Changes in weather patterns, such as warmer winters and lower rainfall averages, can have large effects on water availability, lake levels, plant and fish life, and more. Because so many people and industries rely on the Great Lakes, those changes can have a significant impact beyond the obvious, as is the case for the shipping industry.
“For decades, the mathematics of waterborne transport here were simple. For every 10 to 11 metric tons of cargo that moved into and out of the Toledo port, about one metric ton of sediment left the channel. (Last year, 10.4 million metric tons of cargo were handled at the port.)
But with climate change, the equation is almost certain to get more complex and more expensive, say scientists and port managers. More mid-winter snow melts and rainstorms — and more frequent heavy rainfalls, especially in spring — may lead to higher soil-erosion rates, meaning that Great Lakes rivers are likely to carry more soil into harbors. Higher air temperatures already are warming the Great Lakes, blocking ice from forming, and increasing rates of evaporation that may lead to lower lake levels.”
Follow the link above to read the complete article on these potential consequences for the Great Lakes, the shipping and transportation industry, and the communities that rely on these resources.
With the State of Michigan taking control of a dam on the Manistique River comes an opportunity to prevent an invasive species from breeding in the river and increasing in numbers.
“That will allow the federal government to build a new barrier there to keep sea lampreys from breeding in the river. Managers of the fishery expect that will bring the lamprey problem under control in Lake Michigan.”
Read more about the plan at the article linked above.
Many educators incorporate plants and animals into their classrooms for educational purposes, but those plants and animals have the potential to become or transport invasive species to new areas.
“The study, led by Oregon Sea Grant Extension’s invasive species expert Sam Chan, was presented at this week’s national meeting of the Ecological Society of America in Portland.
‘Live organisms are a critical element for learning and we don’t want to imply that they should not be used in the classroom,’ said Chan. ‘But some of our schools – and the biological supply houses that provide their organisms – are creating a potential new pathway for non-native species to become invasive.’”
There is more information available at the link above, and at our page about safely disposing of classroom specimens.
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Community outreach specialist Kristin TePas rinses a
PONAR dredge used to collect sediment containing
benthic organisms. |
IISG staff members
Paris Collingsworth and
Kristin TePas are sailing on the research vessel
Lake Guardian this week on both Lake Michigan and Lake Huron, assisting the U.S. Environmental Protection Agency with its annual monitoring program. The USEPA’s Great Lakes National Program Office is responsible for monitoring the offshore water quality for all five of the Great Lakes in order to assess their health. The water quality surveys take place every spring and summer and include, among other things, assessments for phosphorus and dissolved oxygen in the open waters, as well as phytoplankton, zooplankton, and benthic (bottom-dwelling) organisms.
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IISG Great Lakes ecosystem specialist
Paris Collingsworth deploys a net to
collect zooplankton. |
From the U.S. EPA:
“The Great Lakes National Program Office (GLNPO) of the U.S. Environmental Protection Agency (USEPA) is responsible for monitoring the offshore water quality of the Great Lakes to evaluate water quality over time and identify any emerging water quality problems. Comprehensive water quality surveys are conducted in all five Great Lakes in both the spring, when the water is cold and well mixed, and in the summer, when the lakes are biologically active. The R/V Lake Guardian is currently being used to conduct the summer water quality survey.”
More information about the EPA’s Great Lakes monitoring program is available
at their site.
Seventh-grade teacher Kimiko Pettis participated in this year’s Windy City Earth Force project in partnership with Illinois-Indiana Sea Grant and the Calumet Environmental Education Program at The Field Museum, where she learned about the GLRI-funded Stewardship Project Contest (PDF). Ms. Pettis was selected as one of three award-winning teachers, and her students at Thomas Hoyne Elementary in Chicago helped educate their local community about the importance of properly using and disposing of pharmaceuticals and personal care products (PPCP).
The class’ first step was to research the subject of PPCPs, how to dispose of them, and what effects they can have if they’re allowed into the water. The class invited IISG staffers and representatives from the Peggy Notebaert Nature Museum to provide hands-on activities teaching them about water quality.
Then they put what they had learned into action by making posters and flyers that they posted in local churches, businesses, and shops. They also conducted a school-wide survey about water quality to find out what their fellow students knew about the issues, and wrote letters to legislators and environmental agencies detailing what they had learned about threats to water safety.
