HHEI Evaluation Methods for
PHWH’s
By David Young, Ethan Teare, Sarah Mayer, Brendan Curtin,
Sara Koth, Erin Sams, and Miss K.
PHWH Streams
Class I
Class II
*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
PHWH Streams (continued)
Class III
*Most healthy of all the streams
*Aquatic life is diverse and abundant
*Flow is perennial with deep ground water
*Has cold water present
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?
What is HHEI?

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
– HHEI form and point system.
– Using an HHEI form, assign point amounts to certain attributes
of the stream
– 30 points or less= Class I
– 30- 50 points= Class II
– 50-70 points= Class II or Class III
– 70 points or more= Class III
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".
Check your iPAQ for more!
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
>1.5 - 3.0
>1.0 - 1.5
<1.0
25
20
15
5
The Three Metrics:

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)
Technology
As A Learning Tool
Powerpoints
on Sakai
–Proved to work well
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
–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
How else did
technology help?



Internet
iPAQs
By having consistent access to computers,
participants were able to go basically at their
own pace
– Could reread directions
– Journal entries


Built web pages
Used mapping and GPS on
iPAQs and computers
VARK
Questionnaire
as a guide to learning styles
Visual, Aural, Read/Write, Kinesthetic
20%-30% of school age population—Aural
40%--Visual/ Read Write
30%-40%--Kinesthetic (Hands-On)
http://www.vark-learn.com/english/index.asp
What If I’m Different?



30%-40% who are Kinesthetic are missing out
Not lacking intelligence but lacking opportunity
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?
In addition, real world requires Kinesthetic
jobs…Preparation
Making Some Changes








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)
Our learning community would coordinate this trip.
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.
A taste of the real, adult world.
A changed opinion about the potential enjoyment of
learning.
Science club to promote.
Changing the Face of Science




A new approach to learning.
Preparation for the real-world.
Save many who fall behind.
More diverse and exciting schooling
will result.