Grand Lake St. Marys & Its Watershed
Event Analysis: Algal Toxins Polluting the Water Quality
Submitted By: Matt Kramer
Background Information
(Information Provided By Ohio EPA)
Grand Lake St. Marys is Ohio’s
largest inland lake at 12,700
acres. Straddling the AuglaizeMercer County line between St.
Marys and Celina, the lake was
constructed in the mid-1800s to
store water for the Miami-Erie
Canal. In 1949, Grand Lake St.
Marys was among the first state
parks established in Ohio.
Today, it is a popular recreation lake for boating, personal watercraft, fishing and
swimming. It also is the drinking water supply for the city of Celina. The Ohio
Department of Natural Resources maintains a campground, three public beaches
and several picnic areas in a state park along the lake.
Over the years, the lake has become increasingly enriched by phosphates and
nitrates from a number of man-made and natural sources. These nutrients have
contributed to the decline of the lake’s water quality. Ohio EPA and various state
and local partners have been working within the lake’s watershed for many years
to achieve improvements along streams that feed the lake which in turn, will
improve water quality in the lake.
Ohio EPA participated in a national study of water quality conditions in lakes
across the United States in 2007 by collecting one day of sampling data in Grand
Lake St. Marys and 19 other Ohio lakes. Laboratory analysis included testing for
the presence of algal toxins. Ohio EPA received lab results for microcystins levels
on April 27, 2009. The level of toxins recorded in Grand Lake St. Marys was very
high compared to the other lakes sampled.
Page 1 of 14
Personal Interest
For the past 35 years of my existence, I have lived near and enjoyed the
recreational pleasures of Grand Lake St. Marys. Over the years I have enjoyed
boating, camping and fishing on and within this largest man-made lake of Ohio. In
years past there has been some controversy over the water quality and whether
or not it is safe for drinking and recreation use. Many of the locals have
questioned this and have expressed concern. The livelihood of the area is very
dependent on this lake. Many businesses thrive on its year-round attraction,
whether it is for summer boating and camping activities or winter ice-fishing.
In the summer of 2010, the Ohio EPA issued advisories against boating and fishing
consumption on Grand Lake St. Marys due to very high levels of microcystin which
is produced by blue-green algae. The algal toxin levels remain higher than the 20
ppb considered by the World Health Organization to be safe.
Much of the blame has been placed on years of agricultural practices. The
majority of the land in the Grand Lake watershed is in agricultural production.
Crop and livestock production accounts for approximately 90% of the land in the
watershed. There are approximately 450 farms found within Grand Lakes’
watershed, approximately 300 of which have livestock and/or poultry. Results of
the pollution are believed to stem from land application of manure and
commercial fertilizers. Migration of nutrients off farm fields and into waterways
feed into the lake through many streams and tributary channels.
Due to the recent concern on the environmental impacts this event is having on
the lake and surrounding area, I feel compelled to investigate this further.
ESS Analysis on Grand Lake St. Marys & Its Watershed
Event: Algal Toxins Polluting the Water Quality
Causal Chain Interactions
E>L>H>B>H>B>L>A
The migration of nutrients from farm fields to the waterways feeding Grand Lake
St. Marys and its watershed are polluting the water quality. The majority of the
land in the Grand Lake watershed is in agricultural production. Crop and livestock
Page 2 of 14
production accounts for approximately 90% of the land in the watershed. There
are approximately 450 farms found within Grand Lakes’ watershed,
approximately 300 of which have livestock and/or poultry. Results of the
pollution are believed to stem from land application of manure and commercial
fertilizers. Migration of nutrients off farm fields and into waterways feed into the
lake through many streams and tributary channels. The increase of nutrients has
caused algal toxin levels to rise. The levels remain higher than the 20 ppb
considered by the World Health Organization to be safe. The increased levels of
nutrients, specifically phosphorus and nitrogen, have provided a food source for
blue-green algae. The blue-green algae growth increase has in-turn created
increased algal toxin (microcystin) levels. This increase in microcystin levels has
decreased the water quality. Experts say Grand Lake St. Marys is particularly
susceptible to algae blooms because of its shallow depth and slow water cycling
rate. Winds across the lake can kick up phosphorous from the sediment, further
feeding the algae. And the lake is so massive it takes a year and a half for all of its
water to cycle through. The increased pollution to the water quality prompted
the Ohio EPA to issue advisories. In the summer of 2010, the Ohio EPA issued
advisories against boating and fishing consumption on Grand Lake St. Marys due
to very high levels of microcystin which is produced by blue-green algae.
