Time Required: 45 minutes
|
|
- Oliver Webb
- 7 years ago
- Views:
Transcription
1 Benthic Macroinvertebrate Study Concept/Topic to Teach: The presence or absence of benthic macroinvertebrates can be used to indicate water quality. Standards: Discipline: Science and Technology Strand: Life Science (Biology) Topic: Living Things and Their Environment 13, 14, and 15. Changes in Ecosystems over Time 17 Grade Level: 5-6 Time Required: 45 minutes General Goal: Students will examine benthic macroinvertebrates to see how they can be an indicator of water quality and habitat health. Sites for collection may be chosen that show how habitat condition can vary depending on water depth and velocity, presence of shade, riffles, etc. By using macroinvertebrate identification/record sheets students will be exposed to the concept that some creatures can only live in relatively clean or completely unpolluted water. Specific Objectives: Students will examine mud/water samples and find a selection of the organisms that are present. Using identification/record sheets the students will identify some of the organisms and assign a water quality rating to each of the specimens. Using the above information, the students will make a tentative evaluation of the health of the body of water from which the mud/water sample was taken, at least for that specific site. Vocabulary: benthic, larva, macroinvertebrate, nymph, pollution tolerant, pollution intolerant, riffles. Required Materials: Materials for Collecting: 1-2 buckets A kitchen strainer if sampling from a pond, or a sturdy net if from a river A container for scooping water Materials for Classroom Observations: Mud, leaves and water collected from your pond or stream White ice cube trays or egg cartons, 1-2 per group Magnifiers, one per child Macroinvertebrate Key, one for every 1-2 children Data Collection Sheet, one per group Plastic containers (food storage containers work well), several per group Plastic spoons (white), one per child Anticipatory Set: Ask the students how animals living in a body of water might be used to determine the water quality of the pond or stream. 21 Quality & sheds
2 Benthic Macroinvertebrate Study continued. Step-by Step Procedure: Collect samples from the habitat to be tested, either using a net in a stream or a kitchen strainer in a pond (this may be done by the lesson presenter before the class). In a pond, many organisms may be found among the vegetation, fallen leaves and/or the mucky bottom, whereas in a stream the organisms attach themselves to the rocks in riffles and can be removed with gentle rubbing. Be sure to return organisms to their original location after the lesson. Introduce the terms macroinvertebrate and benthic (see glossary). Explain that macroinvertebrates can be an indicator of water quality because the different species have varying pollution tolerance levels. Some macroinvertebrates are sensitive to pollution and therefore won t be found in a polluted water body. Macroinvertebrates that are pollution tolerant are the ONLY species found in a polluted water body. It is important for students to realize that pollution tolerant species are found in ALL water qualities, but sensitive species are only found in higher water quality environments. Explain briefly to the students what is expected of them using the directions below. Pass out equipment to working groups of 3 or 4 students: one Data Collection Sheet, several Macroinvertebrate Keys, and the various plastic containers, spoons, etc. Locate and sort organisms: If the students were not there for the collection of the sample, describe the place and type of habitat where the samples were collected. Provide each group a sample of the collected mud, leaves and water. Have the students look for movement and locate animals in the sample. The students should use a plastic spoon to gently sort similar organisms into the compartments of an ice cube tray or egg carton. Be sure to place stream/pond water into each compartment before sorting. Allow the students to examine the sample and sort macroinvertebrates as long as time allows. Identify organisms and record data: After sorting, each group needs to identify the macroinvertebrates found using the Macroinvertebrate Key and the Data Collection Sheet. If the identified macroinvertebrate is on the data collection sheet, it should be circled. Students should continue to identify their macroinvertebrates and circle those that are on the data collection sheet. Calculate Index Values: Each group now must calculate the index values for each pollution tolerance category on their data collection sheet (Sensitive, Somewhat Sensitive, and Tolerant). For example, if they found three kinds of organisms in the sensitive category, the index value will be 12 (3 species x 4 points = 12). Each kind of macroinvertebrate found and circled will count toward the index value, NOT every individual organism found, unless it represents a different species. For example, if the students find five mayflies (and no other sensitive organisms), the mayflies count as only one kind of organism, and so 1 circled organism x 4 points = an index value of 4 points from the Sensitive category. Record class results: Make a chart on the board of the three pollution tolerance categories: Sensitive, Somewhat Sensitive and Tolerant. Ask