The Case of the Mysterious Macros

The student-created website is the resource for this lesson plan and can be viewed at http://www.bibbed.org/wbes/CSI/index.html . The website is an award winning website in ThinkQuest International and can also be viewed from the ThinkQuest website at http://www.thinkquest.org/august/00051 .

On completion of the unit, students will go to the river four times during the school year to complete a water quality monitoring project. Students will form groups of three and use digital cameras to document their findings. They will photograph the aquatic insects they find, the step by step process, the local watershed, the monitoring site, and wildlife they might see at the site. They will use the photographs to produce a digital presentation that will be linked to the school website.

On completion of this lesson students will be able to adequately explain the following:
1. Benthic
2. macroinvertebrate
3. aquaticr>4. watershed
5. biodiversity
6. ecosystem
7. Stepby Step guide to collecting macroinvertebrates
8. Reasons for using macroinvertebrates to monitor water quality
9. How to choose a monitoring site


The teacher will assist as students explore and complete the questions and activities using the website “The Case of the Mysterious Macros”. Six student leaders will complete the activities prior to the entire class’ participation. They will serve as student leaders and help the teacher in assisting their classmates.

The student will use the activity guide to complete the assignments and the website, "The Case of the Mysterious Macros".

Evaluation:

The student will answer 80% of the questions on the activity sheets correctly.

The student will complete a digital presentation of their choice documenting the water quality monitoring project. A rubric will be used to evaluation the project.


Activity Guide:


Activity 1: Use the page, “The Case” to complete this activity.

1. Benthic means _____________________.
2. A Macroinvertebrate is an animal with or without a backbone.
3. Write your own definition of benthic macroinvertebrate.



4. Using benthic aquatic macroinvertebrates is a good method for monitoring water quality. Why is this statement true?


Activity 2: Use the page, “Water Pollution” to complete this activity.

1. What is water pollution?
2. How does water pollution affect wildlife?
3. How does water pollution affect people?
4. Describe nonpoint source pollution.
5. Describe point source pollution.
6. List 5 things you can do to help stop pollution.

Activity 3: Use the page, “What is a Watershed” to complete this activity.

1. Give your own definition of a watershed.
2. Why are watersheds important?
3. What is the most important things you’ve learned about watersheds?

Activity 4: Use the page, “Aquatic Ecosystems” to complete this activity.

1. What is an ecosystem?
2. What is biodiversity?
3. What can happen if an ecosystem gets out of balance?





Activity 5: Use the page, “The Chase” to complete this activity.

1. Why do you think the net used to collect macroinvertebrates is called a kick net?




2. Why should water monitoring be done at the same time of day and in the same
location?




3. Why is it important to take the water temperature and the water pH before you
Monitor the water?

Activity 6: Use the page, “The Catch” and “The Verdict” to complete this activity:

1. How are benthic macroinvertebrates used to tell us about water quality?
2. How are aquatic insects identified?
3. After they are identified, what is the next step?

4. Is this statement true or false?

If many, many aquatic worms and only a few stoneflies, the water is most likely polluted.

Explain your answer:



Camera Activity:
Be sure to take pictures of:
1. The monitoring site.
2. Wildlife in the area.
3. Each step of the kick net method used to find aquatic benthic macroinvertebrates.
4. Macroinvertebrates that your group finds.