Tiny Creatures from Black Bayou Lake Title: Tiny Creatures from Black Bayou Lake
Subject: Science
Grade Level: 7Overview: Discuss the living components of a pond/bayou/lake. Have students describe macroscopic and microscopic organisms and infer how they relate to the pond. Through research and activities students will discover how something so small can be so vital to other living organisms.
Approximate Duration: 5-8 fifty-minute periods
Content Standards:
Science as Inquiry
The students will do science by engaging in partial and full inquiries that are within their developmental capabilities.Life Science
The students will become aware of the characteristics and life cycles of organisms and understand their relationships to each other and to their environment.Science and the Environment
In learning environmental science, students will develop an appreciation of the natural environment, learn the importance of environmental quality, and acquire a sense of stewardship. As consumers and citizens, they will be able to recognize how our personal, professional, and political actions affect the natural world.
Benchmarks:SI-M-A1
identifying questions that can be used to design a scientific investigation;SI-M-A2
designing and conducting a scientific investigation;SI-M-A3
using mathematics and appropriate tools and techniques to gather, analyze, and interpret data;SI-M-A7
communicating scientific procedures, information, and explanations;LS-M-C2
modeling and interpreting food chains and food webs;LS-M-C4
explaining the interaction and interdependence of nonliving and living components within ecosystems.SE-M-A1
demonstrating knowledge that an ecosystem includes living and nonliving factors and that humans are an integral part of ecosystems;
Grade-Level Expectations (GLEs):
The Abilities To Do Scientific Inquiry
Grade 5-8
1. Generate testable questions about objects, organisms, and events that can be answered through scientific investigation (SI-M-A1)
2. Identify problems, factors, and questions that must be considered in a scientific investigation (SI-M-A1)
4. Design, predict outcomes, and conduct experiments to answer guiding questions (SI-M-A2)
6. Select and use appropriate equipment, technology, tools, and metric system units of measurement to make observations (SI-M-A3)
7. Record observations using methods that complement investigations (e.g., journals, tables, charts)(SI-M-A3)
19. Communicate ideas in a variety of ways (e.g., symbols, illustrations, graphs, charts, spreadsheets, concept maps, oral and written reports, equations) (SI-M-A7)
21. Distinguish between observations and inferences (SI-M-A7)Science and the Environment
Grade 7
36. Distinguish the essential roles played by biotic and abiotic components in various ecosystems (SE-M-A1)
40. Construct or draw food webs for various ecosystems (SE-M-A5)
Populations and Ecosystems
24. Analyze food webs to determine energy transfer among organisms (LS-M-C2)
27. Identify the various relationships among plants and animals (e.g., mutualistic, parasitic, producer/consumer(LS-M-C4)
29. Predict the impact changes in a species’ population have on an ecosystem (LS-M-C4)
Interdisciplinary Connections:
Mathematics : Data analysis, Probability, and Discrete Math
In problem-solving investigations, students discover trends, formulate conjectures regarding cause-and-effect relationships, and demonstrate critical thinking skills in order to make informed decisions.
Arts : Creative Expression
Students develop creative expression through the application of knowledge, ideas, communication skills, organization abilities and imagination.
Educational Technology Standards:
Use multimedia tools and desktop publishing to develop and present computer-generated projects for directed and independent learning activities.Use technology tools (e.g., multimedia authoring, writing tools, digital cameras, drawing tools, web tools) to gather information for problem solving, communication, collaborative writing and publishing to create products for various audiences.
Determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems.
Objectives:
1.) Understand that many life-forms and entire ecosystems, invisible to the naked eye, exist in most bayous, lakes, streams, and ponds.
Name various microorganisms found in pond water.
2.) Identify and draw three microorganisms and write a report about the life cycle of one of them.
3.) describe macroscopic and microscopic organisms and infer how they relate to the pond.
4.) sketch, record and classify observations, describing patterns in locomotion, and physical features such as color shape or appendages of any organisms observed.