each group to record the index values they calculated for each category. (Again, be sure they counted the number of circled kinds of organisms and not the number of individual organisms found.) Add up the groups results and calculate a class average for each pollution tolerance category. If any of the groups numbers vary widely, throw out the outliers or obviously incorrect samples. To determine the water quality rating for that site, add up the averages obtained from each pollution tolerance category to get a total index value. Refer to the chart at the bottom of the data collection sheet to determine whether the water quality of the sample is Excellent, Good, Fair, or Poor. Ask students to return the samples to the collection bucket. Explain to the students that all the samples of water, mud, and animals will be returned to the site of collection. Collect and clean all equipment. Return the samples to the place of collection. Quality & sheds 22
3 Benthic Macroinvertebrate Study continued. Closure: Review the class results and determine the water quality of the body of water. Compare their macroinvertebrate study results with their own personal knowledge of the stream, river, pond or lake. Follow Up: Conduct an evaluation of the same body of water testing for chemical and physical properties (refer to the lesson Quality Monitoring ). Resources: Masterbug Theater: A slide show showing some of the common macroinvertebrates: Online Aquatic Macroinvertebrate Identification Key: Key to Macroinvertebrate Life in the River, The University of Wisconsin, Extension: Aquatic Macroinvertebrates & Quality Resources: 23 Quality & sheds
4 Benthic Macroinvertebrate Study - Data Collection Sheet Benthic Macroinvertebrate Study of Stream/Pond Quality & sheds 24
5 Benthic Macroinvertebrate Study - Key Quality & sheds 25 Developed by the University of Wisconsin-Extension in cooperation with the Wisconsin Department of Natural Resources. Based on a key developed by Riveredge Nature Center, Newburg, WI. May be reproduced with this credit for educational, non-profit purposes. For information, contact UWEX Environmental Resources Center, University of Wisconsin-Extension is an EEO/Affirmative Action employer and provides equal opportunities in employment and programming, including Title IX and ADA requirements. Dragonfly Stonefly Alderfly Dobsonfly Predaceous Diving Damselfly Riffle Pyralid Caterpillar Penny side view of tails Developed by the University of Wisconsin Extension in cooperation with the Wisconsin Department of Natural Resources. Based on a key developed by Riveredge Nature Center, Newburg, WI. May be reproduced with this credit for educational, non-profit purposes. For information, contact UWEX Environmental Resources Center, 608/ University of Wisconsin-Extension is an EEO/Affirmative Action employer and provides equal opportunities in employment and programming, including Title IX and ADA requirements. brown, leatherlike, six legs, usually C -shaped six legs and prolegs on abdomen suction cuplike large body, hinged mouth green, tan, orange or white body lives in stone case lives in stick house dark head, green or tan body, two brush-like tails small, spines on side large mouth parts, spines on side tails long and stiff, long antennas flat gills on abdomen hangs from surface, large mouth parts long tails, gills on abdomen long tails, gills on abdomen large legs, feathery gills plate-like tails, no gills on abdomen Scorpion Ranatra No Obvious Tails One or Two Tails Three Tails Scorpion Nepa Scavenger Predaceous Diving Crayfish Aquatic Sowbug or Isopod Riffle Crawling Whirligig Strider Marsh Treader Giant Bug Backswimmer Boatman Scud or Amphipod No Wings Fishing Spider small, crawls on bottom swims moving hind legs alternating back legs move at same time swims on surface Crawls through water, spotted tan, lives on surface dark, lives on surface grasping front legs, up to three inches swims on back, back white swims right-side-up, back black long breathing tube, grasping front legs long, stick-like Mite -Like, Wings Hard Leathery Wings lobster-like shrimp-like, swims on side walks on bottom tiny, often brightly colored runs on top of water Wings Cyclops or Copepod 10+ Legs Four Pairs of Legs Three Pairs of Legs Seed and Clam Shrimp Flea or Daphnia Rat tailed Maggot Snipe Fly Horse Fly Crane Fly Crane Fly Midge Pupa Black Fly Leech apostropheshaped round swims with a jerk, using antennas Tubifex Flatworm or Planaria Horsehair Pouch Snail Pill or Fingernail Clam Bristle Midge Gilled Snail Orb Snail Freshwater Mussel Nematode or Threadworm long breathing tube two fringed tails smooth, stiff, small head large, grey with tentacles white or grey with tentacles big head, active black, attaches to hard surfaces Limpet Suckers, expands reddish brown, glides along and contracts, body segmented body bottom, body segmented not segmented tan to brown, long body with bristles, no suckers distinct head, small, hair-like, red, green or swims in S shape tan, twists With Tentacles, Brushes or Tails spiral, spiral, opening on left opening on right coiled Legs conical small, whitish, large, 2 to 8 inches, tan or brown dark-colored -Like Microscopic No Legs Single Shell Double Shell Shells No Shells Key to Macroinvertebrate Life in the River (Sizes of illustrations are not proportional.)
