Proper Lakeshore Property Care

In the central interior of British Columbia, many families own lakeshore property on which they have permanent residences or holiday cabins. The impact these homes have on the lake can be minimized if awareness in certain areas exists

Very useful brochures can be attained from the BC Ministry of Environment, Lands and Parks regarding this issue. Phone and ask for someone who deals with water quality and lakeshore management

Note: This lesson may take several periods to complete

Objectives:

1. Students will be able to state what is often done to "enhance" lakeshore properties but with a negative impact
2. Students will be able to explain the negative impacts of these "enhancements"
3. Students will be able to state alternatives to these "enhancements"

Materials:

• 11 X 17' paper
• Poster paper
• fine tipped felts, pencil crayons
• Stewardship Worksheet # S-1
  (Lakeshore Activity)
  (make an overhead of the mentioned worksheet)

Activity:

Part 1

Have a general discussion about homes/cabins by lakes. Why do people have them? What people do to enjoy this setting? What people do to make their home or cabin more pleasant and enjoyable. Ask if anyone has ideas about things done to make a lakeshore property "better" which actually have negative impacts on the lake.

Hand out 11 x 17 paper and have the students subdivide it is shown in the diagram below. You may want to draw it out on the board and give specific measurements.

11" x 17" paper

Show the "Stewardship Worksheet # S-1 (Lakeshore Activity)" overhead. First discuss the activity Increased Nutrients and Toxic Run-off. Then look at the impact and the alternative. After each square is examined, have students record notes on the corresponding square of their prepared 11 X 17' paper. Once this area is completed do the same for Removal of Natural Aquatic and Riparian Vegetation and Lakeshore Infilling/Breakwaters.

Part 2 (Visual Comparisons)

Here students will make a poster that will show two examples of lakeshore care. The poster paper will be divided in half. On one side the lakeshore property will show evidence of high impact activities. On the other side the drawing will show low impact activities. Based on what was learned in Part 1, discuss what can be drawn for each example.

After the discussion, divide students into groups of 2, hand out the poster paper. Each group then decides what they will show in each drawing. By each drawing have the students print a summation of what was done correctly or what was done incorrectly.