Learning Plans. A Learning Plan is required for class 2 Transboundary Waters (see Appendix H1). The Learning Plan provides additional information to confirm the assigned classification and contribute to baseline information for Transboundary Waters. The Learning Plan will include a screening level risk assessment which may incorporate a monitoring strategy, dependent upon the availability of information, and the level of risk to ecological (which includes biological/human) receptors. A key objective of the Learning Plan will be to evaluate the current and projected level of risk posed to water quality, quantity, biology and the Aquatic Ecosystem. This will involve the review of all available relevant watershed information (e.g., land and water use, ongoing and proposed resource development, existing water quality, quantity, biological Indicators data, and traditional use values) and the preparation of a conceptual model that describes the: • Point and non-point source discharges; • Parameters of concern and their environmental fate and transport pathways; and • Human, biological and ecological receptors. Tracking metrics will be developed for class 2 Transboundary Waters to enhance learning. Tracking metrics are for information, assessment and learning purposes. Tracking metrics will be developed using valid methods to help understand baseline water quality, identify changes in water quality conditions, assess the risk of development, and enable the BMC to identify potential provincial/territorial water quality issues. Tracking metrics will also help to identify any new or emerging parameters of concern as well as aid with the evaluation of whether a water body should change RIM classification. If a parameter that is not of concern based on the risk assessment begins to trend, the cause will be investigated and it will be determined if the status of the parameter should be changed to a parameter of concern. Tracking metrics will be developed by the BMC to reflect the seasonal site-specific characteristics of each water body. In the interim, percentile values will be used to describe typical (50P) or the upper boundary of typical, non-extreme conditions (e.g. 75P) whereas the upper boundary of extreme conditions will be described using, for instance the 90P or 95P. The Learning Plan and the information gathered from tracking metrics will be useful to support the development of Triggers and Transboundary Water Quality Objectives (Appendix E3 and E5), as required (see Append...
Learning Plans. The biological component is incorporated into section H1 of Appendix H: Surface Water Learning Plan. Class 2 Transboundary Waters must have Learning Plans that include a biological component. As part of the Learning Plan, biological Indicators will be discussed at the BMC. A biological Indicator is a species, community or biological process used to provide qualitative and/or quantitative information on the state of the Ecological Integrity of the Aquatic Ecosystem and how it changes over time.
Learning Plans. Learning Plans are initiated for class 2 Transboundary Groundwater, where there is some concern that current conditions or predicted conditions resulting from a proposed land use will pose a risk to Groundwater quality and/or quantity and associated aquatic resources. Learning Plans provide additional information needed to confirm or alter the assigned classification and contribute to the baseline information for a Transboundary Groundwater. A Learning Plan will provide a screening level risk assessment which may include an assessment and monitoring strategy, dependent upon the availability of information, and the level of risk to receptors. A key objective of the Learning Plan will be to evaluate the current level of risk posed to Groundwater quantity and/or quality and the Aquatic Ecosystem. This will involve the review of available relevant information (e.g., land use, ongoing and proposed resource development, water quality, biological Indicators data where applicable, etc.) and the preparation of a conceptual model that describes the: • Sources of point and non-point discharges and substances of concern; • Environmental fate and transport pathways for these substances; and • Human, biological and ecological receptors (including traditional use values where appropriate). As part of the Learning Plan, surficial and subsurface geological mapping to outline the physical structure and extent of the different rock and soil units that cover the Transboundary Groundwater may be conducted. This could include an assessment of local surficial and bedrock geology, including stratigraphy, depth, thickness, composition, water-bearing potential and lateral continuity. As part of the Learning Plan, tracking metrics will be developed to help understand baseline Groundwater quality and quantity. These tracking metrics will be used to aid with evaluation of whether a water body should change RIM classification.
Learning Plans. A Learning Plan (Appendix H1) is required for class 2 Transboundary Waters. As such, a Learning Plan will be developed for both the Beaver and La Biche Rivers. The Learning Plan provides additional information to confirm or alter the assigned classification and contribute to baseline information for Transboundary Waters. As part of the Learning Plan, ratios of allocated withdrawals (or of actual consumption) to stream flow will be tracked on an instantaneous, daily, weekly, monthly or annual basis in support of the future development of Triggers and Transboundary Water Quantity Objectives, as required. Tracking metrics in water quantity conditions will include the tracking of stream flow and amount of water allocated for various uses. Learning Plans should help to understand baseline water quantity and reflect the seasonal site-specific characteristics of each water body. This information will be used to aid with evaluation of whether a Transboundary Water should change RIM classification.
Learning Plans. Learning Plans are initiated for class 2 Transboundary Groundwater, where there is some concern that current conditions or predicted conditions resulting from a proposed land use will pose a risk to Groundwater quality and/or quantity and associated aquatic resources. Learning Plans provide additional information needed to confirm or alter the assigned classification and contribute to the baseline information for a Transboundary Groundwater. A Learning Plan will provide a screening level risk assessment which may include an assessment and monitoring strategy, dependent upon the availability of information, and the level of risk to receptors. A key objective of the Learning Plan will be to evaluate the current level of risk posed to Groundwater quantity and/or quality and the Aquatic Ecosystem. This will involve the review of available relevant information (e.g., land use, ongoing and proposed resource development, water quality, biological Indicators data where applicable, etc.) and the preparation of a conceptual model that describes the: • Sources of point and non-point discharges and substances of concern; • Environmental fate and transport pathways for these substances; and • Human, biological and ecological receptors (including traditional use values where appropriate). Draft YT-NWT BWMA Appendices July 24, 2019 25 As part of the Learning Plan, surficial and subsurface geological mapping to outline the physical structure and extent of the different rock and soil units that cover the Transboundary Groundwater may be conducted. This could include an assessment of local surficial and bedrock geology, including stratigraphy, depth, thickness, composition, water-bearing potential and lateral continuity. As part of the Learning Plan, tracking metrics will be developed to help understand baseline Groundwater quality and quantity. These tracking metrics will be used to aid with evaluation of whether a water body should change RIM classification.