Identifying Aquatic Insects From Your Pond
Identifying Aquatic Insects From Your Pond Penobscot County Soil & Water Conservation District Natural Resources Conservation Service 28 Gilman Plaza, Suite #2 Bangor, ME 04401 Tel: (207) 990-3676 Fax:
More informationAquatic Organisms and Their Habitats
Aquatic Organisms and Their Habitats Objectives: Students will understand the following: 1. The presence of specific organisms in a freshwater habitat determines the quality of that habitat. 2. An organism
More information78 N ATIONAL SCIENCE TEACHERS ASSOCIATION PROTOCOL 5. COLLECTING AQUATIC INVERTEBRATES
Topic opic: aquatic entomology Go to: www.scilinks.org Code: WD14 Topic opic: freshwater ecosystems Go to: www.scilinks.org Code: WD15 PROTOCOL 5. COLLECTING AQUATIC INVERTEBRATES Objective To safely collect,
More informationMonitoring Macroinvertebrates
Monitoring Macroinvertebrates Life Skill: Communication Project Skill: Identifying stream macroinvertebrates (animals without a backbone that are visible without magnification) Objective: Collect and identify
More informationwww.irishseedsavers.ie Natural surface water on earth includes lakes, ponds, streams, rivers, estuaries, seas and oceans.
www.irishseedsavers.ie POND LIFE FACT SHEET Natural surface water on earth includes lakes, ponds, streams, rivers, estuaries, seas and oceans. A pond is a small body of fresh water shallow enough for sunlight
More informationThe Pond Pack. Background information and resources for teachers
The Ecology Service 2010 Date published 02/03/10 Extended artwork area (REMOVE THIS TEXT) The Pond Pack Background information and resources for teachers For further information contact: Holland Park Ecology
More informationPond Vocabulary Words and Meanings
Pond Vocabulary Words and Meanings Adapt: to adjust to a use or situation Aquatic: from or in the water Bacteria: tiny organisms, too small to be seen with the naked eye Carnivore: an animal that eats
More informationClassification. Living Things. bacteria and blue green algae: (single celled organisms without a nucleus)
Teacher Discovery Card Classification Information There are millions different kinds plants and animals in the world Each different kind plant and animal is called a species We can group species together
More informationPOND INTERACTIONS Teacher Guide February 2011
Grades: 4, 5, & 6 POND INTERACTIONS Teacher Guide February 2011 Time: 3 hours A pond is an ever-changing environment. The pond ecosystem is made of countless interactions that link living things to one
More informationANIMALS AND THEIR HABITATS: KS1 STUDENT RESOURCES
ANIMALS AND THEIR HABITATS: KS1 STUDENT RESOURCES PLANT OR ANIMAL? (Lesson 1:1) Card sort task: print out and get the students to sort them into: Plants or Animals. Get the students to explain why they
More informationPond Water Web Lesson Plan
Pond Water Web Lesson Plan Purpose: As a result of this lesson, students will become familiar with common organisms found in a pond and discover their importance in a balanced aquatic habitat as they create
More informationInsect identification sheet
information leaflet Insect identification sheet To enable you to identify the insect you have in your home, we have provided some identification sheets. These depict the most common pest species that you
More informationGet to Know Your Watershed. McMillan Creek
Get to Know Your Watershed McMillan Creek Where is McMillan Creek? McMillan Creek is found in the northeastern portion of the City of Prince George, know as the Hart and Shady Valley. It is located entirely
More informationFlies That Catch Trout And Why They Work
Flies That Catch Trout And Why They Work We all have boxes of flies that we carry on every trip. But we always find ourselves fishing the same flies; Why?? because they always produce fish. A special thank-you
More informationLife in a Pond. Page 1 of 5. Grade Levels K-5
Grade Levels Overview Observe a local pond or aquatic ecosystem, and study the wildlife that utilizes the pond/aquatic ecosystem for its habitat needs. Subject Areas Science, Language Arts & Art, Duration
More informationRiver-Lab 5 Guide Manual Plankton Pages PLANKTON PAGES
PLANKTON PAGES Phytoplankton Phytoplankton include the microscopic green algae, the yellow-green algae (e.g. diatoms), dinoflagellates and blue-green bacteria. They all make their own food through photosynthesis.
