Lesson Title: Who lives in the waterGrade Level: 6Designer: McCoy

Learning Outcomes/IntentionsFormal Unit Outcome(s):Outcome: DL6.5Assess effects of micro-organisms on past and present society, and contributions of science and technology to human understanding of micro-organisms. [CP, DM, SI]

Knowledge & Understandings:There is a link between land use activities within a watershed and water quality.There is a link between aquatic macroinvertebrates and water quality.Rivers, lakes and ponds are home to many different species of aquatic macroinvertebrates.Aquatic macroinvertebrates are used to determine the health of a body of water.

Essential Questions:How might water pollution affect the diversity you observed?

Skills:Use a dichotomous key to identify aquatic macroinvertebrates.

“I can . . .” statements:

Identify several aquatic macroinvertebratesAssessment Evidence

Formative Assessments (Assessment for Learning): LearnGive feedback on sampling techniques during the retrieval of samples at the site.Give feedback on the discussion Questions.

Can summatively assess the students use of the dichotomous key while naming macroinvertebrates.

SafetyBe aware of safety at all times .SEE ATTACHED SHEET ON SAMPLING SAFETY

Materials

D-Ring NetsPlastics bucketsTurkey bastersWhite ice cube traysMagnifying glasses1 binocular dissecting microscope with light sourceCopies of the Student WorksheetDichotomous KeysCopies of macroinvertebrate sampling instructionsPencilsClipboardsPlastic petri dishes*

Learning PlanLearning Experiences & Instruction:

ENGAGE:

Start the class with the following video on Benthic Macro Invertebrate:https://www.youtube.com/watch?v=Xf3rnJHiqBk

ASK:What are the three types of benthic macroinvertebrates? (Sensitive- pollution intolerant, Somewhat Sensitive- tolerate some pollution, and Tolerant)

Review common macroinvertebrates found in your area. Make sure they are familiar with the keys they will be using in the field.Review instructions for sampling and sorting macroinvertebrates with your students before you go into the field.SEE ATTACHED

EXPLORE:Field Activity:1. Set up easily accessible stations for sampling macroinvertebrates. Each station should represent different conditions such as pebble, cobble, or silt, or different flow conditions (running water or still backwater), or areas with leaf and woody debris. Have each station include:

Sampling instruction sheets Waders D-ring net Plastic pan Transfer pipettes Magnifying glasses Petri dishes Macroinvertebrate keys

o Dichotomous key o Picture key

NOTE: If you are collecting chemistry data as well, make sure the macroinvertebrate station is downstream from the chemistry station.2. Demonstrate how to safely collect samples.3. Divide students into groups and assign them to a sampling station.  Have students put samples into the plastic pans and sort invertebrates with transfer pipettes and petri dishes following the instructions for sampling and sorting. 4. Have students record their results on the macroinvertebrate worksheet.  Students can record individually or as a group. 

NOTE:  You can preserve macroinvertebrates in a glass vial or collection bottle filled with 70% alcohol and 30% water.

Further Activities:Students can further their understanding of macroinvertebrates as an indicator of water quality by looking at their data in various ways or participating in a variety of research projects.  Some helpful ways to assist students in a better understanding are:1.  Use your data to create graphs or make comparisons.

Calculate and graph the diversity (number of different types of organisms) in each area sampled.

Sample other waterbodies or multiple locations along a single river or stream and compare results

Sample the same stations on multiple dates and compare results.2.  Discuss what their results mean.See Discussion questionsResearch factors that would contribute to a decline in the diversity of macroinvertebrates.

Sampling Safety Kids and water are a natural combination. To ensure the two mix well, consider the following guidelines before going to the stream site.

How do I manage my group in the field? Have an adult supervisor accompany each separate group, with six students or less per adult. Keep a good line of communication between groups at all times (e.g., stay within hearing distance). Be aware of medical considerations. Make sure each group has ready access to first aid. Know which students are allergic to bee stings and how to handle a reaction. Know the causes and early warning signs of hypothermia and heat exhaustion.

