Minnesota's Flowing
Rivers:
A Macroinvertebrate Monitoring
Curriculum
Tricia Mangold and Elisabeth Young-Isebrand
Curriculum Unit Overview
Context Description
This curriculum is intended to be an extension of the nationwide
macroinvertebrate monitoring program created by the River Watch Network. This
program involves teachers taking their students out to field sites to collect water quality
data. Participating teachers have expressed a strong interest in pre and post monitoring
activities to expand student learning around the monitoring experience. The main focus
of the lessons in this curriculum is to enhance student knowledge and awareness. Our
hope is that future curriculum writers will be able to develop lesson that enhance student
environmental behavior and action.
The activities in this curriculum will provide in-depth student learning of river
ecology, human impacts on rivers, and local river organizations. The first nine indoor
activities prepare students for the outdoor macroinvertebrate field sampling. The field
experience has students follow a standardized national protocol (see Living Waters
Monitoring Manual below). The protocol involves the use of kick-nets to collect
macroinvertebrates in the river, and data collection on the physical characteristics of the
river. The tenth activity is intended to be used post-sampling.
This curriculum meets the expectations of teachers, students, and parents.
Teachers expect students to gain a better understanding of the relationship between rivers
and humans. They also expect students to exhibit more environmentally responsible
behavior. Students expect interesting, relevant activities that provide for hands-on
learning. Besides teacher and student expectations, parents also have specific
expectations. They want their children learn in a safe environment and have respectful
social interactions. They also expect students to learn information relevant to their
future.
Equipment and materials required for these activities are paper, pencils, maps,
brochures, and books. The specific books needed are:
•
Minnesota Rivers: A Primer by M. Renwick and S. Eden, University of
Minnesota Water Resources Center, St. Paul, MN 1999
•
Minnesota's Natural Heritage by J. Tester, University of Minnesota Press,
Minneapolis, MN 1995
•
Living Waters Monitoring Manual by the River Watch Network, contact River
Network, http://www.rivernetwork.org
•
The Hennepin Conservation District's River Watch Annual Report by Reese,
Mangold and Dindorf contact the Hennepin Conservation District,
http://www.hcd.hennepin.mn.us
•
Aquatic Entomology by P. McCafferty, Publisher Arthur Bartlett, Science Books
International, Boston, MA 02116, 1981
Grade Level
High School
Focus Question or Task
The central focus of this curriculum is to provide students with a better understanding of
local rivers including: river ecology, human impacts on rivers, local river organizations,
and water quality monitoring
Outcomes
As a result of this curriculum students will be able to:
•
Assess prior knowledge of river topics
•
demonstrate energy flow through a river ecosystem
•
explain the differences and similarities between the headwater, middle, and
lower reaches of a river
•
read a topographical map and explain watershed drainage patterns
•
identify personal actions that improve local water quality
•
learn how to read aerial photos, and link water quality to observed land uses
•
explain the different goals of biological, chemical, and physical monitoring
•
understand and explain the role of several local river organizations
•
identify and label the main structures of macroinvertebrate larvae
•
explain the habitat, biogeography and pollution tolerance of the larvae
•
describe the significance of the metrics used to analyze class data
Main Ideas
•
river pollution
•
river protection
•
river regulation
•
non-point source pollution
•
community involvement
•
energy flow
•
niche
•
community structure
•
macroinvertebrate morphology
•
watershed
•
drainage
•
land use
•
river continuum concept
•
macroinvertebrate monitoring metrics
•
productivity
•
pollution tolerance of macroinvertebrates
•
habitat
•
local river organization awareness
Justification for the Unit
Minnesota rivers are constantly in the news concerning toxic spills, frog
deformities, feedlot and agricultural runoff pollution, and many other topics. Minnesota
has 92,000 miles of rivers, which provide important uses to residents such as: drinking
water, agriculture, wastewater treatment, power generation, navigation, and recreation.
Over time, the complex interaction of these uses has created water quality problems.
Many students are unaware of the variety of river uses, water quality degradation, or their
own impact on local watersheds. Our hope is that these lessons can improve student
awareness.
State Graduation Outcomes
The lessons in this curriculum address the following outcomes which were taken
from the The Profile of Learning...Minnesota's High Standards, High School Level.
Read, View, Listen
Scientific Reading
Technical Reading
Writing and Speaking
Public Speaking
Interpersonal Communication
Arts
Creative Technology
Arts Creation
Inquiry
Scientific Investigation
Issue Analysis
Sciences
Biological Concepts
Earth and Space Systems
Environmental Studies
Social Studies
Human Geography
Institutions and Traditions in Society
Community Interaction
Managing Resources
Natural/Managed Systems
Activities
The Big Picture
Pre-quiz on Rivers
River Ecosystem Food Web
Down the River
Mapping Your Local Watershed
Human Impacts on Rivers
Issue Investigation, Sources of Local Pollution
Local Land Uses and the Link to Water Pollution
River Monitoring
Who Protects and Controls Rivers in Minnesota?