At the end, the students produced a great video skit to share with their fellow students at the school, and they participated in the Ford Environmental Leadership Summit at the Field Museum on May 8, 2012, where they were able to display the posters and flyers they had made and engage with the attendees to talk about proper disposal of PPCPs.
Ms. Pettis and two teachers in Pennsylvania will each receive a $100 gift certificate to use for education resources as an award for their excellence in fostering student engagement and stewardship.
The contest, sponsored by Sea Grant Programs in Pennsylvania, Illinois-Indiana, and New York will continue throughout the 2012-13 school year, and complete details are included in the PDF linked above.
In Chicago, a former food factory is being converted into the city’s first vertical farm, and a sustainable, zero-energy one at that.
“The transformation is already underway and over the next few years, the factory will become a zero-energy, food business incubator, research facility, education space, and working urban farm. Plant Chicago is already growing greens and mushrooms and will soon start brewing beer and kombucha and raising tilapia in a sustainable system with zero waste.”
Aquaponics are a large part of the plan as well, offering a cyclical and sustainable way to raise fish and plants for food year-round.
Read the complete article and see photos of the building and operations currently in progress at the link above, and additional details about the plans for the business
here.
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Bill Hanshumaker of the Hatfield Marine Science Center
and Oregon Sea Grant explains aquaculture research
being conducted at the facility. |
Each year, natural resource students from Purdue University, North Carolina State University, and the Swedish University of Agricultural Sciences come together to learn about sustainable use of natural resources in some part of the world. In July 2012, the course took place in the Pacific Northwest. Students visited old-growth forests, wildlife refuges, urban areas and more, learning about the political, social and economic concerns that factor into decision-making and development in the region.
Because of the partnership between Purdue University’s Department of Forestry and Natural Resources and Illinois-Indiana Sea Grant, students were able to connect with extension specialists from
Oregon Sea Grant to learn about coastal issues.
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Oregon Sea Grant agent Jeff Feldner discusses
commercial fishing during a “dock walk.” |
IISG’s Carolyn Foley shares more about the course: “Amidst glorious sunshine, students learned about the strong fishing trade in Newport, OR, including oyster farming. They asked questions about how these trades are regulated in the Pacific Northwest, and what impacts their activities have on the surrounding community and natural resource use. They were also able to visit the Hatfield Marine Science Center and gain a healthy overview of the major issues affecting coastal resources in Oregon and surrounding states, including the development of technology to harness wave energy, impacts of naturally-occurring low-oxygen conditions, and effects of development on local wildlife populations. Some students even visited a large dock (~66’ x 19’ x 7’) that was ripped from its pilings in Misawa, Japan during the 2011 tsunami which crossed more than 11,000 km of Pacific Ocean and landed near Newport in early June, bringing with it more than 80 non-native, potentially invasive species of algae, snails, clams, and other life forms.”
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Students from the course gather in front of the
tsunami-generated floating dock that washed ashore
in early June 2012. Researchers have identified 92+
species that survived the trans-Pacific voyage. |
For more about some of IISG’s education initiatives, visit our education website. College and graduate students are also encouraged to contact their departments for information on similar courses and opportunities.
*Photos courtesy of George Hess with North Carolina State University
As an amendment to the Boater Registration and Safety Act signed into law by Illinois Governor Pat Quinn, aquatic plants and animals would need to be removed from seaplanes and watercraft before moving between bodies of water. The requirement is an important step in preventing the spread of aquatic invasive species throughout the state of Illinois, as well as between states and bodies of water where these vehicles might travel.
You can read a short synopsis of the legislation from our friends at Illinois Invasive Species Awareness Month
here, and read the full text of the legislation
here.
Fourteen teachers from throughout the Great Lakes basin embarked on the learning opportunity of a lifetime this month, taking part in a week-long workshop aboard the U.S. Environmental Protection Agency’s research vessel
Lake Guardian. They explored first-hand Lake Huron’s geology, limnology (freshwater science), and ecology, with a special focus on the food web as it relates to Huron’s fisheries.
The teachers worked side-by-side with scientists learning a great deal about what comprises research on the Great Lakes. They assisted with the collection of planktonic and benthic organisms, as well as gathering water quality data. They also explored Great Lakes curriculum and discussed how to integrate this information in their classrooms. You can see visit their blog and learn more at cossegreatlakes.net. This program is offered annually by
EPA’s Great Lakes National Program Office and the
Great Lakes Sea Grant Network. If you are an educator, consider applying next year for the cruise on Lake Ontario!