More informationSPECIES DESCRIPTION Picture
SPECIES DESCRIPTION Picture German Cockroach Cockroach egg case & nymphs 12-15mm (Adult Stage)Mid to dark brown body. Lighter area with 2 dark bars behind head. Wings. Very long antennae. Young are smaller
More informationBountiful Beetles Lesson Plan
Bountiful Beetles Lesson Plan Lesson Title: Bountiful Beetles Objectives: Students will identify the life cycle, anatomy and other characteristics of beetles. Students will conduct a simple research using
More informationMaterials For each student (or group of students): Caterpillar data sheets Pencil For teacher: Chart paper Markers
Insects! Concepts Life cycles and metamorphosis are common to all insects. Butterflies, like most insects, go through complete metamorphosis involving four distinct phases egg, caterpillar (larva), chrysalis
More informationFishy Adaptations. Adapted from: Fashion a Fish in Project Wild Aquatic Education Activity Guide. The Council for Environmental Education, 1992
Fishy Adaptations Adapted from: Fashion a Fish in Project Wild Aquatic Education Activity Guide. The Council for Environmental Education, 1992 Physical Structure Grade Level: Basic Duration: 45 minutes
More informationINSECTS CLASSROOM RESOURCES CREATED AND COMPILED BY IPTV K-12 CONNECTIONS
INSECTS CLASSROOM RESOURCES CREATED AND COMPILED BY IPTV K-12 CONNECTIONS *THE MATERIALS WERE DESIGNED TO ACCOMMODATE A K-6 AUDIENCE PLEASE MODIFY AS APPROPRIATE INSECTS A to Z Work with a partner to complete
More informationName That Adaptation. Background: Link to the Plan Read Section 5 (Whooping Crane Ecology and Biology) in the Management Plan
Summary Students will explore structural, physiological, and behavioral adaptations of whooping cranes. Objectives: Students will be able to: Define an adaptation Describe several whooping crane adaptations
More informationLab #10 Invertebrates 2 and Vertebrates 1 (Exercises 39, 40)
Name Bio 182-General Biology Lab #10 Invertebrates 2 and Vertebrates 1 (Exercises 39, 40) Answer the questions in the space provided. You need to turn this sheet at the end of the lab. In general know
More informationCrabs. Focus Question
Topics Crabs, Adaptations Crabs Grades PreK-2 Site Indoors Duration 30 minutes (minimum) Materials Crab Cards Clay or foil Pipe cleaners Egg carton sections, small boxes, jars, lids, food cups, yogurt
More informationBUTTERFLY SCIENCE. 9 Science Activities for PreK, K & 1-3. 1 800 698 4438 EarthsBirthday.org
BUTTERFLY SCIENCE 9 Science Activities for PreK, K & 1-3 1 800 698 4438 EarthsBirthday.org CONTENTS Butterfly Life Cycle Song 4 Changing Butterfly Dance 5 What Is a Caterpillar? 6 Caterpillar & Pupa Timelines
More informationLesson Plan Two - Ecosystems
Lesson Plan Two - Ecosystems Summary Students discuss what living things need to survive. They identify the abiotic and biotic components of an ecosystem and describe the roles and interactions of producers
More informationUrban Ecology: Watersheds and Aquatic Ecology A BIOBUGS program
NAME: Urban Ecology: Watersheds and Aquatic Ecology A BIOBUGS program Objective: To describe the health of the Muddy River in the Fens wetlands system of Boston by examining abiotic and biotic parameters.
More informationIntroduction to the Biotic Water Quality of a Stream
Teacher s Guide Introduction to the Biotic Water Quality of a Stream Lesson Description This lesson allows students to learn the Biotic Water Quality Score (BWQS) method for collecting macroinvertebrates.
More informationInsect Life Cycle. www.readinga-z.com. Visit www.readinga-z.com for thousands of books and materials.
Insect Life Cycle A Reading A Z Level L Leveled Reader Word Count: 607 LEVELED READER L Written by Chuck Garofano Visit www.readinga-z.com for thousands of books and materials. www.readinga-z.com Photo
More informationWater Habitat Site Study
Chapter 1 Lesson 4 Water Habitat Site Study Meet the water dwellers in your local pond, stream, or lake. What are the special features that help them survive in the water? 1:4-B Chapter 1 Lesson 4 Water
More informationInsect Life Cycle LEVELED READER BOOK LA. www.readinga-z.com. Visit www.readinga-z.com for thousands of books and materials.
Insect Life Cycle A Reading A Z Level L Leveled Book Word Count: 607 LEVELED READER BOOK LA Written by Chuck Garofano Visit www.readinga-z.com for thousands of books and materials. www.readinga-z.com Photo
More informationButterfly or Moth? Made for 2nd Graders... Project Bibliography
Butterfly or Moth? Made for 2nd Graders... Project Bibliography Butterfly or Moth? Today you will learn about a Painted Lady Butterfly and a Robin (Cecropia) Moth. What is a butterfly? Click the butterfly
More informationUnit Four Insects. Carlos de la Rosa. Education Coordinator Dept. of Environmental Management Pinellas County, Florida
Carlos de la Rosa Education Coordinator Dept. of Environmental Management Pinellas County, Florida Ph.D. in Ecology University of Pittsburgh Carlos was born in Caracas, Venezuela and received his Ph.D.