Comparing Biological, Chemical, and Physical Monitoring
Aquatic Insect Reference Books
What Class Monitoring Results Reveal About Stream Health
Title of Activity: Student Knowledge Pre-Quiz on Rivers
Time: One hour
Brief Description of the Activity: This is an introductory activity to be used before
beginning a unit on rivers. It involves giving a quiz on rivers that students first take
individually, then discuss with a partner. A whole class discussion is conducted at the
end.
Outcomes: The goal of this activity is to access students’ prior knowledge about rivers.
Students will learn which river topics they know most about, as well as gain new
information about rivers.
Main Ideas: river ecology, river use, river pollution, watersheds, water quality
monitoring, Minnesota rivers
Equipment and Materials: Worksheets (see attached), pens, watershed maps.
Safety Considerations: Paper and pencil safety
Types of Methodology: Cooperative Learning (and constructivism because of focus on
prior knowledge)
Instructional Sequence—based on Cooperative Learning
Explaining Task and Cooperative Goal Structure
I.
Task: Students will first take the pre-quiz individually. Then they will pair up
with somebody and compare answers. Each pair must arrive at a consensus
answer for each question. Then there will be a whole group discussion.
II.
Criteria for Success and Individual Accountability: Each person will hand
in completed worksheets, signed by themselves and their partner. Students will
share answers during class discussion.
III.
Positive Interdependence: Goal interdependence (come up with consensus
answers to worksheet questions with you partner after you are paired together).
IV.
Social Skills Objective: Active listening to your partner’s answers.
Monitoring and Intervening
Teacher will informally monitor students by walking around the room, checking in on
individuals/groups to see that they have positive attitudes and are on task.
Assessing and Processing
I.
Assessment of Individual Learning: Students actively participate in
discussion, and share answers when called on randomly.
II.
Assessment of Group Productivity: Worksheet is completed, and each group
shares their answers with the rest of the class.
III.
Small Group Processing: At end of activity have students identify which
questions were easy to arrive at a consensus answer, and which were difficult.
IV.
Whole Class Processing: After all groups are done, share answers and
discuss. Which aspects of rivers were most/least surprising? Which aspects of
local topics were most surprising? Which topics are you personally most
interested in exploring further? Why?
RIVERS, RIVERS, EVERYWHERE…
1. What percent of water on the planet is freshwater?________
What percent of water on the planet is salt water?_________
2. What is the source of your drinking water?
3. How many gallons of water does an average person in the United States use
each day? ______________
4. What is a watershed? __________________________________
________________________________________________________________
_____________________________________________
5. What watershed do you live in?__________________________________
6. What percent of rivers in the U.S. flow freely (are not impeded by dams)? ___
7. What are some common sources of river water pollution? ____________
________________________________________________________________
_____________________________________________________
8. When go out and test the water quality of rivers, name three things they might
measure____________________________________________________
9. Name two organizations in Minnesota that are involved in protecting or
controlling rivers_______________________________________________
10. Pollutants that flow into rivers can accumulate downstream. Where the
Mississippi River flows into the gulf of Mexico, there is a “dead zone” where
nothing lives. What is the size of this “dead zone” in the spring and summer?
_______________________square miles
11. How many miles of rivers are there in MN? ___________________
12. What percent of rivers in MN are routinely monitored?________________
13. How many miles of rivers are there in Hennepin County? _____________
14. Name three organisms in a food web found in a river habitat (one thing eats
another which eats another)__________________________________
ANSWER SHEET & SOURCES FOR TEACHERS
RIVERS RIVERS, EVERYWHERE…
1. 2.8% is freshwater, 97.2 % is salt water in the oceans
Source: The Cousteau Almanac, New York: Doubleday/Dolphin, 1981, p.114. Also in Aquatic
Project WILD, 1992 by Western Regional Environmental Education Council, Inc., p.8.
Oceans
All icecaps/glaciers
Groundwater
Freshwater lakes
Inland seas/salt lakes
Atmosphere
All rivers
97.2% of total
2.0%
0.62%
0.009%
0.008%
0.001%
0.0001%
2. Generally Minneapolis and its suburbs get drinking water from the Mississippi,
while St. Paul and its suburbs get drinking water from a series of lakes and the
Mississippi. For local details, contact the Water Board.
3. About 100 gallons. A five minute shower uses 10-25 gallons of water, one load
of laundry uses about 40 gallons, running a dishwasher uses 9-12 gallons.
Sources: St. Paul Water Utility Fact Sheet: “Help Conserve Our Water,” 8 Fourth St.
