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SAMPLE LESSONTitle:AQUATIC INVERTEBRATE STUDYTeaching Topics Covered in the lesson: Watershed, Aquatic Invertebrates, Classification/Dichotomouskey, Water Quality, Indicator Species, Scientific Process/Measurements and Adaptation.Prepared by:Molly UnderwoodAbstract: This lesson is a hands-on investigation of the riparian ecosystem, focusing on aquaticinvertebrate collection and identification. The students will be introduced to new scientific testing tools,methodology, and identification strategies. They will be asked and encouraged to scientifically sketch anduse inquiry skills throughout the lesson.Science Standards: LS1.A, LS3.B, LS4.B, LS4.C, LS4.D, ESS1.C, CCS 6 th – Earth Science 2.a, CCS –Earth Science 2.b, ESS2.E, ESS3.C, ETS1.B, CSS 5 th – Investigation and Experimentation 6.A, CSS 5 th and6 th – Investigation and Experimentation 6.b/7.a, CSS 5 th – Investigation and Experimentation 6.d, CSS 5 th– Investigation and Experimentation 6.e, ETS2.A, CSS 5 th and 6 th – Investigation and Experimentation6.f/7.b, CSS 5 th – Investigation and Experimentation 6.gTeaching Environment: RiparianTargeted CCOSS Core Concepts:Scientific Method and InquiryEcological CommunitiesInterdependenceEnvironmental Awareness and StewardshipCycles and ChangesCCOSS Learning Strategies: Observation Sketching Sampling Measurement Comparative InvestigationMaterials: Kick net Water meter pH strips White sheets Collection/storage containers Laminated field guides Student field journals Pencils Rubber boots Hand LensesVocabulary: Dichotomous key Aquatic invertebrate Watershed Water quality Pollutant tolerance/index pH Dissolved Oxygen Indicator species18
Objectives: The students will have learned: How to use a dichotomous key How to use a kick net How to ID and separate aquatic invertebrates How to use a water quality testing device How to read pH strips What an indicator species is (pollutant tolerance of aquatic inverts) How to come up with a testable question (individual or group)Activity: Start the lesson by assessing the students’ knowledge:Do they know what an adaptation is?Have they ever used a dichotomous key before?Do they think that there is oxygen in the water?If so, how much oxygen?Ask the students to write down the different ways they think that oxygen gets into the water (useblank page in field journal). You can also have them list these on a white board so it is a collectionof everyone’s thoughts.Ask the students to write down different ways pollutants get into the water (use blank page in fieldjournal). You can also have them list these on a white board so it is a collection of everyone’sthoughts.Begin the activity by asking the students what they know about San Lorenzo River: Headwaters begin in the Santa Cruz mountains, in Castle State Park It drains 139 square miles River flows 29.3 miles and empties into the Monterey Bay Historically it was a popular place to fish for coho and steelhead salmon In 2006 the EPA listed the San Lorenzo River as being water quality impaired for sediment andpathogens Erosion is a problem along the riverSteer the student discussion towards how we can measure pollutants in the water. Using different scientific tests to test water quality Observing and monitoring indicator species – elaborate on this once the group comes up with thisidea (prompted or not)Take environmental parameters as a group: Explain why it is important to know when and where a sample was collected and what the weatherwas like the day of the investigation.Introduce students to the collection equipment: Kick net- have a couple of students c ome to the front of the group and have them demonstrate ondry land. Have two students hold the PVC pipes on an angle and then have 2 more studentsdemonstrate gently kicking, shuffling and rolling rocks over with their feet. Demonstrate how tolift the net out of the water to preserve the sample. Show the students that once the net is on the land they should flip the sample from the net onto awhite sorting sheet. Show students how to use the YSI meter and collect DO and temp readings Show students how to use and read pH strips Assign students to fill up ID containers with water so as soon as the invert sample is on the sheetwe can begin to group “like” species and get them into the containers. Splitting them up into“like” species is important so your sample doesn’t eat each other before you have a chance to IDthem.Before you assign duties and people scatter have everyone sit down and sketch the river. Have themsketch the banks, the fallen logs, the vegetation, the riffles, the rocks and explain why scientific sketchingand labeling is important. This is a great time to introduce erosion and how the river looked different in19
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Page 14 and 15: What to Bring ListNotes for Parents
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