Increased high levels affect human and animal consumption and contact of the
water. Recreational activities are halted as a result of this. During the 2010
summer, nine people were sickened and three dogs died due to contact with the
toxic water. Fishing as a food source is also affected by the polluted water. Ohio
EPA advisories cautioned people regarding the consumption of fish. This toxic
pollutant brings to question as to how it will affect other living organisms found
around and within the Grand Lake water system. Two final effects deal with the
land surrounding the lake after the blue-green algae has spread, and the foul odor
that lingers along with its presence. Numerous reports and pictures have
reported the spread of blue-green algae along the shores and on rift-raft or rocks.
As a result of the spread of algae along the shores, a foul odor was found present.
During the summer Lake Festival (2010), many visitors and (my own personal
experience) reported the foul odor and how it affected the turn-out of the
festival. Organic material such as algae can give off odors while it is living and
when it dies. The smells often remind people of other more familiar smells, such
as swine manure, rotting garbage, sulfur, etc. To conclude, the algal toxins
polluting the water quality of Grand Lake St. Marys has had many effects on the
local community surrounding the Grand Lake Region.
Page 3 of 14
Grand Lake St. Marys – Pictures of BlueGreen Algae, Summer of 2010.
Page 4 of 14
Sources:
http://www.wcpn.org/WCPN/news/31503
http://www.daytondailynews.com/news/dayton-news/grand-lake-st-marysdying-from-toxic-algae-794991.html
http://www.epa.state.oh.us/portals/47/citizen/GLSMFAQ062310.pdf
http://www.epa.state.oh.us/pic/glsm_algae.aspx
http://www.ohiodnr.com/downloads/glsm-water.pdf
http://www.epa.state.oh.us/portals/47/nr/2010/july/GLSMupdate7-16-10.pdf
http://www.epa.state.oh.us/portals/47/nr/2009/may/GLSM.pdf
Grand Lake St. Marys - Picture of Blue-Green Algae, Summer of 2010.
Page 5 of 14
Classroom Application
Grand Lake St. Marys & Its Watershed
(Algal Toxins Polluting the Water Quality)
Submitted By: Matt Kramer
Curriculum Connection
Ohio Standard: Earth Science (Earth Systems Ladder: Resources)
Benchmark D: Describe the finite nature of Earth’s resources and those human
activities that can conserve or deplete Earth’s resources.
Indicator 10.6: Describe ways that human activity can alter biogeochemical
cycles (e.g., carbon and nitrogen cycles) as well as food webs and energy pyramids
(e.g., pest control, legume rotation crops vs. chemical fertilizers).
Indicator 10.5: Explain how the acquisition and use of resources, urban growth
and waste disposal can accelerate natural change and impact the quality of life.
The focus of applying this event to the classroom will tie into the above Ohio
indicators based on the 10th grade level (sophomores). The primary focus taken
from each indicator will be how human activities can deplete Earth’s resources
(namely water quality and food supply), how human activity can alter
biogeochemical cycles specifically through the use of man-made chemicals (such
as chemical fertilizers) and natural wastes, and how waste disposal can accelerate
natural change and impact the quality of life.
Many of the disciplines from earth, life, and physical sciences to language arts and
math will be explored and exposed through the activities the students will be
conducting. The students will explore the effects of this event (Algal toxins
polluting the water quality of Grand Lake St. Marys) on the various sciences that
have been taught to the students throughout their grade school years.
Unit Goal
The students will explore and explain the cause and effects that algal toxins have
on the water quality of Grand Lake St. Marys & its watershed.
Page 6 of 14
Engaging the Students to the Topic
Many of the students from the local and surrounding area are farmers or are from
a rural area. They understand how much the Grand Lake area thrives on farming
for its livelihood. So, to engage the students into this topic talk manure! Just the
thought of the word makes people (students) gag or grosses them out. Talking
manure may be gross to many, but it sure will perk someone’s attention.
To start the unit, set a bag of chemical fertilizer and manure (sealed) on a table in
the middle of the room. Make sure the two bags are visible for all and that they
are there before the students enter the room. Allow students to observe and talk
amongst themselves.
