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Stream Ecology UnitEnduring Knowledge: Energy enters an ecosystem in the form of sunlight and flows through the system to each cell. Matter interacts, changes and recycles in an ecosystem. Populations of organisms survive by maintaining interdependent relationships with one another and by utilizing biotic and abiotic resources from the environment.

S7-8:34 (DOK 2) Students demonstrate their understanding of Energy Flow in an Ecosystem by…Describing how light is transformed into chemical energy by producers and how this chemical energy is used by all organisms to sustain life (e.g., using a word equation rather than a chemical equation).

Science Concept:a. (Review) Plants transform energy from the sun into stored chemical energy by changing carbon dioxide and water into sugar (food). Plants use or store the sugar they produce to satisfy their energy needs. b. All organisms release the energy stored in sugar (food) through a chemical change that requires oxygen and produces carbon dioxide and water in addition to energy. Some consumers eat plants directly (herbivores). Some consumers eat other animals (carnivores) and use the energy from the plant’s sugar food that was stored in the animal’s cells. Some consumers eat both plant and animal material (omnivore).

Methods:- Review of Photosynthesis- Energy Transfer- Trophic levels - Reading H,C, O vores- Field investigation of P,C,D and H,C,O-

S7-8:36 (DOK 3 ) Students demonstrate their understanding of Equilibrium in an Ecosystem by…Identifying an abiotic or biotic change in a local ecosystem, predicting the short and long-term effects of this change and drawing conclusions about the stability of the system (e.g., local river study).

Science Concept:a. Given adequate biotic and abiotic resources, an ecosystem will maintain equilibrium and continue indefinitely.b. Factors that affect biotic or abiotic resources such as disease, predation, climate, and pollution can change the dynamics of an ecosystem and the interdependent relationships among populations of organisms until a new equilibrium is reached (e.g., Members of a species that occur together at a given time are referred to as a population).

Methods:- Stream Study- Comparisons with past data- Case studies of changes to the environment- Predictions Activity- Ecosystem Assessment- Population

S7-8:37 (DOK 2) Students demonstrate their understanding of Recycling in an Ecosystem by…Explaining how products of decomposition are utilized by the ecosystem to sustain life while conserving mass (e.g., worm farm,

Science Concept:a. When decomposers break down the matter contained in plants and animals, the molecules of matter can be recycled through the ecosystem and used by plants to produce food or as building material for all organisms.

- Decomposition challenge-

compost). b. As matter is transferred from one organism to another in an ecosystem, the total amount (mass) remains the same.

S7-8:49 Students demonstrate their understanding of Processes and Change within Natural Resources by…· Investigating natural resources in the community and monitoring/managing them for responsible use. AND· Identifying a human activity in a local environment and determining the impact of that activity on a specific (local) natural resource. AND· Researching the impact of different human activities on the earth’s land, waterways and atmosphere, and describing possible effects on the living organisms in those environments.

Science Concepts:a. Human activities have impacts on natural resources, such as increasing wildlife habitats, reducing/managing he amount of forest cover, increasing the amount and variety of chemicals released into the atmosphere and farming intensively. Some of these changes have decreased the capacity of the environment to support life forms. Others have enhanced the environment to support greater availability of resources.

b. Fresh water, limited in supply, is essential for life and also for most industrial processes. Rivers, lakes, and groundwater can be depleted or polluted, becoming unavailable or unsuitable for life.

Essential questions How does energy flow through an ecosystem? What role do humans play? How could we increase the biodiversity of our school grounds? Why do we say nutrients cycle but that energy flows in an ecosystem? How do living organisms get their energy? What makes a healthy ecosystem? If all ecosystems need the same ingredients, how can they be so unique? What determines the type of organisms that live in an ecosystem? If matter cannot be created or destroyed, where does it go when plants and animals

decompose? What is our impact as humans on the natural world? Could we live without decomposing microbes? How do organisms help each other? How is energy transferred through a food chain? How are ecosystems balanced so they do not run out of resources? How can we as

humans learn from this balance? What is the relationship in an ecosystem between herbivores, carnivores and omnivores? How good is our school for our watershed?