5.) Create a variety of multimedia items to present findings and other information about pond life.Lesson Materials and Resources:
pond/bayou water from Black Bayou Lake or other source (make sure it is especially "nasty" - filled with algae and dirty)
wet mount slides
microscope, ProScope, or "Scope on a Rope" materials
drawing paper and utensils
print and Internet resources about freshwater microorganisms and how to identify them
litmus paper to test pH (optional)
Technology Tools and Materials:
Hardware:
Computer w/internet and projector
Whiteboard if available (for KWL chart and review)
Microscope or ProScope with TV capability (if necessary)
printer (for student generated tables, inspiration charts)
TV (for video)Software:
Inspiration
TUX Paint
PowerPoint
Publisher
Word
Websites:
Teacher’s Guide to The Biology of Lakes, Ponds and Wetlands
http://ebiomedia.com/downloads/wetguide.pdf
The Impact of Federal Programs on Wetlands
http://www.doi.gov/oepc/wetlands2/v2ch8.html
Wetlands Webquest
http://www.classtech2000.com/techined/archnol/wet/wetlands.htm
pH at Black Bayou Lake
http://www.monroe.k12.la.us/mcs/black_bayou_files/pH_BBL.html
LPB CyberChannel-Life in a Drop of Water
http://www.lpb.org/education/cyberchannel.cfm
Waterborne Pathogens and the Diseases They Cause
http://www.microbeworld.org/news/water_quality/news_water_quality_01.aspx
Multimedia PowerPoint Rubric
http://www.ncsu.edu/midlink/mm2002.checklist.kids.htm
Background Information:
Water plays an essential role in all ecosystems, especially in Louisiana. Students should understand the marsh/pond/swamp ecosystem and relate it to food chains/webs, and effects of human development on these ecosystems. Hundreds, even thousands, of fascinating organisms can be found in a single drop of pond water. Most are microscopic in size, and they include bacteria, protozoa, metazoa, diatoms, algae, and many others. Close-up photography features dozens of these incredible life forms, including amoeba, paramecia, euglena, rotifers, water bears, and many more. While these organisms may appear strange, they actually have a lot in common with humans. Students will learn how to identify some of the more common species, and they will also find out how to collect and maintain their own cultures. This lesson provides an introduction to the study of simple, single-celled and multi-cellular organisms.Lesson Procedures:
Take students on a field trip to Black Bayou Lake NWR to investigate and observe water found in the pond and lake. Obtain permission from the refuge to collect water samples from the pond and several areas of the lake. Students should take digital pictures of the pond and lake to use in a digital presentation.
1.) Working in groups of three to four, students will use Inspiration software to create a KWL chart describing what they know about organisms within a water ecosystem, and what they want to know.
Pre-Test Option: print out quiz and have students answer. (see reproducible materials)
DAY 1 EXPLORATION:
2.) Review with students the proper way to prepare a wet mount slide.
3.) Have students look at the water samples using different magnifications. Instruct students to sketch, record and classify observations, describing patterns in locomotion (how they move), and physical features such as color, shape, or appendages of any organisms observed. Students may choose to use a drawing program such as Paint or TUX Paint to draw their observations.
4.) Based on observations have students describe the organisms that they think will photosynthesize. Students should relate the color of the organism to the ability to photosynthesize. Review the concept of photosynthesis if necessary.
DAY 2
5.) Video: Life in a Drop of Water from United Streaming (25 minutes)
6.) Discuss the living components of pond or lake water. Have students describe macroscopic and microscopic organisms and infer how they relate to the water.
Use the Life in a Drop of Water Worksheet to review information from the video with the class. Students should have the worksheet available to take notes and answer questions during the video.
DAY 3 - 4
7.) Students will review information from the previous two days of instruction. They will identify and draw three microorganisms observed during their study. Students will choose one of the microorganisms and write a report about the life cycle of it. They will research the life cycle using the Internet, books, charts and other materials available in the classroom and library.
DAY 5
8.) Using the research information, pictures taken on the field trip and other resources students will create a multimedia presentation to present their findings to the class. They may choose to create a PowerPoint slideshow or a flyer using Publisher or Word. The Multimedia Presentation Rubric should be used to guide the creation of the presentation.
9.)As a conclusion, review the KWL chart and discuss what information students have learned. Have them add new information to their KWL. Also, have them look at more pond water and even drinking water samples to see if they can properly identify some organisms seen in the video.
10.) Quiz or Post-test - Life in a Drop of Water Quiz (see reproducible materials)
EXTENSION ACTIVITY: Test the pH level of the sample and record. This is just meant as an introductory to testing pH levels, and an introduction to acids and bases.
Challenge students to learn more about the microorganisms in pond water. Have students use print and Web resources to find detailed microscopic photographs of various microorganisms. Ask them to choose three they would like to study further.
Assessment Procedures:
Student participation in the discussion/ brainstorming session.
Students will be scored on their scientific drawings using the rubric.
Multimedia/PowerPoint Presentation Rubric
http://www.ncsu.edu/midlink/mm2002.checklist.kids.htm
Create flyer and/or PowerPoint with information from their study.
Accommodations/Modifications:
Peer/Group Work
Extended Time
Use of technology to draw
Test read aloud
Repeated/direct instructions
Reproducible Materials:
Life in a Drop of Water Quiz
Life in a Drop of Water WorksheetExplorations and Extensions:
pH testing of water samples
Find and describe other animal/plant species are adapted to live in pond/swamp water. Prepare a multimedia presentation for the class.
Find endangered freshwater Louisiana species and create a flyer/poster detailing why and how they are endangered, and how to combat this issue.
Field trip to local wildlife refuge. Have students create a postcard and/or persuasive letter to a state politician describing the importance of wildlife refuges.
Have students obtain different samples of drinking water from various sources. Observe each under a microscope and identify microbes (if any), test pH, and other elements that may be in the samples.Lesson Development Resources:
Louisiana Comprehensive Curriculum
Contact Information:
Chris Campbell
Simsboro High School
ccampbel@lincolnschools.orgBlack Bayou Lake Home | Curriculum Materials | Resources | Black Bayou Lake NWR | Monroe City Schools