What are potentially hazardous conditions? Be aware of steep, slippery banks. Holes, vertical banks and other hazards can be especially difficult to see when the banks are very heavily vegetated. Scout the area for dangerous trash such as broken glass, rusted wire or metal scraps. Flag areas to avoid, if necessary. Scout the area for poison ivy, poison oak and stinging nettles. Make sure everyone in the group can identify these plants.

When is it unsafe to enter the stream? Moving water is deceptively dangerous. Don’t let students enter water over their knees or water that is moving very fast (more than 1 foot per second). If you suspect your stream is seriously polluted, contact your local County Health Department or local Division of Water Quality office to determine if your stream is safe for student monitoring. Never sample during a lightning storm and beware of sudden storms higher in the watershed which could produce flash floods. Students should not enter the stream without proper clothing (waders, or good wading shoes and a change of clothing). Never let students enter water if enough adult supervisors are not present.

What are the chemical safety guidelines? Avoid contact between chemicals and eyes, nose and mouth. When opening the chemical packets, always use the scissors provided or tear the packets. NEVER open the packets with teeth. You may wish to wear latex gloves and goggles when conducting chemical tests. Gloves and goggles are included in your supply tub. Cover test tubes with stoppers, not fingers, when mixing. After handling chemicals, wash hands thoroughly. Use lots of water, and avoid no-water cleaners. Deposit all sample solutions in designated plastic, screw-top waste bottles (you will find these in your monitoring kit). Flush this waste down the school sink or any

sink that drains to a municipal waste water treatment facility. NOTE: The solutions remaining from the tests can be mixed together without the risk of explosion or the forming of toxic gases.

Macroinvertebrate Sampling

Step 1 - Choose your sample site

Select sampling reaches that are safe and easily accessed by everyone in your group. A riffle will offer the best variety of organisms.

Step 2 - Collect your sample

If you are sampling in flowing water: 1. Wade into the stream and place your net so the mouth of the net is perpendicular to and facing the flow of water. 2. Stand upstream of the net and disturb the stream bottom with your feet and hands. 3. Carefully pick up and rub stones directly in front of the net to remove attached organisms. The stream bottom material and organisms will be carried by the current into the net. If the rocks are lodged in the stream bottom, rub them vigorously, concentrating your effort on any cracks or indentations. 4. After removing all large stones, disturb the sand and gravel to a depth of about 3 inches by raking and stirring with your hands. 5. Continue this process until you can see no additional animals or organic matter being washed into the net.

If you are sampling in pools or highly-vegetated areas: 1. Scoop material from the stream bottom with the net. Try to scoop up as little sediment as possible as this will make it difficult to sort the macroinvertebrates. 2. Push and pull the net through aquatic vegetation. 3. Hand pick organisms from sticks and other structures. 4. Continue until you have at least 100 organisms.

Step 3 - Empty your sample 1. Hold your sampling net over a plastic pan and use a bucket of stream water to wash the material into the pan. 2. If your sample contains a lot of rocks or debris, stir the sample in the pan to suspend the animals, then pour the suspended material back into your net. Rinse the debris from the pan, then wash the animals in the net back into the pan.

Step 4 – Sort out 100 macroinvertebrates. 1. Pour most of the water from the pan, so that the materials and animals are no longer floating. Distribute the material evenly in the bottom of the pan.

2. Take a ruler and divide the material in half. Remove one half of the material from the pan. 3. Redistribute the material again over the bottom of the pan and divide this material again with a ruler. 4. Continue this process until you have a sample with about 100 organisms total. 5. Add some stream water back into the pan for easier sorting. 6. Sort and identify the macroinvertebrates. Use petri dishes to group similar organisms. 7. Keep track of the number of types of organisms on the macroinvertebrate worksheet. For example, if you collect two mayflies, but they have distinct differences, record that you have two types of mayflies.

Macroinvertebrate WorksheetMACROINVERTEBRATES TALLY OF TYPES OF

INDIVIDUALSEphemeroptera (mayflies)

Odonata (dragonflies and damselflies)

Plecoptera (stoneflies)

Trichoptera (caddisflies)

Diptera (flies)

Megaloptera (fishflies and dobsonflies)

Coleptera (beetles)

Amphipoda (shrimp and scuds)

Ispoda (sow bugs)

Decapoda (crayfish)

Catropoda (snails)

Pelecypoda (mussels and clams)

Oligochaeta (all segmented worms except leeches)Hirudinea (leeches)

Other

Who Live In the Water - Discussion Questions1.  What habitats had the greatest diversity?  What habitats had the lowest diversity?  Why?

