (PHWH and HHEI) Field Trips with Science students to provide them with a different and new type of learning atmosphere (PHWH and HHEI) Our learning community would coordinate this trip. Our learning community would coordinate this trip. Brings back some new knowledge along with learning styles. Brings back some new knowledge along with learning styles. It will show students that school and learning do not only need to consist of reading and memorization. It will show students that school and learning do not only need to consist of reading and memorization. A taste of the real, adult world. A taste of the real, adult world. A changed opinion about the potential enjoyment of learning. A changed opinion about the potential enjoyment of learning. Science club to promote. Science club to promote.

13 Changing the Face of Science A new approach to learning. A new approach to learning. Preparation for the real-world. Preparation for the real-world. Save many who fall behind. Save many who fall behind. More diverse and exciting schooling will result. More diverse and exciting schooling will result.


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