East, St. Paul, MN 55101, and “Home Wisdom: A Commonsense Guide to Solving
Everyday Problems,” by Jon Vara, The Old Farmer’s Almanac.
4. A watershed is a drainage basin, or the area of land that drains to a particular
water body. For example, the Mississippi River watershed includes all of the land
that drains to the river, which includes parts of 31 states!
5. Depending on the scale you are viewing: the Missississippi River Watershed,
(large scale), the Upper Mississippi River Watershed (medium scale), or
subwatersheds like the Minnehaha Creek Watershed or the Bassett Creek
Watershed (small scale). See local map for this scale.
ANSWER SHEET & SOURCES FOR TEACHERS (cont.)
6. Less than 2%. Common reasons for damming rivers are: recreation, flood
control, hydroelectricity generation, and irrigation.
Source: Nature Conservancy magazine, March/April 1999, Vol. 49, No. 2.
7. There are many possible sources. Examples include:
• Industrial/commercial dumping or leaking
• Toxic spills
• Improper sewage disposal, or sewage line leaks/breaks
• Pesticides, herbicides or fertilizer from farms
• Soil erosion from construction sites
• Salt from winter road treatment
• Leaks from unprotected landfills
•
•
•
•
•
Oil and other vehicle fluids
Pet waste
Lawn and garden chemicals
Household waste like paint thinners, solvents, swimming pool chemicals, etc.
Lawn clippings and leaves (add excess nutrients)
8. Many answers are possible. For example:
•
phosphorus
•
dissolved oxygen
•
nitrogen
•
rate of flow
•
depth of river
•
temperature
•
fecal coliform
•
sediment
•
clarity/turbidity
•
macroinvertebrates
•
toxins (pesticides, herbicides, industrial chemicals, etc.)
9. Examples are below:
•
MN Dept. of Natural Resources: www.dnr.state.mn.us
•
MN Pollution Control Agency: www.pca.state.mn.us
•
MN Dept. of Health: www.health.state.mn.us
•
MN Dept. of Agriculture: www.mda.state.mn.us
•
Army Corps of Engineers: www.mvp.usace.army.mil
•
U.S. Fish and Wildlife Service: www.fws.gov or http://midwest.fws.gov
•
National Park Service www1.nature.nps.gov/wrd
•
MN Board of Soil and Water Resources: www.bwsr.state.mn.us
•
MN Environmental Quality Board: www.mnplan.state.mn.us/eqb/water.html
•
Metropolitan Council: www.metrocouncil.org
•
MN Extension Services- Univ. of Minnesota: www.mes.umn.edu
•
U.S. Geological Survey in Minnesota: wwwmn.cr.usgs.gov
•
Friends of the Mississippi: www.fmr.org
•
the Rivers Council of Minnesota: www.riversms.org
•
Mississippi Headwaters Board: www.mhbriverwatch.dst.mn.us
•
Mississippi River Basin Alliance: www.mrba.org.
10. 6,000-7,000 square miles in the warm months. That equals an area the size of
the state of New Jersey. Nothing is living in this dead zone due to hypoxia (low
oxygen levels), mainly because of pollution from excess nutrients running off
agricultural and residential land along the river. In the fall, storms typically stir up
the water and restore oxygen levels. *See attached articles.
Source: Star Tribune Newspaper, Minneapolis, MN, 9/30/98, page A18.
11. 92,000 in MN Source: The Rivers Council of MN
12. 4% are monitored Source: University of MN Extension Services
13. 459 miles in Hennepin County Source: Dept. of Natural Resources
14. Many answers are possible. For examples, see activity in this curriculum
titled "River Ecosystem Food Web."
Title of Activity: River Ecosystem Food Web
Time: One hour
Brief Description of the Activity: The activity begins as a large class sharing
knowledge about energy flow through an ecosystem. Next, small groups of students will
research an organism niche in a river ecosystem. The small groups will come back
together as a class to construct a food web from drawings. Lastly, the class will reflect
on what they have learned through informal discussion.
Outcomes: The goal of this activity is to build upon student's prior knowledge of energy
flow through an ecosystem and apply this knowledge to learn about the specific river
ecosystem.
Main Ideas: energy flow, niche, and community structure
Equipment and Materials: Minnesota's Natural Heritage by John Tester (specifically
pages 245-250), notebook size paper, large sheet of butcher paper, and colored pens and
pencils.
Safety Considerations: Pen and paper safety
Types of Methodology: Constructivism and Cooperative learning
Instructional sequence - based on Constructivism
1. The Premise: An understanding of energy flow in a river is vital to the overall
understanding of a river ecosystem.