Learning Plans. Learning Plans are initiated for class 2 Transboundary Groundwater, where there is some concern that current conditions or predicted conditions resulting from a proposed land use will pose a risk to Groundwater quality and/or quantity and associated aquatic resources. Learning Plans provide additional information needed to confirm or alter the assigned classification and contribute to the baseline information for a Transboundary Groundwater. A key objective of the Learning Plan will be to evaluate the current level of risk posed to Groundwater quantity and/or quality and the Aquatic Ecosystem. This will involve the review of available relevant information (e.g., land use, ongoing and proposed resource development, water quality, and biological Indicators data where applicable, etc.) and the preparation of a conceptual model that describes the: Sources of point and non-point discharges and substances of concern; Environmental fate and transport pathways for these substances; and Human, biological and ecological receptors (including traditional use values where appropriate). As part of the Learning Plan, surficial and subsurface geological mapping to outline the physical structure and extent of the different rock and soil units that cover the Transboundary Groundwater may be conducted. This could include an assessment of local surficial and bedrock geology, including stratigraphy, depth, thickness, composition, water-bearing potential, lateral continuity and permafrost characterization (active layer thickness, permafrost depth, ice content, cryostratigraphy) and distribution. As part of the Learning Plan, gathering of data about quality and quantity of Transboundary Groundwater will improve understanding of baseline Groundwater quality and quantity, and aid with evaluation of whether a water body should change RIM classification. The Learning Plan is further described in Appendix H.
Learning Plans. A Learning Plan (Appendix H) is required for class 2 Transboundary Waters. The Learning Plan provides additional information to confirm or alter the assigned classification and contribute to baseline information for Transboundary Waters. As part of the Learning Plan, climate change effects, ratios of allocated withdrawals (or of actual consumption) to stream flow will be tracked on an instantaneous, daily, weekly, monthly or annual basis in support of the future development of Triggers and Transboundary Water Quantity Objectives, as required. Learning Plans should help to understand baseline water quantity and reflect the seasonal site-specific characteristics of each water body, including changes associated with climate warming effects on permafrost degradation and snow-melt/river-ice/lake-ice dynamics. This information will be used to aid with evaluation of whether a Transboundary Water should change RIM classification.
Learning Plans. A Learning Plan is required for class 2 Transboundary Waters (see Appendix H). The Learning Plan provides additional information to confirm the assigned classification and contribute to baseline information for Transboundary Waters. A key objective of the Learning Plan will be to evaluate the current and projected level of risk posed to water quality, quantity, biology and the Aquatic Ecosystem. This will involve the review of all available relevant watershed information (e.g., land and water use, ongoing and proposed resource development, existing water quality, quantity, biological Indicators data, and traditional use values) and the preparation of a conceptual model that describes the: Point and non-point source discharges; Parameters of concern and their environmental fate and transport pathways; and Human, biological and ecological receptors.
Learning Plans. A Learning Plan (Appendix H1) is required for class 2 Transboundary Waters. The Learning Plan provides additional information to confirm or alter the assigned classification and contribute to baseline information for Transboundary Waters. As part of the Learning Plan, ratios of allocated withdrawals (or of actual consumption) to stream flow will be tracked on an instantaneous, daily, weekly, monthly or annual basis in support of the future development of Triggers and Transboundary Water Quantity Objectives, as required. Tracking metrics in water quantity conditions will include the tracking of stream flow and amount of water allocated for various uses. Learning Plans should help to understand baseline water quantity and reflect the seasonal site-specific characteristics of each water body. This information will be used to aid with evaluation of whether a Transboundary Water should change RIM classification.
Learning Plans. A Learning Plan is required for Transboundary Waters that are RIM class 2 or higher. The intent of the Learning Plan is to provide sufficient information to ensure the RIM designation is suitable and appropriately reflects the risks to water quality. A Learning Plan will contribute to acquiring baseline information for Transboundary Waters and will provide additional information to confirm or alter the assigned classification. Water quality considerations for learning plans should focus on the effect of Developments and/or Activities on the state of, and changes to, water quality to ensure goals for Ecological Integrity are met. This includes consideration of: • point-source discharges and non-point sources; • parameters of concern, transport pathways, and their environmental fate; • human, biological, and ecological receptors; and • Indigenous Knowledge. A water quality focused Learning Plan will include a screening level risk assessment that may incorporate a monitoring strategy, dependent upon the availability of information, and the level of risk to receptors. A key objective of the Learning Plan is to evaluate the current and projected level of risk posed to water quality in relation to the current state of water quality. This will involve the review of all available relevant watershed information (e.g., land and water use, ongoing and proposed Developments and/or Activities, existing water quality, quantity, biological indicator data, and traditional use values). A Learning Plan outcome for water quality is intended to facilitate the development or future development and use of Triggers and Transboundary Water Quality Objectives. An important part of the Learning Plan is the development of standardized indicators to track and assess baseline water quality, identify changes in water quality conditions, assess the risk of Developments and/or Activities to water quality, and enable the BMC to identify potential changes from natural conditions.
