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Earthworks
Earth System Science for Secondary Teachers
Into the Pond
Who: 7th Grade IB Science, Block Time: 1 hr. 20 min. (x 4) (For use during classification/diversity unit)
CO State Standards: Life Science, Physical Science, Earth Science, Standard #s1,5,6 (Process Standards)
Integrated Subjects: Chemistry, Biology, Writing, Earth Science, Math, Reading, & History
Objectives:
SWBAT (Student Will Be Able To...):
- Define macroinvertebrates.
- Classify organisms using a dichotomous key.
- Identify factors that influence macroinvertebrate habitat (pH, temperature, dissolved solids).
- Maintain and write a field journal.
- Identify possible insect adaptations.
- Create a book/poster representing their data.
- Recognize macroinvertebrates as pond health indicators.
- Connect different areas of science into a real world application.
Materials:
- microscopes
- flat head tweezers
- eye droppers
- pre-prepared vials w/ 70% ethanol
- ice cube trays
- macroinvertebrate dichotomous keys
- nets (fish nets)
- buckets
- markers
- computer paper
- thermometers
- pH paper
- TDS probe?
- Jamestown history/issues/data on rivers & pond
Pre-Lab Activities:
- "Insect Inspection:" Without resources, students draw a picture of an insect. Compare/share/discuss major features of an insect and diagram - discuss macroinvertebrates.
- "Shoe Scramble:" Learn how to make a dichotomous key using one shoe from every student in the classroom. Students then use the key they created to identify an unknown.
- "Biodiversity Web:" (Outdoors) Students make an environmental web based on variables in a pond habitat.
Lab/Methods:
Day One (may need to flex time w/ team teachers for a 2 hr block):
- Warm-up "Draw a picture of a macroinvertebrate in a pond." What would the antennae look like? Would it have wings? What would your insect need to survive in a pond?
- Safety Discussion/Logistics/Field Techniques
- Field trip to pond (within walking distance) - Students travel to pond - collect samples - record pH/temp in field journal - Describe habitat in field journal.
*Challenge: Find 10 different types of insects!
- Return to classroom. - Place insects in pre-prepared vials using a tweezers & label
- Ticket Out the Door (If time) "What was your favorite part of the day?" "What did you do really well?" "What would you do differently?"
Day Two:
Warm-up: Why do scientists classify things? Name 5 things you have classified today. What would the world be like if was classified?
- Instructions/Logistics
- Macroinvertebrate Classified with key (to order): Data in field journal, sketch a picture of macroinvertebrate, Write order and common name
Day Three:
Warm-up: What are some ways that scientists organize data? Classification or exercise (create another dichotomous key w/ 3 objects)
- Instructions/Logistics
- Finish Classification
- Organize data (student option ex. Poster big book)
- Must include actual insect, order, common name, 5 characteristics of the order
Math ext.: Combine all class data into spreadsheets
% of different species, graphs, etc.
Day Four:
Warm-up: What factors affect the environment you live in? What would happen if we had no rain for a year? What factors affect the pond habitat?
* History Integration!
- Jamestown Case Study - Analyzing trends/"Solving the mystery"/Environmental debate
- Ticket Out the Door: How can you help the environment? (At least 5 sentences)
Performance Assessment:
- Identify two unknown macroinvertebrates using a keys microscope
- Create a step dichotomous key to classify three objects
Modifications for Advanced Learners:
Classify macroinvertebrates to Family - Genus
Classify other insects/bugs in pond
Why:
- Integrates several subject areas
- Higher level thinking
- In the field
- Creative
- Hands-on
- Meets several state standards
- Meets different learning styles
- Real world stuff
- Fun!
Barriers: materials (probes?)/Logistics - organizing a field trip
Extensions:
- Compare pond water vs. river water
- Look at soils around the pond
- Classify trees/bushes
- Look at climate in relationship to macroinvertebrate life
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