2. Methods: Teacher addresses the class with the question, if the sun is the ultimate
source of energy in ecosystems, then how does this energy get to you and me and any
other organism? Next, the teacher introduces/reviews vocabulary surrounding food
webs; trophic levels, producers, and consumers. Students are put into groups of 2, one
person is the "artist" the other is the "researcher". Each group will be handed one to three
organism's (depending upon the number of students in the class) from the attached paper.
Using the text, the researcher will find out what the organism eats and who eats it. The
artist will draw the organism. The groups will come together as a class and decide how
to arrange all the organisms to show the flow of energy. The class must decide where to
draw the arrows to and from. Once the food web has been constructed the teacher will
hang it in view of the class. The class will discuss the flow of energy. The teacher can
pose questions like: What if the trout was removed? What if the trees were cut down
around the stream?
3. Assessment: The teacher can give individual quizzes to motivate and determine how
well the students understand the flow of energy through the ecosystem, beyond what their
individual group did. Students can be asked questions which will require them to
interpret information from the class food web.
Stream Organisms for Ecosystem Food Web
Algae
Stream side trees
Fungi/microbes
Stonefly larvae
Caddisfly larvae
Cranefly larvae
Blackfly larvae
Mayfly larvae
Midge larvae
Snails
Corixid bugs
Giant water bug
Minnows
Darters
Stream trout
Catfish
Suckers
Carp
Pike
Walleye
Sculpin
Small mouth bass
Rock bass
Rotifers
Copepods
Turtles
Title of Activity: Down a River
Time: One hour
Brief Description of the Activity: Students will work in groups of three. Each student
will be assigned a reach of the river, headwater, middle river and lower reaches, and will
research the productivity, energy cycling and physical features. The students will share
their information on the attached compare and contrast chart.
Outcomes: Students will be able to explain the complexity of the different reaches of a
river ecosystem.
Main Ideas: River continuum concept
Equipment and Materials: Class set of Minnesota's Natural Heritage by J. Tester,
pencils and notebook paper
Safety Considerations: Paper and pencil safety
Types of Methodology: Cooperative learning
Instructional Sequence - based on Cooperative Learning
1. The Premise: In a river ecosystem productivity, energy flow and physical
characteristics are different depending upon the location along the river.
2. Methods: Divide students into random groups of three. Each person in the group will
be assigned a different portion of the river: headwaters, middle river and lower reaches.
Individuals will research their portion of the river including, physical characteristics,
organisms found and productivity. For each section the student will make a food web.
The group members will share information and produce a compare and contrast chart
which includes; productivity, organisms found and physical characteristics (See
attached).
3. Assessment: The teacher will collect and evaluate the individual food web and the
groups compare and contrast chart. The teacher can also assign individual tests to ensure
effective communication within the group.
Compare and Contrast Chart for Down a River Activity
Students: Fill in the chart with as much detail as possible from pages 245-250,
Minnesota’s Natural Heritage. Answer the question at the bottom as a group.
Lower reaches
Middle river
Headwaters
Physical
Characteristics
Organisms
Productivity
As a group work together to construct an answer to the following question. Use the
backside to write your answer. Describe why a river is different in each of the three
sections.
Title of Activity: Mapping Your Local Watershed
Time: Three hours
Brief Description of the Activity: After an introduction on how to read topographical
maps, students will work in pairs to delineate the borders of the watershed around the
class’s macroinvertebrate sampling site. Then they will analyze area that is draining into
their sampling site.
Outcomes: Students will be able to read a topographical map, and explain how the
topographic lines reveal slopes, flat areas, ridges and hilltops. They will be able to
describe the watershed draining to the class sampling site.
Main Ideas: watersheds, drainage
Equipment and Materials: Laminated topographical maps, wipe-off pens, worksheets.
Safety Considerations: Paper and pencil safety.
Types of Methodology: Cooperative Learning (and Experiential Learning)
Instructional Sequence—based on Cooperative Learning
Explaining Task and Cooperative Goal Structure
I.
Task: After an introduction on how to read topographical maps (see Rivers
Biology Curriculum, Southern Illinois University for a great lesson), randomly
pair up students by birthdays and have them sit at the same table. Each pair of
students will be given a copy of the same laminated topographical map, wipe-off
pens, and a worksheet. Students will work together to follow the directions on the
worksheet in order to delineate the watershed around the school’s stream
sampling site. (Worksheet is attached). Afterwards, they will answer the
questions on the worksheet.
II.
Criteria for Success: Each pair will outline the watershed and hang it up in
front of the room for comparison afterwards (everyone will be outlining the same
watershed). In addition, students will complete worksheet.
III.
Positive Interdependence: Resource interdependence (sharing topo maps and
worksheet), goal interdependence (hang up one map when completed, and hand in
one worksheet signed group members), role interdependence (During work with
topographical map, one person will start by being the reader/recorder on the
worksheet and the other person will take over that role halfway through the
activity).
IV.
