What can aquatic organisms tell us about the health of a body of water?

In this lesson, students will discover how they can use aquatic macroinvertebrate sampling to detect pollution problems in a body of water.

Supporting Question #1

Supporting Question #2

Supporting Question #3

Supporting Question #1

Supporting Question #2

Supporting Question #3

Discipline: Science

Sub-discipline(s): Biology

Grade level: 9-12

Summative Performance Task

Description: The students will write a lab report about their experience with macroinvertebrate sampling at a local body of water.

Assessment method(s): Lab report (essay)

Assessment criteria:

Did the student come up with a relevant “compelling question” for their experiment? (e.g. What is the water quality like at our local body of water?)
Did the student provide a detailed and comprehensive procedure, including information about the materials they used?
Did the student explain how and why they deviated from their original procedure?
Did the student describe the data they collected?
Did the student attach their filled-out documentation form to their lab report?
Did the student attach their calculations to their lab report (showing full work)?
Did the student explain how they did their calculations?
Did the student share and explain the results of their calculations?
Did the student draw reasonable conclusions based on their data?
Did the student back up their conclusions with data-based evidence?
Did the student identify multiple mistakes that might have been made during testing?
Did the student describe multiple challenges they faced while testing?
Did the student list multiple things they would like to do differently the next time they do macroinvertebrate sampling, and why?

Description: The students will present their macroinvertebrate sampling data to stakeholder groups in their community

Assessment method(s):

Slideshow presentation; pamphlet; informational video

Assessment criteria:

Did the student visually present their data in multiple ways?
Did the student draw reasonable conclusions, using their data as evidence?
Did the student present their data clearly and accurately?
Are the student’s presentation materials aesthetically pleasing and eye-catching?

SC.HS.7.2.B Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
SC.HSP.7.2.C Evaluate the claims, evidence, and reasoning related to the principle that complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
SC.HS.7.2.E Design, evaluate, and refine a solution for increasing the positive impacts of human activities on the environment and biodiversity.
SC.HS.13.3.D Plan and conduct an investigation of the properties of water and their effects on Earth materials, surface processes, and groundwater systems.

Give your students a more integrated educational experience

Math: In this lesson, students must do mathematical calculations to determine the biodiversity level of a body of water, as well as the water quality based on macroinvertebrate abundance and pollution tolerance. Consider collaborating with a math teacher for the completion of activities that involve mathematical calculations. This may allow your students to explore multiple calculation methods (something they might not have time for if they only work on these activities in science class). Furthermore, they could experiment with different ways of presenting their macroinvertebrate sampling data in a math class, according to the following standard: “MA11.4 DATA: Students will communicate data analysis/probability concepts using multiple representations to reason, solve problems, and make connections within mathematics and across disciplines.”

Art/graphic design/filmmaking: Depending on how your students decide to share their macroinvertebrate sampling data, they may be able to apply art, graphic design, and or filmmaking skills.

Civics: After your students collect macroinvertebrate sampling data, they will eventually need to present that data to stakeholders in their community. In identifying and communicating with stakeholders, your students will fulfill the following civics standards: “SS HS.1.1.d Analyze the foundation, structures, and functions of local government and its outcomes” and “SS HS>1.2.c Engage and reflect on participation in civic activities.”

Geography/geoscience: During this lesson, students will have multiple opportunities to use GPS and mapmaking technologies. For example, they may use GPS devices to mark the exact locations of where water samples are taken. They may also create maps based on their data, which may help them with analyzing and presenting that data.

Chemistry: This science lesson is biology-focused, but you could reframe or expand many of the activities to delve deeper into the chemistry of water pollution and macroinvertebrate sensitivity.

English: During this lesson, the students will write a lab report as their summative performative assessment. Because they will need to draw conclusions about the scientific data they collected, they will have a chance to practice their argumentative writing. The students will also have multiple “quick write” opportunities that will allow them to practice writing strong paragraphs.

Geography Lesson: How can maps contribute to our understanding of local water quality issues?

Science Lesson: How does nutrient pollution affect the water in my community?

Science Lesson: How vulnerable is my community to the threat of an algal bloom?