Standards:

StateCurriculum
3.B.1Exploretheworldofminutelivingthingstodescribewhattheylooklike,howtheylive,andhow
theyinteractwiththeirenvironment.
a.Usemagnifyinginstrumentstoobserveanddescribeusingdrawingsortext(oralorwritten)minute
organisms,suchasbrineshrimp,algae,aphids,etc.thatarefoundindifferentenvironments.
c.Providereasonsthatsupporttheconclusionthattheseorganismsarealive.
d.Useinformationgatheredabouttheseminuteorganismstocomparemechanismstheyhaveto
satisfytheirbasicneedstothoseusedbylargerorganisms.

5.A.1.cUsinginformationfrommultipletrials,comparethedistancesthatobjectsmovingatdifferent
speedstravelinthesameamountoftime.(ErosionandSedimentinthestream)

NGSS
3LS43.Constructanargumentwithevidencethatinaparticularhabitatsomeorganismscansurvive
well,somesurvivelesswell,andsomecannotsurviveatall.

CCSS.ELALITERACY.RI.3.3
Describetherelationshipbetweenaseriesofhistoricalevents,scientificideasorconcepts,orstepsin
technicalproceduresinatext,usinglanguagethatpertainstotime,sequence,andcause/effect.

CCSS.MATH.CONTENT.3.MD.B.3
Drawascaledpicturegraphandascaledbargraphtorepresentadatasetwithseveralcategories.
Solveoneandtwostep"howmanymore"and"howmanyless"problemsusinginformation
presentedinscaledbargraphs.
Forexample,drawabargraphinwhicheachsquareinthebargraph
mightrepresent5pets
.

Typesof
Assessment:

Formative
Studentobservationsofminuteorganismsdatacollectionandgraphingofdata
SeeSuccessCriterialistedbelowforbargraphs.
Studentresearch
Teacherandpeerswillprovidefeedbackduringtheresearchprocess.
IdentificationofpartsofastreamwithinHamiltonRun.
StudentswillusetheiracquiredknowledgetocorrectlyidentifyPools,Runs,and
Riffles.

Summative
Studentswillbeabletousetheirknowledgetoidentifywhereparticularorganismswouldbestsurvive
inHamiltonRun.Theywilluseinformationfromtheirresearchanddatacollectiontoconstructtheir
argument.
AsMr.Vreelandwasgoingthroughthecontainersusedtocollectthemacroinvertebratesfrom
HamiltonRun,hefoundonetinyWaterPenny.AWaterPennyisamacroinvertebratethatis
pollutionsensitiveandhas6legs,eachwithahookattheend.
Basedonwhatyouhavelearn,atwhichsitewouldyourecommendthatMr.Vreeland
placetheWaterPennyforittosurvive?
Whatmakesthisorganismbestfitforthishabitat?
Inyouranswer,makesuretoexplaintheimportanceofwaterqualityandthespeedof
thecurrentinthestream.

Enduring
Understandings:

Wecanhaveanimpactontheworldaroundus.

BIgIdeas:

Organismshavedifferentenvironmentalneeds.
Differentforcesmoveobjectsatdifferentrates.

STEM
Standardsof
Practice:

IntegrateScience,Technology,Engineering,andMathematicsContent
InterpretandCommunicateInformationfromScience,Technology,Engineering,and
Mathematics
EngageinLogicalReasoning
EngageinInquiry

Connectionto
SLO:

Studentswill
researchnonfictiontexts
tocollectinformationfrommultiplesourcesincludinggrade
leveltextsandscientificresearch.Theywillthen
writeanargumentativepiece
usingevidencefrom
theirresearchandobservations.

23days
Objective/Focus
Question:

WhatmacroinvertebratesarepresentinHamiltonandwhatdotheytellusaboutthestream?

WarmUp:

Unpackfocusquestionasaclass.

Procedure:

EngageDiscusswithstudentstheStreamStudyworkthattheydidatOutdoorSchoolearlierinthe
year.Whatdidyoulearn/whatdoyouremember?

Guidestudentstorecallthatwecanlearnaboutthewidevarietyoflifeinastreambyusinga
kicknetandpullingsamplesfromthestreambedandunderrocks.
ExploreStreamStudyMacrocollection

TakestudentsouttoHamiltonRun.

BreakstudentsintogroupsandassignrolesofKickNet,Datacollection,Macroidentification.

Kicknetstudentswillworkingroupsof4tousethekicknet.Twostudentswillholdthenet
andtwowilldisturbthestreambedtofreeupanymacroinvertebrates.

MacroIdentificationstudentswillusepaintbrushestosiftthroughthecollectionsandpull
asideanyorganisms.

Datacollectionwillassistinidentificationaswellasrecordthetypesoforganismsandnumber
found.

Afterdoing3netcollectionsateachpoint,moveontoanewsite.Thefoursiteswillbeclose
toPennsylvaniaAve,about50feetdownfromthefirstspot,Directlyafterthewaterfall/dam,
andabout50feetdownstreamfromthedam.
ExplainRevisitidentificationguide

Afterstudentshavecollectedthedata,returntheorganismstotheirhabitatandbringstudents
backinside.