Individual Accountability: Each student must be able to explain the process
they used to delineate the watershed. When groups are finished, the teacher can
randomly chose students to share results on worksheet.
Monitoring and Intervening
Teacher will informally monitor students by walking around the room, checking
in on individuals/groups to see that they have positive attitudes and are on task.
Assessing and Processing
I.
Assessment of Members’ Individual Learning: While walking around the
room, randomly pick students to explain how they are getting their answers.
II.
Assessment of Group Productivity: Worksheet is completed, and map with
outline of watershed is hanging in front of room.
III.
Small Group Processing: At end of activity have students share what aspects
of this assignment were easy, and what proved to be difficult.
IV.
Whole Class Processing: After all groups are done, let everyone walk around
and compare maps. As a whole class, discuss differences and possible causes for
differences.
Mapping Your Local Watershed
DIRECTIONS:
I.
On your map, find the location of your macroinvertebrate monitoring site
and circle it.
II.
Locate your stream. Using a blue pen, trace its course. Also trace any
smaller tributaries entering your creek, or wetlands that are connected.
III.
Determine the flow of the creek by comparing the elevation at different
parts of the creek. Mark the direction of flow with a red arrow.
IV.
Identify all of the topographical high points (hills, ridges, etc.) upstream
of your sampling site on both sides of the stream, and mark them with black
X’s.
V.
Starting at your sampling site, connect all of the black X’s to outline your
local watershed.
QUESTIONS
I.
Check the scale of your map and estimate the size of your local watershed in
square miles:
I.
From what you know about the area in your watershed classify it according to
the choices given. (For each line below, check off the one that is most common).
A. ____urban
____rural
____suburban
B. ____farms ____businesses ____industries ____houses ____natural areas
C. ____ developed
____currently being developed
____ undeveloped
3. Find the location of your own house on the map. Is it inside or outside of the
watershed boundary you marked? If it is outside, what watershed is it in?
Title of Activity: Issue Investigation, Sources of Local Pollution
Time: One hour
Brief Description of the Activity: Students will be given various pamphlets and
publications on household practices to protect water quality. Students will choose a topic
of interest concerning local water quality. Students will use the pamphlets to research
their topic of interest and generate an educational flyer for the local neighborhood.
Outcomes: The goals of this activity is to: 1) teach students practices that can protect
and improve local water quality and, 2) to distribute this information to the
neighborhood surrounding the school.
Main Ideas: non-point source pollution, community involvement
Equipment and Materials: Collections of pamphlets and short publications from
local/state/government agencies on citizen's impact of water quality, paper and colored
pens and pencils.
Safety Considerations: Paper and pencil safety and neighborhood, street safety when
distributing the student made pamphlets.
Types of Methodology: Issue Investigation and Multiple Intelligences
Instructional Sequence - based on Issue Investigation
1. The Premise: Individuals can have a dramatic impact on their local watershed
depending upon their actions. As students learn about their impact on the watershed they
may be motivated to take actions to protect water quality. The distribution of the fliers
made by the students may inspire local residents to take action to protect local water
quality.
2. Methods: Small groups of students will be given 4-6 small publications/pamphlets
created by local/state/government agencies on tips for citizens to practice to improve and
protect water quality by reducing non-point sources of pollution. Students will read and
decide what the important points are in each pamphlet. The group will then organize
these points into a visually organized and pleasing pamphlet of their own. As a class the
teacher and students can compare their pamphlets for information they included. A chart
on the black board for groups to check off the points they included is a way for the class
to review the important strategies and discuss as a large group. Students will then go out
into the local community and distribute their pamphlets. In a few weeks students could
place a survey in the same mailbox as the pamphlet to try and assess the impact of the
information.
3. Assessment: The pamphlet will be graded for accuracy, organization,
comprehensiveness, readability and explanation of information. The students could also
make a short video clip to be used as a public service announcement.
Title of Activity: Local Land Uses and the Link to Water Pollution
Time: Two hours
Brief Description of the Activity: Pairs of students will carefully observe aerial photos
in order to answer questions on a worksheet about land use in the watershed. When
finished, each group will fill in a land use summary chart at the front of the room. As a
class we will discuss results.
Outcomes: Students will learn how to read aerial photos, estimate percent of the area
devoted to particular land uses, and understand the connection between land use and
water quality of local streams.
Main Ideas: watersheds, land use, river pollution
Equipment and Materials: Aerial photos, map of local watersheds, worksheets, pens,
giant summary chart in front of class.
Safety Considerations: Paper and pencil safety
Types of Methodology: Cooperative learning (and Experiential Learning )
Instructional Sequence—based on Cooperative Learning
Explaining Task and Cooperative Goal Structure
I.
Task: Randomly pair up students, by handing out cards with half of the name
of a local watershed on it. Students match up cards to find their partner and the
watershed they will focus on. Give each pair an aerial photo and one worksheet.