Students will know: How to track the flow of energy through an ecosystem: specifically that organisms that

are higher up the food chain have consumed a greater amount of energy and resources The relationship between producers, consumers and decomposers in an ecosystem That humans impact the sustainability of ecosystems

Students will understand: That all living things are interdependent Energy flows through an ecosystem while nutrients cycle Humans are a part of the ecosystem and our actions impact our environment.

Students will be able to: Identify the role of producers, consumers and decomposers in an ecosystem Identify the amplification of energy requirements of organisms higher on up the food

chain. Conduct an field investigation Track the flow of energy in a local ecosystem Identify, observe and create food webs Identify human impacts in an ecosystem

Vocabulary: Ecology

EcosystemProducer, Consumer, DecomposerOmnivore, Herbivore, CarnivoreAbiotic and BioticFood chain and food webEcosystem servicesResource ManagementNutrient RecyclingEnvironmentPopulation

Sequence and learning activities:

Monday Tuesday Wednesday Thursday Friday

Intro to Ecology: Definitions and Ecology game

MisconceptionsPre-Assessment

In-service day Trophic Levels And

Energy flow Stations

Food ChainTrophic Levels

And Energy flow

Stations

Energy LevelsFinish Stations

Planet earthEnergy flowComparison of terrestrial vs. aquatic ecosystsm

Food webWhite board brainstorm

Prep for field workAnalyze Stream Data

Activity with D.O.

Analyze stream data Stream investigation Stream investigation

Compare new data with old data

Data AnalysisAnd

Lab Report

Data AnalysisAnd

Lab Report

Quiz EcologyScavenger

Hunt

Stream Ecology Study Guide

1. List 3 reasons why scientists use macroinvertebrates to study stream health: 1.

2. 3.

2. Define biodiversity:

3. If you found a large population of cranefly larvae and no other organisms in a stream ecosystem, would you describe the stream as having high biodiversity or low biodiversity? Explain your reasoning.

4. In a healthy stream ecosystem, you would find a high amount of dissolved oxygen in the water. A high amount of dissolved oxygen = a _________ amount of pollution.

a. What happens to the dissolved oxygen in a stream if the temperature drastically increases? Justify your answer with a graph.

b. Would you expect to see high or low biodiversity in a stream with high water temperatures? Provide evidence to support your answer.

5. In the school stream, the population of group 3 pollution tolerant macroinvertebrates has been increasing while the group 1 pollution sensitive macroinvertebrates has been decreasing. Describe the conditions of the stream that would allow this to occur:

6. Create a food chain with 4 organisms or different feeding levels, including a dragonfly, which is a carnivore. Start your food chain with an aquatic producer, such as algae - Label the different feeding levels: Herbivore, Carnivore, and Omnivore.- Draw arrows on your food chain showing the movement of energy through the food chain.

Producer Primary Consumer Secondary Consumer

Tertiary Consumer

7. Fill in the energy pyramid below: Use the terms: tertiary consumer, secondary consumer, primary consumer and producer.

Draw an arrow to show the direction in which direction energy is decreasing (lost).

Bonus:How much energy is lost (what percentage?) from the producer to the primary consumer?

Freshwater Stream Ecology Stations

Task: Travel from station to station and complete the challenges at each of the 5 stations. You can begin anywhere and travel to any station with less than 5 people.

Station A Challenge: Successfully Identify 5 Different macroinvertebrates through careful observation and identification Skills.

In the space below draw a picture of the macroinvertebrate and use the guide to help you to fill in the characteristics.

Color: _____________________________Size: _________________________________Body Parts: ________________________Movement: ______________________FOOD: ___________________________Life Cycle Stage: _______________Producer, Consumer or Decomposer? (Circle one)Herbivore, carnivore, or omnivore? (Circle one)

What Macroinvertebrate is it? _________________________






What Macroinvertebrate is it? ________________________







Station B Challenge: Create the longest Food Chain possible (up to 7 organisms) with Vermont wildlife! Must include the damselfly nymph and be grounded in Scientific Reality.