More informationWhat is it? Dichotomous Keys Teacher Information
STO-110 What is it? Dichotomous Keys Teacher Information Summary Students use a dichotomous key to identify a collection of plastic frogs. They design and test a dichotomous key that could be used to identify
More informationStudent worksheet. Bugs. Complete metamorphosis Dung Beetle lifecycle. Incomplete metamorphosis Leafhopper lifecycle
Complete metamorphosis Dung Beetle lifecycle Incomplete metamorphosis Leafhopper lifecycle Museum Victoria Bugs Classroom Activities Section 3 6 A Diving Beetle s story Museum Victoria Bugs Classroom Activities
More informationReptiles and Amphibians by Guy Belleranti
Name: Take a look at the four animals pictures below. Do you know which ones are reptiles and which ones are amphibians? The chameleon is an unusual lizard that can change the color of its scaly body.
More informationThese pages build on Units 2B & C and introduce predator-prey relationships and food chains.
Unit 4B Habitats Teaching Notes These pages build on Units 2B & C and introduce predator-prey relationships and food chains. Curriculum, resource and other links Sc1 & Sc2 Resources Associated with this
More informationButterflies and Plants Grades: K and up
Butterflies and Plants Grades: K and up Purpose: To focus exploration on the butterfly life cycle and how that life cycle is related to plants in the garden. Students should be exposed to the 4 stages
More informationLet s Learn About Plants and Animals!
Grade Two Pre-Visit Activities Let s Learn About Plants and Animals! i. Teacher Introduction ii. Standards Addressed iii. Pre-Visit Activities 1. Identifying Parts of a Plant 2. Plant a Seed 3. Life Cycles
More informationNatalia Moreno BME 530. Butterflies Subject: Science (Grade Level: Adaptable from 2-3) Introduction:
Natalia Moreno BME 530 Butterflies Subject: Science (Grade Level: Adaptable from 2-3) Introduction: This lesson will be introducing the students to the life cycle of a butterfly. We will discuss the stages
More informationThe Water Cycle GEOGRAPHY & SCIENCE - EDUCATION PACK. Photocopy masters for classroom and fieldwork activities. Ernest Cook Trust
r The Water Cycle GEOGRAPHY & SCIENCE - EDUCATION PACK y Lotter Gr t an s f or L o ca AWARDS FOR ALL Ernest Cook Trust l G o u p s - caring for rivers, lakes and wetlands - Amddiffyn,adfer a gwarchod cynefin
More informationELEMENTARY-LEVEL SCIENCE TEST
4THE UNIVERSITY OF THE STATE OF NEW YORK SPRING 2008 GRADE 4 ELEMENTARY-LEVEL SCIENCE TEST WRITTEN TEST Student Name School Name Print your name and the name of your school on the lines above. The test
More informationWild About... Frogs and Frogspawn
a Wild About... Rutland County Council Nature notes Frogs belong to a group of animals called amphibians, which also includes newts and toads. Amphibians live both on land and in water. Water is needed
More informationBiotic Indicators of Water Quality
ANR-1167 There has been serious concern about declining water quality in streams and rivers since the 1960s. Initially, concerns were centered on releases of point source pollutants such as heavy metals,
More information2015-2016 Edition. Lake Habitat Study. My Name: Team Members: 1. 2. 3. 4. Page 1
2015-2016 Edition Lake Habitat Study My Name: Team Members: 1. 2. 3. 4. Page 1 Freshwater Lake Habitat BEFORE YOU VISIT Lakes can be thousands of feet deep or as shallow as a few feet. Lakes are divided
More informationFood Web Crasher. An introduction to food chains and food webs
Food Web Crasher An introduction to food chains and food webs Activity Students create a physical food web and watch what happens when an aquatic nuisance species is introduced into the ecosystem. Grade
More informationUNIT 3 SALMON ANATOMY
UNIT 3 SALMON ANATOMY SALMON ANatOMY Overview The class identifies the body parts of a fish and compares them to human body parts. They see how fish shape, skin, scales and gills help salmon live in water.
More informationIDAH 2 O Quality Assurance Project Plan. 22 October 2012
IDAH 2 O Quality Assurance Project Plan 22 October 2012 Prepared by: IDAH 2 O Master Water Steward Program University of Idaho Extension 1031 North Academic Way, #242 Coeur d Alene, Idaho 83814 Prepared
More informationKindergarten Science Unit B: Life Science Chapter 4: Plant and Animal Parts Lesson 1: What do plant parts do?
