Fish Kill Unit Lesson Plans
Week 7
Sept. 22-26th 2014
Monday (22)
Standard: MS LS2C: Ecosystems are dynamic in nature; their characteristics can vary over time.
Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its
populations.
Learning Targets: I can identify strengths and weaknesses in my understanding of learning targets 4 and
5 and can determine my need for a retake.
I can find patterns in water quality variables and can determine how the variables are related.
Students will be retaking a test in first period due to some problems with the testing situation last
Friday. Students in 2nd period who took test B will also be retaking the test due to some problems with
the testing situation on Friday.
Students in 4th and 5th will review test items from the LT 4 and 5 Quiz from Friday. Students will glue
their scantrons into their journal and will record plans for a retake on index cards. They will trade these
cards for a retake review sheet that they must complete before they are eligible for a retake.
For the remainder of class, we will discuss student findings about Mercury and Diethanolamine in the
fish analysis from Rapid River. Student tables will share out their findings. (I will bring up the topic of
bioaccumulation if students don’t). We will add questions to our KWL chart. Finally, students will take a
look at several water quality samples. Students must decide which sample they would choose to drink
from just by looking at the sample. Later students will test these samples with chemical tests in order to
show that water quality cannot be determined simply by looking at the sample. Students will look at
long term data from Rapid River at three different locations. Students in small groups must look for
patterns in the data, and must develop testable questions for their table groups.
Tuesday (23)
Essential Question: Hey! What does that crawdad have to do with water quality?
Learning Target: I can define benthic macro invertebrate and can explain how macros are used
to assess water quality.
Students will begin an inquiry activity by participating in a macro invertebrate
sampling exercise called “Bioassess”. Students will work in small groups. Each
group will “collect” a sample of macros from different points on the same river.
After completing the sample, students will look for similar bugs in their sample
(classifying). They will use an index key to determine if they are group 1, 2, or 3
macro invertebrates. Finally, they will follow the bio assessment form instructions
to complete a “stream quality assessment form”. Students will compare their
assessment scores.
Wednesday (24)
Learning Target: I can construct multiple line graphs showing how a variety of water quality parameters
change in a river ecosystem over time.
Students will construct a double line graph showing how temperature and dissolved oxygen are related.
Once the graph is constructed, students will use the graph to analyze the patterns and relationship
between the two variables.
Thursday (25)
Learning Target 1: I can define benthic macro invertebrate and can explain how macros are used to
assess water quality.
Students will continue work in their small groups. Each group will report out the
stream quality at their location so that all students will have the same information.
Then student will be given a stream map and will be asked to work in their groups
to develop an answer to the following questions: What are some of the possible
water quality threats associated with your sampling location? How do you think
each of these land uses affect the water quality? Which way do you think the
river is flowing according to the map? What is your evidence? Discuss that the
nature of science is very much like our simulation. Scientists must reach a
consensus about a problem. Students will report out their ideas and must defend
their ideas with evidence.
Assessment: Student groups should have listed all possible land use issues and
have evidence to support their ideas.
Friday (26) : MacroInvertebrate Mayhem
Learning Target: I can explain how population diversity provides insight into the health of an
ecosystem.
Students will take on the role of a macro invertebrate in a game called, “Macro
Invertebrate Mayhem” from Project Wet. The insects students will be assigned
will represent a healthy freshwater ecosystem. Two students will be chosen to be
“it”. They will represent some type of environmental stressor such as: nitrates
from over-fertilizing, sewage, chemical spill, drought etc. Students will then take
part in a modified game of tag. As the environmental stressor “catches” a macro
invertebrate, the sequence represents the deteriorating health of the ecosystem
so for the remaining rounds, the once less tolerant macro becomes a more tolerant
macro. Data is collected after each round so that students can see how the
ecosystem responds to environmental stressors. After playing the game, students
will copy the data in their composition books.