Then, pose a focus question. What does the bag of fertilizer and manure have in
common to our rural area? Allow students time to work in cooperative groups to
brainstorm a list of ideas. When students have developed a list of ideas, allow
time to discuss what each group came up with. Help students grow their ideas.
After all ideas have been explored, introduce the commonality the two have that
you want the students to focus on for this unit; this being the idea that chemical
fertilizers and farm waste products are polluting the waterways that feed into the
Grand Lake water basin.
Instructional Strategy
After engaging the students, I would have the students read the scenario based
on the algal toxins that are supposedly polluting the water quality of Grand Lake
St. Marys. The scenario would include the background information about the lake
itself and the event that is raising such a concern for local and state officials.
The Scenario:
Background Information
(Information Provided By Ohio EPA)
Grand Lake St. Marys is Ohio’s largest
inland lake at 12,700 acres. Straddling
the Auglaize-Mercer County line
between St. Marys and Celina, the lake
was constructed in the mid-1800s to
store water for the Miami-Erie Canal. In
Page 7 of 14
1949, Grand Lake St. Marys was among the first state parks established in Ohio.
Today, it is a popular recreation lake for boating, personal watercraft, fishing and swimming. It also is the drinking
water supply for the city of Celina. The Ohio Department of Natural Resources maintains a campground, three public
beaches and several picnic areas in a state park along the lake.
Over the years, the lake has become increasingly enriched by phosphates and nitrates from a number of man-made
and natural sources. These nutrients have contributed to the decline of the lake’s water quality. Ohio EPA and
various state and local partners have been working within the lake’s watershed for many years to achieve
improvements along streams that feed the lake which in turn, will improve water quality in the lake.
Ohio EPA participated in a national study of water quality conditions in lakes across the United States in 2007 by
collecting one day of sampling data in Grand Lake St. Marys and 19 other Ohio lakes. Laboratory analysis included
testing for the presence of algal toxins. Ohio EPA received lab results for microcystins levels on April 27, 2009. The
level of toxins recorded in Grand Lake St. Marys was very high compared to the other lakes sampled.
This event should hit close to home for most students since many of them have
ties to this lake in some way or another.
When students have finally read the scenario allow students time to discuss their
thoughts. Many of them probably have strong opinions to this event.
Next, briefly revisit the science disciplines (earth, life, and physical sciences) and
the spheres (atmosphere, lithosphere, hydrosphere, and biosphere) the students
have had for many grade school years. Go over the meaning and importance of
each one. (This could take a full lesson in itself.)
Student Activity: Jigsaw Teach. Have the students begin investigating how this
event (Algal toxins polluting the water quality of Grand Lake St. Marys ) affects
the many spheres. How does it affect the hydrosphere (water on Earth),
lithosphere (Earth’s land), biosphere (living things), and atmosphere (air)?
1. Divide students into sphere groups. Each student will be assigned to a sphere
group. Each group will be responsible for investigating and explaining how
their sphere is affected by the event at Grand Lake. The students will teach
each other what they have learned and will become the experts for their
sphere.
2. Students will first have to identify the cause of increased algal toxins (bluegreen algea) in Grand Lake. Cause: Waterways infiltrated by nutrients –
fertilizers; likely due to the use of man-made chemical fertilizers and natural
waste products from farmland.
3. After students have identified the probable cause(s), they will investigate how
their sphere is affected by this event at Grand Lake St. Marys. The students
become the experts for their sphere and teach the other classmates how their
Page 8 of 14
sphere is affected by the event. Students will also be responsible for
developing how they will present their information to the class. (This will
connect the language arts discipline using various skills such as summarizing
and organizing data.) The teacher will want to help generate ideas on how it
could be presented. The students will be given many resources from websites
to explore and investigate.
Resources for students to use:
http://www.wcpn.org/WCPN/news/31503
http://www.daytondailynews.com/news/dayton-news/grand-lake-st-marysdying-from-toxic-algae-794991.html
http://www.epa.state.oh.us/portals/47/citizen/GLSMFAQ062310.pdf
http://www.epa.state.oh.us/pic/glsm_algae.aspx
http://www.ohiodnr.com/downloads/glsm-water.pdf
http://www.epa.state.oh.us/portals/47/nr/2010/july/GLSMupdate7-16-10.pdf
http://www.epa.state.oh.us/portals/47/nr/2009/may/GLSM.pdf
Assessment: Teacher observation of cooperative group learning, how the
students presented their material (visuals, outline, graphic organizer, etc.), the
number of effects the cause may have, and the depth of reasoning behind each
effect on the sphere.