Task: Fill in the chart below with as many as 7 organisms starting with a producer found in an aquatic environment. A food chain is a linear way of showing “who eats who” in an ecosystem. Draw arrows from the organism being eaten to the consumer. Label the producers and different types of consumers (herbivore, omnivore, carnivore)

FOOD CHAIN

Producer

Damselfly Nymph

Extension Questions:1. What essential organisms, responsible for nutrient recycling, are missing from the food

chain? Draw and place arrows in your food chain to where you think they belong.

2. Explain why a food chain is not a realistic representation of an ecosystem. Use Producer, Consumer and decomposer in your answer.

3. Do you think organisms can change their feeding levels in a food chain? Justify your answer with specific examples.

Task: After you have created a food chain with at least 7 organisms, turn that food chain into a food web on the next page.Draw a Food Web Using the Organisms in the Food Chain:

A Damselfly nymph is in the dragonfly family and lives in freshwater streams.Size: Up to 4 centimetersShape: Straight, long, and skinnyWings: It does not have wings yetBody Parts 6 legs, 3 tails, hairyMovement Description: CrawlsLife Cycle Stage: NymphWhere Found: StreamGets it’s energy (food) from: Small macro-invertebratesEnergy (food) for: Birds, frogs, fish, bats, and spidersRange: Eastern half of the United States

Your Challenge is to connect every organism to another organism.

A food web shows the complex interactions within a community of organisms. Their interdependencies determine the success or failure of the community in combination with abiotic factors (water, temperature, sunlight and soil conditions) and adequate food supply. All of the producers and consumers in a given habitat depend on these essential factors.

In the space below draw a food web using the organisms that you used on the last page plus any others needed to create a food web. Your drawing must include the sun as well as decomposers. If you draw your organisms, please label them.

Extension Questions:1. What is the difference between a food chain and a food web? Which one is a better

representation of an ecosystem? Justify your reasoning.

2. How would your food web be modified if there were a long drought? How would the organisms be impacted? Please explain specific cause and effect examples.

3. Choose a consumer from your web. Explain what would happen to the ecosystem if the population of that species suddenly dramatically increased. What would be the impact to the other organisms in your web? Please use specific examples.

Station c Challenge: Figure out How much energy a stonefly receives? The sun is the ultimate source of energy for any ecosystem. Producers capture some of the light energy from the sun and transfer it into chemical energy as organic molecules (food). Energy is transferred through the ecosystem along Trophic (feeding) levels. Each time energy is transferred, some is lost making less available at the next feeding level. Organisms use much of their energy to carry out life functions. This energy is converted to heat and lost so that only 10% of the energy is passed to the next level when one organism consumes another.

Task: Create a food chain with 4 organisms or different feeding levels, including a stonefly.

Producer Primary Consumer

Secondary Consumer

Tertiary Consumer

Label the different feeding levels: Herbivore, Carnivore, and Omnivore.

The food chain is separated into Trophic levelsProducers: The producers are the base of all food chains on earth. They are the organisms that convert the energy from the sun into chemical energy through the process of________________Primary consumers: Primary consumers are organisms that feed only off of producers. They may be crickets, mice, deer or other animals. Secondary consumers: These are the organisms that get their energy from consuming the primary consumers. An example might be the frog (2) that eats the cricket (1) that eats the grass(0).Tertiary consumers: (tertiary means 3rd) These are the organisms that eat the secondary consumers. For example, the hawk (3) eats the frog (2) that eats the cricket (1) that eats the grass(0).

Stonefly nymphs live in freshwater streams. Size: Up to 2 centimetersShape: Straight, long Wings: It does not have wings yetBody Parts 6 legs, 2 tails, 2 long antennaeMovement Description: CrawlsLife Cycle Stage: NymphWhere Found: StreamGets it’s energy (food) from: Small macro-invertebrates, algae, bacteriaEnergy (food) for: Birds, frogs, fish, bats, and spidersRange: Eastern half of the United States

Task: Use the blocks to figure out how much energy is passed through each trophic (feeding) level of the food chain you created. Place the number of blocks next to the organisms in your food chain that you just created, that you think would receive that relative amount of the sun's energy.The sets of blocks represent energy from the sun. Each 1cm square represents 1 unit of the sun's energy. 1000 units represent the level with the most of sun’s energy. (Hint: the amount of the sun's energy that an organism gets depends on how energy is passed along from what that organism ate).

