TEACHER MATERIALS
What can aquatic organisms tell us about the health of a body of water?
“Fish Kills”
In this activity, the students will reflect on one example of aquatic wildlife alerting us to a water quality problem. They will first look at photos of fish kills. You may also have them watch a video (with the sound muted). Then, they will watch a video about fish kills and fill out a corresponding handout. Finally, they will listen to a presentation about dissolved oxygen.
Dissolved oxygen presentation slides
“Maladies and Mutations: The Effects of Poor Water Quality”
In this activity, the students will rotate through three stations to learn more about the effects poor water quality can have on aquatic organisms. The activity documents are listed below.
Goldfish: A Clinical Assessment
“The Properties of Water”
In this activity, the students will research different properties of water (temperature, pH, hardness, nitrate levels, and ammonia levels) and how they affect aquatic wildlife. At the end of the activity, if some of your students are still struggling, have them read the below article and write about what it tells them about aquatic organisms and the water in which they live.
“Egg Lab: The Sensitivity of Aquatic Organisms”
In this activity, the students will do an experiment with eggs and discover that some aquatic organisms are more sensitive than others. After gathering the necessary materials, they will follow the lab procedure in small groups. Afterwards, they will complete a reflection worksheet and listen to a presentation about the intended results of the lab. Students who struggle with this activity should watch the provided video and re-do their assignment.
“Egg Lab” reflection worksheet
“Macroinvertebrate Trading Cards: Creating a Biotic Index”
In this activity, the students will work together to research a variety of macroinvertebrates and create trading cards for them. In the end, they will use their trading cards to create their own biotic index. If you plan on skipping this activity, you will need to provide your students with equivalent materials, like the ones listed below. The students should use macroinvertebrates.org to do their research. An instructional handout is provided below.
Carolina macroinvertebrate identification cards
“Macroinvertebrate Trading Cards” instructions
“Macroinvertebrates Identification Game”
In this activity, the students will learn to identify different macroinvertebrate classes/orders with and without consulting their trading cards, based on shared physical characteristics. They will first learn about what sets the classes/orders apart from each other, referencing macroinvertebrates.org. Then, they will play two learning games; the instructions for both of them are listed below.
“Calculating Biodiversity”
In this activity, the students will learn about the significance of biodiversity, and then practice calculating it. They will first read articles about biodiversity. Then, they will listen to a presentation about calculating biodiversity. Finally, they will complete practice problems; both the handout and the answer key are listed below.
“Biodiversity improves water quality in streams through a division of labor” – article
“Why does biodiversity matter?” – article
“Why is biodiversity important?” – article
“Biodiversity critical to maintaining healthy ecosystems” – article
“Why biodiversity is critical for business” – article
“Calculating Biodiversity” presentation slides
“Calculating Biodiversity” practice problems
“Calculating Biodiversity” practice problems answer key
“Calculating Water Quality by Macroinvertebrate Sampling”
In this activity, the students will practice calculating water quality using their biotic index. There are many different methods of making such calculations; a document containing more information about these different methods is listed below. The students will first listen to a presentation about calculating water quality by macroinvertebrate sampling. Then, they will complete practice problems; both the handout and an answer key are provided. Finally, they will complete a pop quiz; an answer key is also provided for this part of the activity.
“Calculating Water Quality by Macroinvertebrate Sampling” resources
“Calculating Water Quality” presentation slides
“Calculating Water Quality” practice problems
“Calculating Water Quality” practice problems answer key
“Calculating Water Quality” pop quiz
“Calculating Water Quality” pop quiz answer key
“Macroinvertebrate Sampling – Demo Assessment”
In this activity, the students will practice identifying macroinvertebrates and calculating both biodiversity and water quality. They will be assigned one of three “sample streams” to base their calculations on (both the document and an answer key are listed below). They will also be provided with the formulas they will need to use for this assignment. Finally, they will create their own “documentation forms” for recording their data; a sample form is listed below.
“Macroinvertebrate Sampling – Writing a Procedure”
In this activity, the students will work together to develop a procedure for macroinvertebrate sampling based on a number of sources.