More diverse aquatic habitats provide more niches or microhabitats that specialized organisms may inhabit.  Therefore, cobble bottomed streams may have more types of organisms living in them than a silt bottomed backwater.  Keep in mind, however, that many other factors may affect the diversity you observe. The absence or

presence of predators can greatly affect diversity and food availability may restrict certain types of organisms. In addition, many aquatic organisms are susceptible to water pollutants or even to increases in water temperature. In these situations, so-called “pollution tolerant” species may be all you will see. Refer to the Missing Macroinvertebrates lesson plan for more specifics on pollution tolerance.  2.  How might water pollution affect the diversity you observed?

Typically, in polluted water, many sensitive species will disappear. Often these systems will still have a high abundance of organisms, and may even have higher total abundance of organisms than “pristine” systems, but the number of different types of species is greatly reduced.

3.  How do adaptations of the insects allow them to inhabit different niches in an aquatic ecosystem?

The organisms you collect display an array of adaptations to their unique environment. For example, most organisms you collect in fast moving water either have clawed feet for holding on, have a very streamlined body, or may have some means of attaching to the rocks. Organisms found in soft silt in quiet waters may experience low oxygen conditions. You may find “blood worms,” which are dipteran fly larvae. The red color is from hemoglobin, which helps these organisms trap oxygen when there isn’t much around.  

4.  Would you expect to find similar degrees of diversity and similar adaptations to similar habitats in other parts of the world? 

Probably, all else being equal, you might expect the same level of diversity in similar situations. The level of diversity is one ecological measure that scientists use worldwide to compare systems.

5.  Would you expect to find the exact same species (types) of organisms in other parts of the world? The actual species present would probably be very different, and would reflect the evolutionary history of that particular continent or region. 6.  What is the best way to express diversity in an ecosystem? 

There are many different diversity indices (a numeric value representing diversity). The simplest diversity index is simply the number of species found at a site. Other more complicated diversity indices weigh the index according to the number of individuals found for each species. For example, a class collects two samples with 10 species each. However, Sample 1 had 91 individuals of one species and only 1 individual of each other species while sample 2 had 10 individuals of each species. Are these equally diverse?

Field Behavior

Volunteer water quality monitoring is a great tool for building appreciation and respect for our natural resources. Consider whether the actions of the entire group – teachers, students, volunteers – work towards this goal. Give careful thought to the following:

How can we help the wildlife and resources of our site? Groups of people, both small and large, have the potential to impact the aquatic and terrestrial environment in a short amount of time. Follow these guidelines to lessen your impact. Choose a site with well-vegetated banks. Avoid bare or unstable banks to minimize erosion. Avoid monitoring during particularly wet weather. Wet soils and plants are easily disturbed. In the summer, if the water is low, the stream bed may be the best route for walking. The vegetation on the banks will thank you for it! Replace rocks and logs that have been overturned – these are homes for many critters. Handle organisms gently. They’ll appreciate being returned quickly to their homes. Place aquatic organisms directly into water-filled containers for study. Keep the containers shaded so the sun doesn’t heat the water to harmful levels. Look for fish spawning areas – redds. Redds are round or elliptical areas of clean gravel about 1-3 feet long. They provide great opportunities for discussion but avoid walking near them.

What should we know about collecting live samples? Consider the impact of collecting (permanently removing) macroinvertebrates or other animals and plants from the site. Removal of a few items may have a minimal effect on the environment. However, students learn from the respect leaders show for each individual creature. Discuss the following aspects of collecting with students. Disturb animals as little as possible. The best place to learn about them is in their natural environments. Encourage your students to investigate freely but collect only with a purpose. Collecting should support instruction or other meaningful activities. Ask students to help decide whether and what to collect. Collect only specimens that are abundant. Talk with your local Utah Division of Wildlife Resources office (contact information in “Resources” Appendix) to find out if there are any rare or endangered species in or near your stream.