Insert Photo or Graphic for Unit or Lesson Theme Kindergarten Science Unit B: Life Science Chapter 4: Plant and Animal Parts Lesson 1: What do plant parts do? Insert Photo/Graphic parts Insert Photo/Graphic
More informationButterflies and Moths
Delta Science Reader Butterflies and Moths Delta Science Readers are nonfiction student books that provide science background and support the experiences of hands-on activities. Every Delta Science Reader
More informationStructures of animals
Structures of animals Name: All animals have been designed with different parts, which we call structures, that make up their bodies. Each of these structures is important as it is used to perform a specific
More information1. Which list contains only nonliving things in an environment?
Grade 3 Standard 2 Unit Test Environment Multiple Choice 1. Which list contains only nonliving things in an environment? A. snails, water, mushrooms B. soil, trees, worms C. sunlight, water, soil D. rocks,
More informationStudents will have an opportunity to examine a variety of fruit to discover that each has
Botanical Garden Programs: Discovering Plants I. Introduction Students will have an opportunity to examine a variety of fruit to discover that each has seeds. Even cotton and some vegetables are considered
More informationLife Cycle of a Butterfly
Name: Date: Life Cycle of a Butterfly Life cycle refers to the stages of development, growth and reproduction that a living thing goes through. The butterfly's life cycle is made up of four stages: egg,
More informationInvertebrate Comparative Anatomy Lab
Invertebrate Comparative Anatomy Lab Background: Scientists group animals by their similarities. We will be looking at different phyla of animals today. These animals will have things in common and they
More informationBiT Stream Study - Guided Observations:
BiT Stream Study - Guided Observations: Streams are the pathways that transport water through a watershed. They are also critical to the healthy functioning of the watershed and the myriad of habitats
More informationLesson 4: What Makes Water Healthy?
Lesson 4: What Makes Water Healthy? Activity: Students make observations and measurements of several water samples. This activity helps students think about different ways to determine water quality. Grade
More informationMini Dinosaurs. Grades K 1 2. Compiled by
Mini Dinosaurs Grades K 1 2 Compiled by Leanne M. Burrow, Extension educator, 4 H/ Youth development, Purdue University Cooperative Extension Service Henry County Resources and References Exploring 4 H,
More informationScience. Year 7. Transition. Equipment allowed: calculator, pen, pencil, ruler, protractor or angle measurer, eraser. No other equipment allowed.
Science Year 7 Transition Equipment allowed: calculator, pen, pencil, ruler, protractor or angle measurer, eraser. No other equipment allowed. Name Date WS: SA WS: ESI WS: AE 7 Year 7 1 The diagram below
More information2 nd Grade Science Unit B: Life Sciences Chapter 3: Plants and Animals in Their Environment Lesson 1: How are plants and animals like their parents?
2 nd Grade Science Unit B: Life Sciences Chapter 3: Plants and Animals in Their Environment Lesson 1: How are plants and animals like their parents? offspring Offspring are young plants and animals. Offspring
More informationTotally Termites (Grades 3 5)
Lesson Overview Students will explore the world of termites. This lesson includes a close-up look at termite specimens, special termite adaptations and insect anatomy. Students will also learn about property
More informationClass Insecta - The insects
A Introduction 1. Very species rich 2. Characteristics a. 3 pairs of legs b. 2 pairs of wings (most) except flies (1 pair of wings - Diptera) B. Distribution 1. All habitats except saltwater - replaced
More informationBASIC LESSON Objective(s)
[Geology - Landforms] [K-1: Basic] [Grades 2-3: Advanced] BACKGROUND Landforms are natural features of the Earth's surface. They are created by the movement of ice or water, earthquakes, lava flows, volcanoes,
More informationNano Ecology. Activity 8: Core Concept: Nanoparticles may disrupt food chains. Class time required: Approximately 40-60 minutes of class time
Activity 8: Nano Ecology Core Concept: Nanoparticles may disrupt food chains. Class time required: Approximately 40-60 minutes of class time Teacher Provides: A copy of student handout Nano Ecology for
More informationPROCEDURE. See: Great Lakes Coastal Wetlands (http:// www.miseagrant.umich.edu/wetlands/index.html)
Activity: Students review a selection of career profiles and play a lively classroom game to find out more about marine and aquatic science professionals. Grade Level: 4-8 Subjects: Science, social studies
More informationThe Seven Characteristics of Life
Jennifer Hepner Maureen Frandsen Fall 2003 Grade Level: 3 rd grade The Seven Characteristics of Life Abstract: The purpose of this lesson is for students to learn the characteristics of living organisms.