Before students begin working on their own, develop a class standard for
estimating, and practice it. (This will be useful when students are asked to
estimate the percentage of each land use seen on their aerial photos). During
aerial photo analysis, one person will start by being the reader/recorder on the
worksheet and the other person will look for the answers on the aerial photo.
Halfway through activity, teacher will call for students to switch roles. When
finished, they will fill in summary chart at the front of the room (what percent of
each land use did they find in their watershed?). As a class we will discuss
results.
II.
Criteria for Success: Each pair will complete worksheet and fill in chart at
front of the room.
III.
Positive Interdependence: Resource interdependence (sharing aerial photos,
worksheet), role interdependence (reader/recorder and observer), goal
interdependence (hand in one worksheet signed group members, fill in your
section of group summary chart).
IV.
Individual Accountability: Each student must be able to explain the process
they are using to estimate percent of land use. When groups are finished,
randomly chose one student from each group to explain/summarize their data on
the group chart in front of the room.
V.
Intergroup Cooperation: Halfway through activity, have students find
another person and share ideas about how they are estimating the percent of each
land use. Students return to original partner and reveal any helpful hints they just
received.
Monitoring and Intervening
Teacher will informally monitor students by walking around the room, checking
in on individuals/groups to see that they have positive attitudes and are on task.
Assessing and Processing
I.
Assessment of Members’ Individual Learning: While walking around the
room, randomly pick students to explain how they are getting their answers.
II.
Assessment of Group Productivity: Worksheet is completed, and group
chart at front of room is filled in.
III.
Small Group Processing: At end of activity, have students write one way
they felt they worked well together with their partner, and one thing they could
improve. Students share answers with their partners and discuss.
IV.
Whole Class Processing: Review class chart in front of room by randomly
calling on one person from each group to summarize the findings in their
watershed. For each watershed have students turn to their neighbor and predict
the water quality of that watershed. Discuss as group.
Identifying Land Uses in Local Watersheds
1. What is the location of your aerial photo? (for example N1/2 S28 T117N R24W)
2. In what watershed is your aerial photo located? (Check map of watersheds
hanging on wall).
3. Is there a stream on your aerial photo? If so, note its name here:
4. If there is a stream on your map, estimate the size in feet of the natural vegetative
buffer along the water’s edge, if any.
5. Look at your map for impervious surfaces (surfaces that water cannot penetrate
and filter through). Examples include parking lots, buildings, sidewalks, and
roads. Estimate the percentage of your map that is impervious:
6. What is the primary type of impervious surface on your map?
7. List all of the land uses you note on your map, and estimate percentages for each.
For example: forest, roadways, residential, industrial, agricultural, streams, lakes,
airport, etc.
Land Use
Estimated Percentage
7. Now that you have examined the land uses on your map, list potential sources of
pollution to local streams.
8. Suggest a land use practice which could be changed to make a positive impact on
water quality.
Title of Activity: Who Protects and Controls Rivers in Minnesota?
Time: One hour
Brief Description of the Activity: On the internet, pairs of students will research various
organizations involved in protecting or controlling rivers in Minnesota. Each group will
report on one organization, noting what aspect of water protection they are involved in,
and how they accomplish this. Each group will do a short oral presentation on their
organization for the rest of the class.
Outcomes: Students will be able to understand and explain several roles local
organizations play in protecting and controlling rivers.
Main Ideas: river pollution, river protection, river regulation
Equipment and Materials: Computers with internet access, worksheets, paper, pens.
Safety Considerations: None
Types of Methodology: Cooperative Learning
Instructional Sequence—based on Cooperative Learning
Explaining Task and Cooperative Goal Structure
I.
Task: Most of the organizations involved in water protection in Minnesota
have excellent web sites. The most current information about programs and
recent conservation efforts can be found here. In order to get the big picture on
the effort to conserve rivers in the state, each group will research one
organization, and share what they find with the rest of the class. Students are
randomly paired up, seated at one computer together, and given one worksheet.
You may choose one of the organizations off the list (teachers can post on wall-see attached sheet) or choose another you find on your own. However, please
only one group per organization! (Teachers, see Minnesota Rivers: A Primer, by
M. Renwick and S. Eden). Students will take turns being the “navigator” on the
computer. The person who is not navigating will be the recorder, noting
information discovered about your organization. Once you reach the home page
for each organization, you may need to search the site for specific information
about water and rivers.
II.
Criteria for Success: Each pair will work together to research information on
the internet. They will complete the lesson worksheet, and prepare a short oral
presentation for the rest of the class.
III.
Positive Interdependence: Resource interdependence (sharing computer and
worksheet), goal interdependence (create a single presentation for rest of class,
and hand in one worksheet signed group members).
