Concepts
Observation
Inference
Classification
Interrelationship

Project/Task
Life on land and in the water is intrinsically linked. For example, the macroinvertebrates are a link in the food chain. The energy stored by plants is available in the form of fallen leaves and algae. The macroinvetebrates eat these plant foods and in turn are eaten by fish. Humans and other land animals eat fish. Thus the energy of the plants and exposure to pollutants is passed up the food chain. Macroinvertebrates are a good indicator of water quality and the effects of pollution. In a classroom and field study of macroinvertebrates, students will observe and classify these organisms according to type and sensitivity to pollution and make inferences about the environment in which they live. Students make comparisons to how scientists study marine life.

Learning Outcomes
http://www.ode.state.oh.us/ca/learn_outcomes.htm

Students will:

• Devise a classification system for a set of objects or a group of organisms. Use common characteristics to group items. (Ninth Grade Science 1;Sixth Grade Science 1)
• Demonstrate an understanding of the use of measuring devices and report data in appropriate units. Choose an instrument to make a certain measurement. (Ninth Grade Science 4)
• Describe the relationship between technology and science. How do science and inventions affect each other. (Ninth Grade Science 19; Sixth Grade Science 4)
• Describe how a given environmental change affects an ecosystem. Describe how a flood or drought affects plant and animal life. (Ninth Grade Science 20; Sixth Grade Science 17)

Learning Strategies/Activities

1. In a whole-class discussion, students describe life they have observed in or near local ponds, rivers, or streams.
2. Students describe how they made these observations.
3. Teacher leads students in brainstorming ways that scientists would observe these animals in their natural habitat. Teacher or student records results for class.
4. As a class or in small groups, students view the Newport Aquarium video available at video.html.
5. As a class or in small groups, students view the Critter Cam video at video.html.
6. In small cooperative groups, students infer how marine life would differ from other aquatic life. What challenges would be involved in observing marine life and what tools scientists would use to study it. How has advancing technology helped scientists learn about underwater life and environments? Teacher or student records results in whole-class discussion of findings.
7. Students view the following WCET and National Geographic Society web sites:
   National Geographic Crittercam
   David Doubilet underwater photography
8. Students brainstorm ways that the technology associated with underwater photography and the "CritterCam" helps scientists learn about underwater life and environments and record individually.
9. Students describe the types of underwater life they observe in the photography and record individually.
10. In small cooperative groups, students identify the bodies of water where the photographed animals live and paste copies of the photographs on a map.
11. In a whole-class exercise, students compare the animals from the web sites to animals they have observed in local bodies of water and discuss their findings from individual and group work.
12. Students make inferences about why local aquatic life differs from marine life.

If the class has access to a local body of water or school aquarium, they may perform a field study of aquatic life:

Pre-field experience:

1. Students research the importance of macroinvertebrates in the food chain and as an indicator of water quality through one of the links listed below.
2. Teacher leads a discussion in which the students plan for a stream /lake /pond /river study field trip. Students discuss which types of observations they can make at a site and plan what equipment they may need to take accurate measurements and collect specimens. Areas to be taken in consideration are air and water temperatures, speed of moving water, pH level, and amount of oxygen in the water, salinity, and water clarity.
3. Teacher may need to make arrangements and obtain permission to conduct a study if the site is on private property or obtain permission to take samples in a park. Teacher needs to ensure there are enough chaperones to supervise the students closely.

Field Study

1. Students take measurements and observations of their specific collection site. Take photographs if that technology is available.
2. Students work in small groups in designated areas of the site to take samples.
   1. Students fill a bucket with water from the site as a live sample container.
   2. Students stand by the side of the water and use a dip net to scoop up invertebrates. Students should take samples from the surface of the water, along the surface of the bottom, under ledges, and at mid-depth.
   3. Students scrape up some sediment with a plastic shovel and lift small rocks from the edge of the water and take a sample from beneath. Pouring sediment into the dip net and gently pouring water through it will remove the sediment and leave samples.
   4. All samples should be placed in a lidded bucket to be transported back to school.
3. Students take digital or conventional photographs of the process they used and of the water animals they collect.

Post-field study/Assessment

1. Back in the classroom, students observe and classify their specimens with the guides listed in the links below.
2. Using a spreadsheet, students record their findings and then graph the results of their sample according to type of macroinvertebrate and how pollution resistant they are. Students should make an inference about the study site based on the number and type of specimens they found.
3. Students compare results with other groups to note similarity and differences and suggest some possible reasons.
4. Samples are returned to the site from which they were taken.
5. Students create a PowerPoint presentation or webpage of their field study and the results.

Extensions

1. Students revisit the site in three and six months and compare the results with the first study. How can they explain any similarities and differences?
2. Students research the local watershed.
   1. Students map the watershed from the site of the field study to the ocean.
   2. Students investigate the politics of the local watershed and write a letter to the editor about the results of their study.
   3. Students research and write a narrative about the life of an organism from the site from a first person point of view.
3. Invite the county Soil and Water District to speak to your students. The class prepares questions based on their research.
4. Students become involved in clean-up efforts.

Resources

THE GEO ZONE WEBPAGE

THE GEO ZONE VIDEOSTREAMING
video.html

NATIONAL GEOGRAPHIC MAIN AND SPECIFIC WEBSITES
nationalgeographic.com
National Geographic Crittercam
David Doubilet underwater photography

MACROINVERTEBRATE KEY

MACROINVERTEBRATE GUIDE

STREAM STUDY

HIGH SCHOOL

MACROINVERTEBRATE PHOTOS

LESSON PLAN - WATERSHED TRACING
Student Activity for the Map of the Truckee-Carson-Walker River Systems
It All Goes Downhill: Determining the Boundaries of a Watershed
America's Watershed

LINKS TO OCEAN STUDY EQUIPMENT

OHIO WATERSHEDS
Ohio Watershed Network
Ohio EPA Watershed Management

READING MATERIALS

Adult/Young Adult
Water Light Time by David Doubilet
Seas and Oceans by Felicity Brooks

Ages 9-12
What Makes the Ocean Wave? By Melvin Berger
Spring Comes to the Ocean by Jean Craighead George

Ages 4-8
Out of the Ocean by Giles Andreae
Commotion in the Ocean by Debra Frasier