More informationThe Wonderful World of Wetlands BINGO
The Wonderful World of Wetlands BINGO Time: 10-15 minutes to create Bingo board; 5-10 minutes to play one-round of Bingo Scituate Reservoir Watershed Education Program 17 Smith Ave Greenville, RI 02828
More informationMendelian Genetics in Drosophila
Mendelian Genetics in Drosophila Lab objectives: 1) To familiarize you with an important research model organism,! Drosophila melanogaster. 2) Introduce you to normal "wild type" and various mutant phenotypes.
More informationIn your last science lesson, you used posters to learn about five of the classes of vertebrates.
Science 4 Physical Life Earth and Space LESSON 31 Identifying characteristics of classes of vertebrates Lesson Preparation Program Materials Child s Booklet C Investigating Characteristics of Animals (pp.
More informationUnit Template for NGSS Units of Study (Jean Ward 2015)
Unit Template for NGSS Units of Study (Jean Ward 2015) Title of Unit Earth s Systems Grade Level 5 Curriculum Area Earth Science Time Frame 3-4 Weeks Developed by Patricia L. Preseault Desired Results
More informationMud in the Water. www.agclassroom.org/ok. Oklahoma Academic Standards. Objective. Background. Resources Needed. Activities
Mud in the Water Objective Students will learn about soil erosion and water pollution by building a demonstration model from pop bottles and observing the movement of pollutants from soil into water. Background
More informationFood Webs and Food Chains Grade Five
Ohio Standards Connection: Life Sciences Benchmark B Analyze plant and animal structures and functions needed for survival and describe the flow of energy through a system that all organisms use to survive.
More information2/20/2015. Dramatic Play- Laurie Jacoby and Nicki Taves Merrill Area Public Schools Head Start/Early Childhood Program
Laurie Jacoby and Nicki Taves Merrill Area Public Schools Head Start/Early Childhood Program Block area- Print off pictures of different kinds of planes and have the children predict the number of blocks
More informationStandard II: Students will understand that organisms depend on living and nonliving things within their environment.
Cassie Nielsen and Denise Alatrista Spring, 2005 Living Non Living Mobile The purpose of this lesson is to introduce the concept of living and nonliving organisms in general. There is a starter activity
More informationSave Animal Tracks as Plaster Casts
Save Animal Tracks as Plaster Casts What kind of wild animals live near your house? There are more than rabbits and squirrels, for sure. You might be surprised to find out how many kinds of critters live
More informationLAB 11 Drosophila Genetics
LAB 11 Drosophila Genetics Introduction: Drosophila melanogaster, the fruit fly, is an excellent organism for genetics studies because it has simple food requirements, occupies little space, is hardy,
More informationLesson 3: Fish Life Cycle
Lesson 3: Fish Life Cycle Activity: Diagram fish life cycle. Grade level: 4-8 Subjects: Science, social studies Setting: Classroom Duration: 50 minutes Key Terms: Fry, life cycle, life history, spawn,
More informationWater Cycle. DELTA SCIENCE READER Overview... 123 Before Reading... 124 Guide the Reading... 125 After Reading... 130
Water Cycle T ABLE OF CONTENTS ABOUT DELTA SCIENCE MODULES Program Introduction................... iii Teacher s Guide..................... iv Delta Science Readers............... vi Equipment and Materials
More informationWorld Oceans Day at ZSL Whipsnade Zoo
World Oceans Day at ZSL Whipsnade Zoo Teachers notes KS 1 & KS 2 This booklet will help you to focus your self guided trail on ocean animals, looking at the adaptations of the species and focusing in on
More informationIdentifying Vertebrates Using Classification Keys
Name Class Date Chapter 18 Classification Identifying Vertebrates Using Classification Keys Introduction Organisms such as vertebrates (animals with backbones) are classified into groups according to certain
More informationLife Cycle of a Butterfly
GLE 0107.4.1 Observe and illustrate the life cycle of animals. 0107.4.1 Observe, describe, and record the life cycle of a particular animal. Life Cycle of a Butterfly (Webquest for first graders) Introduction
More informationHuman Impact on the Environment and Pollution 2 nd or 3 rd Grade Bret Underwood
Human Impact on the Environment and Pollution 2 nd or 3 rd Grade Bret Underwood Benchmarks: SLC 14: Students identify and describe the relationship between human activities and the environment in terms
More informationLRSD Pre-Kindergarten Curriculum Science Lessons & Experiences
Science activities provide the opportunity for students to experience the word around them. Complementary science tasks were developed in June 2013 to enhance and give additional experiences related to
More informationLesson 6: Fisheries Management in the Open Ocean. Open Ocean
!!! Open Ocean Concepts How does fishing equipment affect the amount of fish and bycatch caught in a fishery? How can we change the way we fish to use the ocean better? Standards Addressed HCPS 5. & 5.2
More informationEcosystems and Food Webs
Ecosystems and Food Webs How do AIS affect our lakes? Background Information All things on the planet both living and nonliving interact. An Ecosystem is defined as the set of elements, living and nonliving,
More informationCrafts for Senior Citizens
A Two Year Long, Ready to Use Program By: Christine Anderson F o r u s e b y y o u t h g r o u p s, s e r v i c e c l u b s, a n d o t h e r v o l u n t e e r s About this book This book is designed to
More informationLearners will understand and investigate animal adaptations.