Monitoring and Intervening
Teacher will informally monitor students by walking around the room, checking
in on individuals/groups to see that they have positive attitudes and are on task.
Assessing and Processing
I.
Assessment of Group Productivity: Worksheet is completed, and each group
successfully presents their organization to the rest of the class.
II.
Small Group Processing: At the end of the activity have students share what
aspects of this assignment were easy, and what proved to be difficult.
III.
Whole Class Processing: After all groups are done, have students summarize
water protection in Minnesota. Are there any gaps? Are there specific aspects of
water protection that you need more help? If you had to work for one of these
organizations, which would you pick? Why?
Water Organizations in Minnesota
Agencies and University Groups
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MN Dept. of Natural Resources: www.dnr.state.mn.us
MN Pollution Control Agency: www.pca.state.mn.us
MN Dept. of Health: www.health.state.mn.us
MN Dept. of Agriculture: www.mda.state.mn.us
Army Corps of Engineers: www.mvp.usace.army.mil
U.S. Fish and Wildlife Service: www.fws.gov or http://midwest.fws.gov
National Park Service www1.nature.nps.gov/wrd
MN Board of Soil and Water Resources: www.bwsr.state.mn.us
MN Environmental Quality Board: www.mnplan.state.mn.us/eqb/water.html
Metropolitan Council: www.metrocouncil.org
MN Extension Services- Univ. of Minnesota: www.mes.umn.edu
U.S. Geological Survey in Minnesota: wwwmn.cr.usgs.gov
Local nonprofit groups:
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Friends of the Mississippi: www.fmr.org
the Rivers Council of Minnesota: www.riversms.org
Mississippi Headwaters Board: www.mhbriverwatch.dst.mn.us
Mississippi River Basin Alliance: www.mrba.org.
Who Protects and Controls Minnesota Rivers?
1. What is the name of your organization?
2. Is this organization only found in MN, or is it part of a national organization?
3. What is the organization’s role with respect to water protection? Describe it in
detail.
4. Do they have particular programs or departments that focus on rivers?
5. Does this organization sponsor any special events related to water protection or
rivers?
6. Does this organization have any educational resource materials available to
citizens about water?
Title of Activity: Comparing Biological, Chemical, and Physical Monitoring
Time: One hour
Brief Description of the Activity: Students will be divided into groups of three. Each
person will take on a role. One role will always be the macroinvertebrate while the two
other roles will be a different physical and chemical change in the river. Students will act
out their roles to demonstrate how chemical and physical changes affect
macroinvertebrates.
Outcomes: Students will be able to identify and explain different chemical and physical
changes in a river ecosystem and their connection to the living macroinvertebrate.
Students will learn to express what they’ve learned in a creative way.
Main Ideas: Biotic and abiotic river ecosystem interactions.
Equipment and Materials: 1 copy of River Watch Network Living Waters Monitoring
Manual per group. Chemical and physical factors and descriptions, attached.
Safety Considerations: paper and pencil safety
Types of Methodology: Cooperative learning and Multiple Intelligences
Instructional Sequence - based on Cooperative Learning
1. The Premise: To understand a river ecosystem students should be aware of the
different chemical and physical aspects. In a river ecosystem, macroinvertebrates are a
“record” of the chemical and physical changes. Depending upon the pollution tolerance
of the macroinvertebrate will survive or die as these abiotic factors change.
2. Methods: Students will be divided into groups of three. Students will decide who
will be the macroinvertebrate, the physical factor, and the chemical factor. The teacher
will hand out the different chemical and physical factor roles the students will assume.
Make sure no two groups are the same to demonstrate the complexity of the ecosystem.
Attached to the role will be a description of the factor, what causes the change and how it
affects living macroinvertebrates. The students are to create a skit to demonstrate what
they’ve learned about the chemical and physical affects on the macroinvertebrate. The
skits will be presented to the class. Students who are watching the skit are to take notes
on the effect of the chemical and physical factors effect on the macroinvertebrate, ask
questions to ensure each class member learns about the different factors and provide
written feedback to the teacher on what they learned from each skit.
3. Assessment: The teacher will grade the skits for the following criteria: creativity,
thoroughness of information, and student audience feedback.
Aquatic Insect reference Book Information Sheet
Instructions: You will produce a reference booklet containing seven of the most
commonly found macroinvertebrates in Hennepin County. This will prepare you for your
fieldwork and laboratory identification.
Working in groups of two you will alternate duties as an “artist” and a “researcher”.
The following texts will be your sources of information:
Minnesota’s Natural Heritage by John Tester, specifically, pages 245-250
Aquatic Entomology by Patrick McCafferty,
Below are representatives from seven taxonomic families. You will be researching the
species within the family.
