HHEI Evaluation Methods HHEI Evaluation Methods for PHWH’sfor PHWH’s

By David Young, Ethan Teare, Sarah Mayer, Brendan By David Young, Ethan Teare, Sarah Mayer, Brendan Curtin, Sara Koth, Erin Sams, and Miss K.Curtin, Sara Koth, Erin Sams, and Miss K.

PHWH StreamsPHWH 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

PHWH Streams PHWH Streams (continued)(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

HHEI HHEI (Headwater Habitat Evaluation index)(Headwater Habitat Evaluation index)

-What is the HHEI?-What is the HHEI?

-What does an HHEI Evaluation -What does an HHEI Evaluation consist of?consist of?

-How does the HHEI help -How does the HHEI help determine the class of the stream?determine the class of the stream?

What is HHEI?What is HHEI?

HHEI- Headwaters Habitat Evaluation IndexHHEI- Headwaters Habitat Evaluation Index – Allows us to:Allows us to: – categorize the stream into one of three classes.categorize the stream into one of three classes.– Learn more about streams Learn more about streams

Using HHEI in the fieldUsing HHEI in the field– HHEI form and point system.HHEI form and point system.– Using an HHEI form, assign point amounts to certain Using an HHEI form, assign point amounts to certain

attributes of the streamattributes of the stream– 30 points or less= Class I30 points or less= Class I– 30- 50 points= Class II30- 50 points= Class II– 50-70 points= Class II or Class III50-70 points= Class II or Class III– 70 points or more= Class III70 points or more= Class III

HHEI Evaluation FormHHEI Evaluation FormOHIO 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 instructionrefer 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 

>4.0 30 

>3.0 - 4.0 25  >1.5 - 3.0 20  >1.0 - 1.5 15  <1.0 5

Check your iPAQ for more!

The Three Metrics:The Three Metrics:

Points are assigned to three Points are assigned to three variables of the streamvariables of the stream– SubstrateSubstrate (the material making up (the material making up

the bed of the stream)the bed of the stream)– Bank Full WidthBank Full Width (The distance across (The distance across

a stream from where the vegetation a stream from where the vegetation stops)stops)

– Maximum Pool DepthMaximum Pool Depth (The depth of (The depth of the deepest pool)the deepest pool)

TechnologyTechnology As A Learning ToolAs A Learning Tool

Powerpoints on SakaiPowerpoints on Sakai–Proved to work wellProved to work well

Had virtually no previous knowledgeHad virtually no previous knowledgeLearned a LOT about PHWH and their classifications, Learned a LOT about PHWH and their classifications, HHEI, natural vs. modified streams, the three metrics HHEI, natural vs. modified streams, the three metrics of HHEI, and creating the HHEI formsof HHEI, and creating the HHEI forms

–Great tool for learning things quickly, yet Great tool for learning things quickly, yet allowing students to go at their own paceallowing students to go at their own pace–Tests covering the material will eventually be Tests covering the material will eventually be open to the publicopen to the public–Information was creatively put together from Information was creatively put together from field manuals and Ohio EPA Projectfield manuals and Ohio EPA Project

How else did How else did technology help?technology help?

InternetInternet iPAQsiPAQs By having consistent access to computers, By having consistent access to computers,

participants were able to go basically at participants were able to go basically at their own pacetheir own pace– Could reread directionsCould reread directions– Journal entriesJournal entries

Built web pagesBuilt web pages Used mapping and GPS onUsed mapping and GPS on

iPAQs and computersiPAQs and computers

VARKVARKQuestionnaire as a guide to learning stylesQuestionnaire as a guide to learning stylesVisual, Aural, Read/Write, KinestheticVisual, Aural, Read/Write, Kinesthetic20%-30% of school age population—Aural20%-30% of school age population—Aural40%--Visual/ Read Write40%--Visual/ Read Write30%-40%--Kinesthetic (Hands-On)30%-40%--Kinesthetic (Hands-On)http://www.vark-learn.com/english/index.asp

What If I’m Different?What If I’m Different?

30%-40% who are Kinesthetic are missing 30%-40% who are Kinesthetic are missing outout

Not lacking intelligence but lacking Not lacking intelligence but lacking opportunityopportunity

Education for everyoneEducation for everyone– Instead of just aural, visual, and reading/writing Instead of just aural, visual, and reading/writing

learning, schools need to incorporate more Kinesthetic learning, schools need to incorporate more Kinesthetic learning so 30%-40% of their student bodies are not learning so 30%-40% of their student bodies are not being left behind because they do not have one of the being left behind because they do not have one of the popularly taught learning styles. popularly taught learning styles. (Carbo, Dunn, & Dunn, 1986)(Carbo, Dunn, & Dunn, 1986)

Why should they be penalized?Why should they be penalized? In addition, real world requires Kinesthetic In addition, real world requires Kinesthetic

jobs…Preparation jobs…Preparation

Making Some ChangesMaking Some Changes

The institute has given us a new outlook on how The institute has given us a new outlook on how much easier and interesting it can be to learn much easier and interesting it can be to learn Kinesthetically.Kinesthetically.

Field Trips with Science students to provide them Field Trips with Science students to provide them with a different and new type of learning with a different and new type of learning atmosphere (PHWH and HHEI)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 Brings back some new knowledge along with

learning styles.learning styles. It will show students that school and learning do It will show students that school and learning do

not only need to consist of reading and not only need to consist of reading and memorization.memorization.

A taste of the real, adult world.A taste of the real, adult world. A changed opinion about the potential enjoyment A changed opinion about the potential enjoyment

of learning.of learning. Science club to promote.Science club to promote.

Changing the Face of Changing the Face of ScienceScience

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 More diverse and exciting

schooling will result.schooling will result.