Where to Sample

1. Select a stream

Visit your field site before you begin monitoring with students. This will help ensure a more successful experience.

Involve your students in selecting a stream. This will help foster a sense of ownership for the stream and the program. If possible, locate a stream close to your school – walking distance is ideal. Close proximity allows for greater frequency and flexibility in monitoring, and less expense if you have to bus or carpool. Local resource management agencies can direct you to interesting sites.

2. Select a sampling site Here is an opportunity to revisit your monitoring goals. If you want to represent the water quality of the entire stream, sample a “representative section.” This section will have the common forms of vegetation, bank structure and stream shape for that stream. If you want to investigate human impacts, such as heavy development, choose a site where you can compare an impacted area with an unaffected area. For example, to isolate the affect of a potential impact, sample upstream of the activity (which will serve as a control site) and just downstream of the impact. You may also want to sample a third site, farther downstream, to determine the range of the impact. A nearby tributary can also serve as a control site. Regardless of your goal, your sampling site should be accessible to everyone in your class and safe.

3. Document your site If you are going to sample your site again, or report your findings, be sure to document your location. Obtain a topographic map of your area. Detailed 7.5 minute (1:24,000) “quad” maps are recommended. To obtain one, check with a local resource management agency (UT Dept of Natural Resources) or camping supply store. You can also print quad maps through the US Geological Survey’s web site - http://www.water.usgs.gov/. Locate and clearly mark your site on the map. Keep the map with your Utah Stream Team manual. It will serve as a valuable teaching tool and also help future groups locate the site.

Organizing Your Group

What factors will influence how you organize your group? What you would like your students to gain from sampling? In some programs each student samples many different parameters. In other programs students specialize in one or two parameters and then share their findings with the rest of the class.

How much stream do you want to study? If you wish to monitor as much of a stream as possible (and you have enough adult supervisors) spread separate monitoring groups over a longer distance. How much equipment do you have? More equipment allows you more flexibility. For example, you may choose to create specialized sampling teams, such as a “nutrient steam,” in which several students, with several test kits, take multiple samples of the same parameter. How prepared is your group? Proper classroom preparation allows groups more flexibility in the field; students can operate in autonomous groups (with an adult along for safety) and can run more tests in the same amount of time. How large is your group? If you have few students (about 10 or less) then you may want to work together in a single group. Larger groups will find it more effective to split-up to avoid distractions.

How much time? How many students will you need? These estimates are based on an eighth-grade skill level, assume practice sampling has occurred, and include any time needed to perform calculations on the “Data Collection Sheets.”Activity Time

required (minutes)

# persons required

Physical Stream flow 45 4Stream shape - Channel pattern 2 1Stream shape - Substrate type 15 3Stream shape - Riffle/run/pool1 15 3Temperature 2 1

Chemical2 Nitrate 15 1Ammonia 5 1Phosphorous 10 1pH 2 1Dissolved Oxygen 3 1

Biological Macro-invertebrates - Collect & look

40 2

Macro-invertebrates - EPT 60 = 3 or moreMacro-invertebrates - WQ Rating Index

120 = 3 or more

Riparian - Greenline 30 2Riparian - Canopy cover3 30 2Riparian - Ground cover 35 2

¹ The riffle/run/pool ratio can be measured at the same time as the pebble count with no additional persons. Estimate 20 minutes to complete both activities if done together. ² The chemical tests must sit for various periods of time. Students can perform other activities while waiting. ³ The canopy cover can be measured at the same time as the greenline with no additional persons. Estimate 40 minutes to complete both activities if done together.What roles will your students assume? Below is one example of an organizational plan. This plan divides groups into six-person teams. Each person on the team has a unique role. In this plan, all the Utah Stream Team water chemistry parameters are sampled, as well as stream flow and macro-invertebrates.

Consider the following points, whether you follow this plan or create your own. Students should clearly understand their role before reaching the field. Students should be held accountable for completing their tasks. Give students a choice in the role they assume. This is a great planning exercise and further increases motivation for the program. Have students switch roles on each subsequent visit.