Family
Species
Baetidae
Baetis longipalpus
Heptageniidae
Caenidae
Elmidae
Hydropsychidae
Chironomidae
Simuliidae
Stenacron interpunctatom
Caenis simulans
Stenelmis sp.
Syphitopsyche slossanae
Pseudodiamesa sp.
Simulium vittatum
“Artist” duties: The artist is responsible for drawing the organism and labeling the
following structures: head, thorax, abdomen, dorsal side, ventral side, anterior, posterior,
gills (filamentous or plate like), tail(s), eyes, antenna and any other defining feature.
“Researcher” duties: The researcher is responsible for finding and recording the
following information: biogeography, habitat description, pollution tolerance, what they
eat and who eats them.
Assessment: The following is a rubric that will be used to grade your booklet.
A
B
C
D
Artist
7 Invertebrates drawn and
all parts labeled
Researcher
Include all information
Effort/Creativity
Exceptionally organized,
neat, and effort is evident
7 Invertebrates
drawn, missing 1-2
labeled structures
Missing 1-2
information sections
Organized, neat and
effort is evident
6 Invertebrates
drawn, missing 1-2
labeled structures
Missing 3-4
information sections
Organized and neat
5 Invertebrates
drawn, missing 1-2
labeled structures
Missing 4-5
information sections
Organized
Title of Activity: What Our Monitoring Results Reveal About Stream Health
Time: One hour
Brief Description of the Activity: Each group will analyze one aspect (one metric) of
the class's sampling results, and share their ideas with the class. Then, as a class, we will
come up with an overall interpretation of the health of the stream.
Outcomes: Each student will be able to describe the significance of the metric their
group analyzed. They will also gain an understanding of the other metrics, and how they
relate to polluted or unpolluted streams.
Main Ideas: Macroinvertebrate Monitoring Metrics (Biotic Index, Macroinvertebrate
Families, Habitat Assessment, Dominant Family, EPT), river pollution, river health
Equipment and Materials: 1 copy of Hennepin Conservation Districts’ River Watch
Program Annual Report and 1 copy of River Watch Network Monitoring Manual per
group. One large chart in front of room for groups to fill in their section. Paper and pens
for notes.
Safety Considerations: Paper and pencil safety
Types of Methodology: Cooperative learning
Instructional Sequence—based on Cooperative Learning
Explaining Task and Cooperative Goal Structure
I.
Task: Split students into groups of four people randomly (alphabetically from
class list). Each group of four will be split into two pairs. Each group will be
given one aspect of the class’s sampling results to analyze (Biotic Index, Total
Number of Families, Habitat Assessment, Dominant Family, and EPT). One pair
in each group will use the annual report as background reference material, while
the other pair in that group will use the River Watch Manual. Each pair will use
the pair reading method to read the appropriate section in their reference material.
(Pair reading method: one person summarizes out loud, other checks for accuracy.
Roles switch halfway through reading assignment). For example, in the “Biotic
Index” group, one pair will read about Biotic Indexes in the annual report and the
other pair will read about Biotic Indexes in the River Watch Manual. Afterwards,
pairs will come together and share information that will enable them to analyze
the Biotic Index value we got for this spring. They will post their group
consensus analysis on the poster in the front of the room. On poster each group
will (1) define what they are analyzing (2) share our values from monitoring (3)
tell us what these values mean in terms of the health of the creek.
II.
Criteria for Success: Each group has filled in their section of the group
poster in the front of the room. There will be a quiz tomorrow on these 5 metrics.
If the class scores 90% or higher on the aspect your group presented, you will
each receive 5 bonus points on the test.
III.
Positive Interdependence: Positive reward interdependence (see bonus
points above), resource interdependence (sharing annual report and manual), role
interdependence (summarizer and accuracy checker during pair reading
procedure), goal interdependence (come up with consensus analysis to put on
poster in front of classroom).
IV.
Individual Accountability: When everyone is finished, class will discuss
poster in front of the room. For each of the 5 aspects listed, one group member
will be chosen at random to explain how the group reached that analysis. Make
sure everyone in your group is ready and able to explain your group work.
Monitoring and Intervening
Teacher will plan his/her route around the room to make sure each group is
visited. On the first round, quickly check on each group to make sure they are
working together. On the second round, make sure students understand the task
and are proceeding with the assignment.
Assessing and Processing
I.
Assessment of Members’ Individual Learning: Informal assessment while
monitoring. In addition, randomly call on one student from each group to explain
group’s analysis that is on chart in front of room.
II.
Assessment of Group Productivity: Group has filled in the appropriate
section on chart in front of room.
III.
Small Group Processing: Each person should share one thing they think the
person sitting to their right did well, and one thing they could improve as a group.
IV.
Whole Class Processing: Teacher comments on anecdotal observations,
using specific examples. Students and teacher comment on group chart, and use
that information to come up with an overall interpretation of the streams’ health.