Foreachsite,discussthevarietyoforganismsfound.

http://scioly.org/wiki/index.php/Water_Quality/Macroorganism_List

http://wupcenter.mtu.edu/education/stream/Macroinvertebrate.pdf
EvaluateDeterminehealthateachpoint

UsingtheMacroinvertebrateguides,studentswillworkingroupstodiscussandexaminethe
pollutionsensitivityofeachtypeoforganismfound.

Groupswillsharewhattheybelievethehealthofthestreamtobebasedontheorganisms
foundateachsite.
ExtendGraphdataandposttoGoogleMap

Closure:

Eachgroupwilltakethedatafromoneofthedesignatedpointswherewedida
macroinvertebratecollectionandcreateabargraph.DiscussthefollowingSuccessCriteria
withstudentsandallowtheirgroupstimetocollaborate.

Datarepresentedinthebargraphmatchesthedatacollectedfromoursamples.

ThebargraphisscaledOneboxrepresentsanumberotherthanone(2,3,4,or5)

Thescaledbargraphhasakeytohelpthereaderinterpretthedata.

Pridewastakenincreatingthegraph.
WheneachgrouphascompletedtheirbargraphusingGoogleDrawing,assisttheminplotting
thedataontotheschoolwideGooglemap.

Eachgroupwillhavethechancetoshareoutwiththeclassthedatacollectionandgraph.Theycan
thenexplainthehealthofthestreambasedontheirfindings.

2days
Objective/Focus
Question:

Howdoestheflowofwaterchangeinarunorastream?

Procedure:

Engage
Unpackfocusquestion.DiscussplaceswherethestudentsnoticeddifferencesinHamiltonRunwhile
collectingmacroinvertebrates.

Studentswillmostlikelyrecallthatthecurrentwasfasterafterthewaterfall/dam.Theywill
alsolikelyrecallthatthewaterwasveryslowmoving

Afterstudentshaveexplainedsomeofthedifferencesthattheynoticed,sharewiththemthe
threepartsofastreamthattheywillberesearchingtoday.

Riffle,Run,andPoolExplainthatthesesitesareusuallydefinedbythemovementof
thecurrent.Discusswithstudentswhatwillhappentoparticlesinthewaterwhen
thereisastrongercurrent.Usetheinteractivetoassistintheexplanation:
https://www.classzone.com/books/earth_science/terc/content/visualizations/es0604/es
0604page01.cfm?chapter_no=visualization

Explain/unpacktheorganizerthattheywillbeusing.
Explore

Studentswillbesplitintogroupstoconducttheresearch.Theorganizerandtheresearchlinks
aretobesharedusingGoogleClassroom.

http://www.lakesuperiorstreams.org/understanding/riffle_run_pool.htm

http://depts.washington.edu/ehuf473/ehuf473/rifflerunpool.htm
http://www.olentangywatershed.org/newsletter/summerfall10.pdf
http://www.learnnc.org/lp/editions/mudcreek/6395

Eachgroupwillcollaboratetomakesurethateverythingisaccomplishedandthateveryoneis
accountable.
Whilestudentsareworking,monitortheirprogressandassistasneeded.

Explain

Attheendofthefirstdayofwork,haveeachgroupshareouttheirfindingswiththeclassand
discussthesimilaritiesanddifferences.

Discusstheroleofthestreamscurrentindefiningthesedifferentpartsofthestream/different
habitats.

Referbacktotheanimationsharedearliertodiscusshowwhenthespeedandforce
ofthecurrentslowsdown(pools)anythingthatwasbeingcarriedinthewater,
dirt/leaves/debris,willsettledowntothebottomofthestreambed.

Discusshowthesedifferenthabitatsmightaffectthetypesoforganismsthatlivethere
(Areaswithlittlecurrentwilllikelycollectmoretrashandpollutionbecauseitwillsettle
there)
EvaluateStudentswilldemonstratetheirknowledgebyidentifyingandexplainingthedifferentpartsof
HamiltonRun

TakethestudentsoutsidetoHamiltonRun.

Challengestudentstofindonplaceinthestreamthattheycanidentify.Discusswith
individualstudentshowtheywereabletoidentifythedifferentpartsofthestream.

Extend
PlotthemapsthatstudentscreateontotheFountaindaleGoogleMap.
Closure:

Summativeassessment
Studentswillbeabletousetheirknowledgetoidentifywhereparticularorganismswouldbestsurvive
inHamiltonRun.Theywilluseinformationfromtheirresearchanddatacollectiontoconstructtheir
argument.
AsMr.Vreelandwasgoingthroughthecontainersusedtocollectthemacroinvertebratesfrom
HamiltonRun,hefoundonetinyWaterPenny.AWaterPennyisamacroinvertebratethatis
pollutionsensitiveandhas6legs,eachwithahookattheend.Theyliketoattachthemselves
torocksinoxygenrichwater.
Basedonwhatyouhavelearned,atwhichsitewouldyourecommendthatMr.Vreelandplace
theWaterPennyforittobestsurvive?Inyouranswer,makesuretoexplaintheimportanceof
waterqualityandthespeedofthecurrentinthestream.