Sciences Activity 1: 10 min Activity 2: 30 minutes Activity 3: 45 minutes Experiment: 30 minutes Activity 2: Gather supplies needed and make photocopies Activity 3: Gather materials, insects (all the same
More informationEnglish Language Arts Book 3
English Language Arts Grade 6 Sample Test 2005 Name TIPS FOR TAKING THE SAMPLE TEST Here are some suggestions to help you do your best: Be sure to read carefully all the directions in the test book. Plan
More informationLife Science Study Guide. Environment Everything that surrounds and influences (has an effect on) an organism.
Life Science Study Guide Environment Everything that surrounds and influences (has an effect on) an organism. Organism Any living thing, including plants and animals. Environmental Factor An environmental
More informationWater Cycle Bracelets Lesson Plan
Water Cycle Bracelets Lesson Plan Target age: 8 through 12 (may be adjusted f other ages) Objective: To learn about the water cycle and its components To learn that water is a precious resource shared
More informationMost of the final work preparing the collection will be done at home once you learn preparation techniques in science lab. WHAT IS AN INSECT?
INSECT COLLECTING INSTRUCTIONS SEVENTH GRADE SCIENCE INSECT PROJECT The first unit that you will study in science in the fall is entomology. This is a study of insects and includes preparing an insect
More information4THE UNIVERSITY OF THE STATE OF NEW YORK
4THE UNIVERSITY OF THE STATE OF NEW YORK GRADE 4 ELEMENTARY-LEVEL SCIENCE TEST WRITTEN TEST JUNE 6, 2011 Student Name School Name Print your name and the name of your school on the lines above. The test
More informationLesson Plan: How Do We Know What is Healthy Water?
Lesson Plan: How Do We Know What is Healthy Water? Estimated Time: 1-3 days ph /Chlorine / Hardness State Standards taught and addressed Grade 8: Standards Taught (and evaluated at end of lesson) Science
More informationLESSON PLAN FOR ROCKS AND MINERALS. Episode Six 306 Street Science (Earth Science)
LESSON PLAN FOR ROCKS AND MINERALS Episode Six 306 Street Science (Earth Science) Science lessons come easily if you are along a stream bed or road cut. All around you are examples of sedimentary rocks,
More informationDiscover a Species. Smoky Mountain Diversity. Episode: For a follow-along viewing guide for students, see Viewing Guide 12.
Episode: Smoky Mountain Diversity EXPLORING NORTH CAROLINA Discover a Species MATERIALS & PREPARATION Computers with Internet access Make copies of Fact Sheet and Assignment Sheet, one per group of four.
More informationCan You Tell a 'Gator From a Croc? by Guy Belleranti
Can You Tell a 'Gator From a Croc? Look closely at the reptiles pictured below. Can you tell which one is the crocodile and which is the alligator? Many people confuse crocodiles and alligators, and it's
More informationClean, Drain, Dry! Activity
Clean, Drain, Dry! Activity Students participate in hands on activity that demonstrates the ways in which aquatic plants and other nuisance species may be accidentally introduced or spread to new locations.
More informationSPA Annual Report for 2002 September, 2003 Montgomery County Department of Environmental Protection Page 125. Evaluation and Recommendations
Montgomery County Department of Environmental Protection Page 125 Evaluation and Recommendations Monitoring efforts in the Special Protection Areas continue to provide the kind of information needed to
More informationLooking at life cycles
Using a selection of the Discovery cards in this section, children can learn more about insect lifecycles and how to sequence the lifestages of a butterfly correctly. They can also explore metamorphosis.
More informationUnit 4 Lesson 1: A Pest by Any Other Name
Focus Areas: Pest Control: Biological; Environmental Science, Language Arts Focus Skills: critical thinking, conducting research, observing, graphing, interpreting data Objectives To explore human attitudes
More information