A Collaborative Effort
Title: Case Study on Stream Improvements
Class: Environmental Science
Grade: 11-12
Timeframe: 1 days
Knowledge Gap Topic
Can students connect what they have learned to explain how stream
improvements can cause better trout habitat?
Subject Matter/
Key Vocabulary
Dissolved Oxygen, temperature ranges, sedimentation, waterfalls, digger
logs, deflectors, substrate, erosion
Essential Question/
Over-Arching Concept/
Key Understanding
Curriculum Connections
 OGT standards
 Local standards
Essential Question 2: How human activities influence stream?
Essential Questions 5: Final Reflection: Connectivity
Instructional Objectives
Life Science 9-10: D
Explain the flow of energy and the cycling of matter through biological and
ecological systems (cellular, organismal and ecological).
Earth Science 9-10: D
Describe the finite nature of Earth's resources and those human activities
that can conserve or deplete Earth's resources.
O1) Students identify how various stream improvements will help benefit
trout habitat
O2) Students will explain various stream improvements in a case study
based on what they have learned about dissolved oxygen, shade, habitat,
substrate structure, sedimentation, etc.
Lab handout … taken from Freshwater Ecology by W.A. Andrews, NY:
Prentice Hall, 1972, pp 154-155
Materials
Additional Documents
Introduction
 focus event
 varies with teacher
Development
 major parts of unit/
lesson
Rigor/Relevance Quadrant(s)
 link to rigor/relevance
document
Remind students of some of the things learned about streams (Ex – more
oxygen in cooler water, sedimentation and erosion and its effects on
breeding, depth vs. velocity, substrates, etc.)
Hand out case study #1 and have students explain how each stream
improvement actually improves habitat for trout
Product/Artifacts/Student
Evidence of Understanding
A: Must use terms correctly
B: It’s a case study … a real world scenario
C: Students need to synthesize what they know to explain reasons for
using the improvements and then provide those reasons to back up what
they decide.
D: Students need to synthesize what they know to explain reasons for
using the improvements and then provide those reasons to back up what
they decide.
List each stream improvement (12 of them) and then describe how each
one benefits trout
Accommodations
 plan B
None unless students cannot write, in which case they could make an
audio response and send to teacher.
Designing Watershed-based Education and Extension Efforts through a Mental Models Research Approach
USDA-CSREES National Integrated Water Quality Program
 differentiated instruction
Formative
Assessment/Feedback
 measure of progress
Final Evaluation
 project rubric
 oral or paper quiz/test
 portfolio
Teacher Reflection
 complete after lesson
I found that students had questions on this, but I gave little help as I
wanted them to take what they had learned and apply it. Feedback came
after assignment was done and returned.
I didn’t actually count this grade, although students didn’t know till after it
was turned back to them. After discussion, students understood all
improvements and how they worked, but many didn’t see connections at
first.
I liked the fact that students struggled with connecting these improvements
to what they had learned. It caused some good thinking on their parts. It is
important to discuss in detail when answers are turned back, so that
students see the connections.
Designers/Email: Fred Donelson (fdonelson@gjps.org)
Additional Comments: Be prepared for “moaning and groaning” on this one at first. Students struggle with the
connections here, but it is a good “thinking” exercise.
Designing Watershed-based Education and Extension Efforts through a Mental Models Research Approach
USDA-CSREES National Integrated Water Quality Program