THE EDDY TANK: A CONVERSATION WITH DENVER TU’S TIC INTERN

The EDDY Tank:

A Conversation with Denver TU’s TIC Intern

by Colorado TU Staff

During the COVID-19 pandemic, schools have been turned upside down with closures, online learning, and hybrid environments to try and protect students, teachers, and communities. Amidst all of this, teachers have been tasked with adapting their curriculum to on a day-to-day or week-to-week basis. This dynamic environment made it difficult for many schools to host Trout in the Classroom this year.

The Denver Trout Unlimited (DTU) chapter recognized these challenges. Rather than accept the reality of fewer TIC sites, DTU chapter leaders seized the opportunity to innovate by finding new creative ways to host the program. Through an existing relationship with the Greenway Foundation, DTU expanded their partnership to include a Trout in the Classroom site at Greenway’s office along the South Platte in Denver. This was no ordinary TIC site. The “EDDY Tank,” as it has come to be known, provides virtual access to classroom teachers through webcams and remote water quality telemetry sensor. DTU did not stop there! They hired a local high school student to serve as the TIC intern and support the EDDY Tank.

I was able to connect with Denver TU’s TIC Intern in February to learn more about her and her experience:

Geoff: Tell me a little bit about yourself. How did you get involved with Denver TU’s Trout in the Classroom program?

Tori: My name is Tori. I’m 16 and I’m a junior at East High School in Denver. I’m very interested in animals, and have 22 pets. I got involved with Denver TU indirectly. I loved this summer camp that the Greenway Foundation hosts called SPREE (South Platte River Environmental Education). I was so upset when I grew out of it, that I served in a junior teaching position. Since then, I have been a River Ranger with Greenway for the past couple of years, which has been great! After nine years with Greenway, everyone knows me. This past year, Greenway reached out to some alumni regarding the TIC internship position. Initially, I ignored it assuming they wanted someone full-time, because I was in school. Two days later, Greenway contacted me again, letting me know they were specifically asking me based on my interest in animals and past work. After an interview, I learned about Trout Unlimited and got the job!

Geoff: What makes the “EDDY Tank” unique? How has it allowed Denver TU to continue to connect with schools during the pandemic?

Tori: There are a few things that make the EDDY tank unique. It is a 100-gallon coldwater tank in the Greenway office. First of all, it is unique because its size allows more trout to be hosted in one tank. Often schools have multiple tanks across classrooms where teachers care for each tank throughout the year. The EDDY tank allows more trout to be hosted, and is video broadcast to classrooms—allowing students to have the experience of having a tank without teachers having to take care of it when they weren’t sure that they would be in the classroom. It is also unique because it is DTU’s first tank to be electronically monitored. We have cameras and a Seneye sensor. The Seneye sensor is a telemetry device recording pH, ammonia, temperature, and other metrics.

Geoff: Does Denver TU envision integrating the remote access technology into tanks moving forward? What benefit does it provide to schools once they are back in-person?

Tori: From what I understand, DTU does plan to integrate this technology into TIC tanks moving forward. These tools are really quite invaluable to the program. The Seneye sensor helps by letting you know when something is going wrong by sending you an alert when the temperature is off, pH levels are too high or too low, and even when it has not taken a reading for too long. If there is a power outage or your water quality is off, it will let you know. This is helpful on weekends or vacations when you might not know a problem is occurring until it is too late. The cameras help confirm issues by providing a visual of the tank, so you can see if there is a power outage, monitor fish activity and health, as well as the sensors. These tools give you the information to make the best decisions for the trout to ensure you keep the tank safe and healthy.

Geoff: Tell me about your internship experience. What have you learned? How do you hope to use your experience moving forward?

Tori: My role as an intern is a little bit of everything. I take care of the tank at least three times a week but usually more depending on what is happening. I check on the fish, adjust their feeding, monitor egg and fish health, clean the filter, adjust the pH, and other tank maintenance tasks. I also help with outreach and share access with interested teachers.

I never worked with trout before, and have learned a lot about a trout’s life cycle. I’ve also learned lots of skills. I’ve learned dedication and initiative through having to check on the trout often. I’ve learned about how to communicate professionally with folks you work with and how to respect their time and experience.

I have also learned a lot about tank systems, such as filters and chillers.

Geoff: How do you see these skills supporting your future goals?

Tori: My goals are slightly unclear. I know I want to work with animals. For now, I may continue working with Greenway Foundation. When I go to college, I hope to study biology or wildlife biology. With that, these skills will be applicable to understanding the needs of different animals and how to work with fish. Additionally, the time management and communication skills will be essential no matter what I end up doing. I’ve also learned how to convince people of what needs to be done and to delegate tasks, which will be helpful.

Geoff: Based on your involvement with Trout in the Classroom, what do you see as the benefits of the program for classrooms and students?

Tori: There are a lot of benefits. Students get to learn about fish. Here in Denver, we have the South Platte where there are fish and even trout. Trout in the Classroom helps one learn about the environment and wildlife here in the community. It also teaches responsibility because often the teaches have the students help take care of the tank. They must take on responsibility and problem solve.

It’s very valuable for students to watch trout during the beginning of their life cycle. Seeing the trout hatch and swim for the first time creates a connection with the species. By caring for them and seeing them grow, they learn a lot about trout and how to care for the environment. This fosters a desire to protect trout, which is a very valuable takeaway.

Geoff: Any closing thoughts?

Tori: Getting to see the fish swim for the first time was a wonderful experience. I named the first one Jimmy, because I was so excited for them. It was truly amazing to watch them grow and learn how to be a fish. I have enjoyed caring for them, and am excited for others to have that experience.

EDDY TANK’S THRIVING TROUT POPULATION

For more information.

If you are interested in learning more about the EDDY Tank set-up or Trout in the Classroom, contact Geoff Elliot at geoff.elliot@tu.org. The spring is a great time of you to explore TIC opportunities in your community!