Team leader - Makes sure team members know and accomplish their tasks. - Makes sure the group stays focused and on schedule. - Reads sampling directions aloud and makes sure they are followed. - Conducts a nutrient test.

Assistant team leader - Assists in measuring the length intervals. - Assists in measuring width of the stream. - Double-checks all measurements. - Helps with stream velocity test.

Recorder - Holds the notebook and records all information on “Data Collection Sheets.” - Makes sure group agrees on all results. - Conducts temperature tests. - Helps identify macro-invertebrates.

Wader - Measures depth of stream to determine cross-sectional area. - Assists with velocity test. - Collects Dissolved Oxygen sample. - Assists with macroinvertebrate sampling and identification. - Conducts turbidity test.

Timer/measurer

- Carries stopwatch and times velocity test. - Carries tape measure and measures distances(places flags at designated intervals) - Assists with measuring width of stream - Conducts pH test

Equipment keeper - Helps carry tub with all equipment in it. - Distributes equipment. - Returns supplies and equipment to the tub; ensures all equipment is accounted for. - Conducts two nutrient tests.

Before You Go…

Connecting with other groups Consider the advantages of working with groups involved in water quality management, wildlife (especially fish), agriculture or other natural resource issues in your area. If these groups are conducting their own monitoring, you may be able to join in their efforts and increase the information for that stream. The data collected by these groups provide a means for checking the accuracy of your own data. Even if none of these groups monitors your stream they may still be able to provide you with valuable information on the stream or watershed ,such as potential threats to the stream. Water Quality Specialists can work with your students to design appropriate ways to monitor these threats. The internet is a great place to learn about other monitoring efforts. Groups to contact include: Federal Resource Management Agencies (Environmental Protection Agency, U.S. Forest Service) State Resource Management Agencies(Utah Division Water Quality, Utah Dept. of Water Resources) Non-government organizations(Audubon Society, Trout Unlimited) Many of these groups look for opportunities to send speakers out into the community. Ask if a specialist can come talk with your class.

If monitoring on private property, Always obtain permission from the landowner ahead of time. Let the owner know when you will be on their land and what your group will be doing. The owner may be interested in joining your activities. After monitoring, follow up with a thank you phone call or note from the class. The landowner may be interested in receiving a copy of the data your class collected.

Developing community support for your program Community exposure can be an important part of your program. It increases awareness of the need to protect our water resources. It may help to strengthen administrative support for your program. It may assist you in locating and obtaining funding for your monitoring program.

Contact your local newspaper and radio station a week before you head for the field. You may also want to create interest in your program through newsletters, a web site, or by posting announcements at the library or other public meeting places.

Student Worksheet

Site Observations: Type of waterbody (e.g., stream, lake, wetland):________________________________ Weather today: _________________________________________________________ Weather yesterday: ______________________________________________________ Air temperature: ________________________________________________________ Water appearance (e.g., clear, brown, foamy, milky): ___________________________ What type of land uses are in the immediate area?______________________________ What type of land uses are in the surrounding area?____________________________ Is the area shaded by trees? _______________________________________________ List all other abiotic factors you can observe that might be important in this aquatic ecosystem:

ABIOTIC FACTOR YOUR RESULTS COMPARE YOUR RESULTS TO ALLOWABLE RANGE

DOES THE WATER MEET THE REQUIREMENTS? (Y/N)

pH 6.5 to 9.0Dissolved Oxygen ppm (mg/l) Minimum of 6.5

mg/l for cold water fisheries and 5.5 mg/l for warm water fisheries.

Turbidity NTUs An increase of 10 NTUs from previous data.

Temperature °Celsius Maximum of 20 °Celsius for cold water fisheries and the maximum temperature for warm water fish is 27 °Celsius.

pH Sampling Instructions Time – 2 minutes Persons – 1Materials – pH strips

Step 1 Dip one strip of indicator (litmus) paper into the stream for 30 seconds then pull it out.

Step 2 Wait 2 minutes.

Step 3 Compare the color of the litmus paper to the pH color key on the pH box.

Step 4 Record the number associated with the correct color match on the student worksheet.

Remember: Take pH readings directly in the stream. If this cannot be done safely, collect water in a bucket or a sample bottle and immediately take the pH reading.