See Rubric for Jigsaw Teach Assessment of this activity. (next page)
Page 9 of 14
Rubric for Jigsaw Teach Assessment:
POINTS
Group
Cooperation
Presentation of
Information
Number of
Effects from the
Cause
Depth of
Reasoning
Behind Each
Effect on the
Sphere
4
3
2
1
Student took on
leadership role,
collaborated well
with others,
quality research &
edited ideas.
Students used
visuals such as
pictures, charts,
graphs, diagrams,
organizers, etc. to
present info.
Students identified
four effects from
the cause.
Student helped to
organize some
ideas and edit
them. Quality
research input.
Student did little
research and
provided little
input to ideas.
Student did no
research. Good
listener, but added
no additional
input.
Students used an
organizer to
present their
information and a
visual.
Students used a
graphic organizer,
but no visuals to
present
information.
Students did not
use visuals or a
graphic organizer
to present
information.
Students identified
three effects from
the cause.
Students identified
two effects from
the cause.
Students identified
one effect from
the cause.
Students provided
multiple examples
to explain their
effect with
multiple cited
sources.
Students provided
multiple examples
to explain their
effect with a few
cited sources.
Students provided
an example to
explain their effect
with one cited
source.
Students provided
no examples to
explain their effect
with no cited
sources.
*Scoring: Take the rubric score total from all four criteria areas and multiply it
by 5. (For example, the student received a rubric score total of 15. Times 15 by
5 = 75. Total point value possible is 80.)
Extension Activity:
In order to further engage the students in their learning about the event at Grand
Lake St. Marys, have them keep a journal that would record the updated news
releases of the toxin levels (of microcystin) found in and around Grand Lake St.
Marys Lake. They would have to include not only the levels of toxins reported,
but also the dates of the lab reports released. Students must also include a brief
explanation behind the levels recorded from the report. (Again, here, the
students are using skills that have been taught in language arts along with
science.)
Students will be directed to use the Ohio EPA website for this activity. The Ohio
EPA web address: http://www.epa.state.oh.us/pic/glsm_algae.aspx
Page 10 of 14
Extension Assessment: See Rubric.
POINTS
*Well Organized
Journal
Brief
Explanation
Behind the
Levels Recorded
4
3
2
Student had a
complete journal
that was easily
understood & well
organized.
Student had a
complete journal
that was legible.
Student did not
have a complete
journal. Missing
an entry and not
very legible.
Student had a
brief summary
explanation for
each journal entry.
Student had a
brief summary
explanation for
almost all journal
entries.
Student had a
brief summary
explanation for a
few journal
entries.
1
Student did not
have a complete
journal. Missing
several entries and
entries are
unorganized.
Student had a
brief summary
explanation for
one journal entry.
*Well Organized Journal = The journal is complete and well organized when the entry includes
toxin levels by date released or tested.
Page 11 of 14
Reflection
Submitted By: Matt Kramer
Initial Thoughts & What I Have Learned
Where I was when I started Earth System Science analysis’s is nowhere near
where I am today. In looking back at my Pre-ESS Analysis of my event on flooding
and my prior knowledge of coral reefs, I see that all my interactions were short
statements without any evidence, depth of reasoning, and cited sources. The
interactions lacked photos, graphs, diagrams, etc. They were all event to sphere
interactions as well. They were what you would call very basic. My interactions
from the pre-ESS analysis were like main ideas but without any supporting details;
to put it in language arts terms. For instance, take this interaction from my preESS analysis of my event on flooding to that of one of my current interactions on
algal toxins polluting Grand Lake St. Marys.
Pre-ESS Analysis Interaction:
E > B The flood damages or destroys living things habitats; animals and humans.
