Grade Level 7
Topic: Structure and Classification of organisms living in the water.
Materials Needed:
The amount of materials needed is based on a class size of 25-30 and
the class being broken up into groups of 4-5
Time Needed: Two 45 Minute class periods
Background:
Students should be familiar with the use of Dichotomous classification key,
and know why and how things are classified in nature.
Procedures:
Day 1
Step One, Begin this lesson by reviewing the definition of classification ( the grouping of items according to the possession of similar characteristic.) It is also helpful to review the use of Dichotomous Keys.
Step Two, Break the class into seven groups of 3-5 per group. Instruct the students to move to their groups and pick up one microscope and one laptop per group.
Step Three, Have one person from each group come up and get a sample of pond water in a petri dish
Step Four, Demonstrate how to use the computer aided microscope systems and let the students practice using the systems.Day 2
Step Five, Reassemble the students into previous groups and instruct them to obtain a Laptop, Microscope, one 3.5 Floppy disk, and a petri dish with a sample of pond water.
Step Six, Have the groups point out the differences between the organisms living in the water and brainstorm ways of classifying the organisms according to similar characteristic.
Step Seven, Have students begin breaking the organisms into a few large general groups in which organisms may only posses a few of the same characteristics. Make it clear that students should make a diagram or drawing of the organisms on the provided poster board showing how they group things, students should continue breaking the organisms into more specific smaller groups until they have only one or to organisms per group and the organisms in each group are extremely similar in share many of the same characteristics. Note: The Computer aided microscopes are equipped with the ability to take still photos that can be saved on the provided 3.5 disk for students to view the critters more closely.
Step Eight, After drawing all of the organisms in their respective classified groups have students design a Dichotomous key that can lead someone to be able to discover what these water critters are. Explain to the students that the names of the organisms can be made up by the group or actual names provided by the teacher. Remind them that the key should have two choices for each step of identification, and should clearly lead an outsider ( someone not of this class to the correct classification of certain organisms in similar bodies of water.
Step Nine, Have students present their posters describing their classification systems to the class if time permits.
Grade Level 7
Topic: Are the Needs of the living things optimized in this body of water?
Materials Needed: Water brought in from a stream, pond, lake or other outside water source, or access to water on or nearby school grounds, Information on organisms found in similar bodies of water, rubber boots if possible, a Stream environment data collection kit ( can be obtained from the schools Stream project kit), or items that test for Water Temperature, PH levels, Dissolved Oxygen, Nitrates, and Ammonia.
Time Frame: One 45 minute class period
Background Information Needed:
Students should have already identified the needs and characteristics of
living things. The purpose of this lesson is to prove that the Needs of Living
things must be met or that organism cannot flourish in that environment. A previous
demonstration of how to use the environmental testing items will also be helpful.
Deciding whether to do this activity in class or outside prior to the date this
lesson would also be helpful.
The teacher will also need to identify the organisms that live in the particular water you are looking at and research or have a knowledge of optimal ranges for survival within each area of data that is collected
Procedures:
Step 1, Break the class into 7 groups of approx. 4-5 people per group.( This is based on a class size average of 25.
Step 2, Be sure to have individual responsibilities within each group( this will minimize the possibility of behavior problems etc). For example, each individual student cold be responsible for collecting a specific type of data, and all could be involved in recording and analyzing the data.
Step 3, Have students utilize the scientific method of problem solving by solving the problem of; Do these critters in the water have optimal levels of the things they need?
Step 4, Have the students gather information(collect the data).
Step 5, Have them form a Hypothesis on whether or not living conditions are optimal based on the data they collected
Step 6, Note that experimenting has taken place by testing the water through data collection
Step 7, Students must record and analyze the data in order to receive credit. This is when students will need to ask the instructor for the optimal levels for each area of data collected to compare with what their results were in order to determine the environmental quality of the water.
Step 8, Have students state a conclusion
Step 9, Clean up or return to the school
Grade Level 7
Topic: Environmental traits of Macro invertebrates define their success or failure
Materials Needed:
Time Frame: 45 minutes
Background:
Students should have already learned the fact that specific traits that organisms
posses can help them to succeed and survive and the absence or inferiority of
certain traits can be a disadvantage towards that organisms quest for survival.
The teacher should collect water from a nearby body of water prior to this lesson,
and have researched the variety and diversity of organisms found in the water.
Students should also be familiar with the use of the microscopes.
Procedures:
Step 1, Begin by reviewing the fact that certain traits presence or absence within an organism can attribute to it's success or failure.
Step 2, Brainstorm as a class traits that may be advantages for these macro invertebrates within the water and list them
Step 3, Brainstorm as a class traits that may be a disadvantage for these macro invertebrates within the water and list them
Step 4, Break the class into 7 groups of approximately 4-5 ( based on a class size of 25)
Step 5, Have a few members in each group come up and obtain a microscope and a computer, and a petri dish of the collected water. (Note: if computer aided scopes are not available use Compound scopes along with wet mount slides).
Step 6, As a group have the students view and search for characteristics that may be an advantage or disadvantage for the organism
Step 7, Each group must record or draw the organisms and the traits they posses or do not posses
Step 8, At the end groups will compare results and cleanup