Current interactions on algal toxins polluting Grand Lake St. Marys:
E>L>H>B>H>B>L>A
The migration of nutrients from farm fields to the waterways feeding Grand Lake
St. Marys and its watershed are polluting the water quality. The majority of the
land in the Grand Lake watershed is in agricultural production. Crop and livestock
production accounts for approximately 90% of the land in the watershed. There
are approximately 450 farms found within Grand Lakes’ watershed,
approximately 300 of which have livestock and/or poultry. Results of the
pollution are believed to stem from land application of manure and commercial
fertilizers. Migration of nutrients off farm fields and into waterways feed into the
lake through many streams and tributary channels. The increase of nutrients has
caused algal toxin levels to rise. The levels remain higher than the 20 ppb
considered by the World Health Organization to be safe. The increased levels of
nutrients, specifically phosphorus and nitrogen, have provided a food source for
blue-green algae. The blue-green algae growth increase has in-turn created
increased algal toxin (microcystin) levels. This increase in microcystin levels has
decreased the water quality. Experts say Grand Lake St. Marys is particularly
susceptible to algae blooms because of its shallow depth and slow water cycling
Page 12 of 14
rate. Winds across the lake can kick up phosphorous from the sediment, further
feeding the algae. And the lake is so massive it takes a year and a half for all of its
water to cycle through. The increased pollution to the water quality prompted
the Ohio EPA to issue advisories. In the summer of 2010, the Ohio EPA issued
advisories against boating and fishing consumption on Grand Lake St. Marys due
to very high levels of microcystin which is produced by blue-green algae.
Increased high levels affect human and animal consumption and contact of the
water. Recreational activities are halted as a result of this. During the 2010
summer, nine people were sickened and three dogs died due to contact with the
toxic water. Fishing as a food source is also affected by the polluted water. Ohio
EPA advisories cautioned people regarding the consumption of fish. This toxic
pollutant brings to question as to how it will affect other living organisms found
around and within the Grand Lake water system. Two final effects deal with the
land surrounding the lake after the blue-green algae has spread, and the foul odor
that lingers along with its presence. Numerous reports and pictures have
reported the spread of blue-green algae along the shores and on rift-raft or rocks.
As a result of the spread of algae along the shores, a foul odor was found present.
During the summer Lake Festival (2010), many visitors and (my own personal
experience) reported the foul odor and how it affected the turn-out of the
festival. Organic material such as algae can give off odors while it is living and
when it dies. The smells often remind people of other more familiar smells, such
as swine manure, rotting garbage, sulfur, etc. To conclude, the algal toxins
polluting the water quality of Grand Lake St. Marys has had many effects on the
local community surrounding the Grand Lake Region.
Sources:
http://www.wcpn.org/WCPN/news/31503
http://www.daytondailynews.com/news/dayton-news/grand-lake-st-marysdying-from-toxic-algae-794991.html
http://www.epa.state.oh.us/portals/47/citizen/GLSMFAQ062310.pdf
http://www.epa.state.oh.us/pic/glsm_algae.aspx
http://www.ohiodnr.com/downloads/glsm-water.pdf
Page 13 of 14
http://www.epa.state.oh.us/portals/47/nr/2010/july/GLSMupdate7-16-10.pdf
http://www.epa.state.oh.us/portals/47/nr/2009/may/GLSM.pdf
I also included a map with photos providing visual evidence of the algal toxin
(blue-green algae). As you can see, my understanding of broadening my
interactions has grown tremendously.
One of the things I didn’t think about or realize when I first started ESS analysis’s,
was how the events affected not only the spheres, but how the spheres affected
the events and how the spheres affected each other. I never had thought about
the earth is this way until taking this course.
How Have I Learned About Earth System Science?
The wealth of material and resources about the earth and how all the spheres
interact has been overwhelming at times, but it sure makes me think of Earth
systems differently today! The modules have been a great resource and help in
understanding how interactions are formed and related (especially the causal
chains). Each scenario and resource has allowed me to think of background
information that is needed in order to make interactions, and do them with
accuracy as well.
Coral Reefs Module
I came into this module knowing very little about coral reefs. My prior
knowledge, which was submitted in Cycle A of this module, was very basic. Basic
meaning, I knew that coral grew in warm tropic waters, that they grew in salt
water, and they took thousands of years to develop structurally. Through the
many resources provided and the scenario, I was able to gain so much more
knowledge about coral reefs and their interactions to the spheres. I never had a
thought about how sphere to sphere relationships could affect coral
development, positively or negatively.
Page 14 of 14