Answer the following questions:1. Energy (increases, decreases, stays the same) as it moves through the food chain?2. In your food chain, how many units of energy did the stonefly receive? 3. How much energy is lost from the producers to the tertiary consumers?4. Why do you think the carnivores have the least amount of usable energy?

Task: Apply what you learned about energy with the blocks and label the 4 sections of the Energy Pyramid with Primary consumers (herbivores), Secondary consumers, (omnivores), tertiary consumers (carnivores) and Producers. a. Draw an arrow next to the pyramid showing which way energy decreases and a separate arrow to show which way the number of organisms increases. b. Draw arrows showing how decomposers impact the energy levels in the pyramid.

Extension Questions:4. Why do you think some of the largest animals on earth are herbivores?

5. Where on the energy pyramid do you think humans should eat to gain the most energy? What is the “best energy deal”?

6. How would you improve our current food system to create a more energy efficient system?

Station D Challenge: Figure out if the dragonfly undergoes incomplete metamorphosis or complete metamorphosis?

Aquatic insects go through several stages from egg to adult. The number of stages depends on the type of metamorphosis.

Task: Watch the 2-minute YouTube clip and record your observations of the dragonfly. - Write down 3 statements from the clip.

Use this chart to help you answer the questions on the back:

Task:

1. Using the chart above, identify which type of metamorphosis that the dragonfly underwent. What evidence from the video supports this claim?

2. What is the phase of life called when dragonflies live in the water? How long do they live in this phase?

3. Are dragonflies’ producers, consumers or decomposers? State the evidence from the video to justify your answer.

4. What do you think would be the advantage of living the first couple years of life under water?

5. Use the space below to draw a picture of the dragonfly undergoing ________________________ metamorphosis.

Station e 1st Challenge: Indentify at least one example from each of the 3 Categories of Ecoindicators of Stream Health within the Bin of stream macroinvertebrates

Place a check next to the Macros you find:

Macroinvertebrate Water Quality Ecoindicators

Group 1: Pollution SensitiveRequires high dissolved Oxygen(DO), neutral pH, cold water

Stonefly Nymph ______Mayfly Nymph ______Dobsonfly Larvae _______Water Penny Larvae ________Riffle Beetle Larva or adult ________Caddisfly Larvae _______

Group 2: Slightly Pollution TolerantRequires less DO than group 1 and can tolerate some pollution and warmer temperatures

Beetle Larvae ________Cranefly Larvae _______Scuds ________Clams and Mussels ________Crayfish _______Dragonfly Nymph ________Damselfly Nymph ________Alderfly Larvae _________Watersnipe Larvae ________

Group 3:Pollution TolerantTolerates low dissolved oxygen, lower/higher pH, warmer water

Midge Larvae _________Snail __________Sowbug _________Leech __________Aquatic Worm _________

Read the following:

Why do Scientists Use Macroinvertebrates to Measure Stream Health?

Macroinvertebrates are any animal lacking a backbone, and are generally visible to the unaided eye. In rivers and streams, these are primarily aquatic insects, but may include clams, mussels, snails, crayfish, and crabs, among others. They are extremely valuable as water quality study subjects because:They are unique

Each species has specific requirements for survival. Some need water with high dissolved- oxygen content, or they may have low tolerance to toxic pollutants, while others may withstand low oxygen levels and may be highly tolerant of toxic pollutants.

They are easily collectibleMost macroinvertebrates move relatively slowly and are often attached to various surfaces on the stream bottom, making them easy to collect.

They reflect past conditionsWhile chemical tests indicate water quality at the moment of sample collection, changes in water quality may go undetected between samplings. Because these organisms live in the same area for most of their lives, macroinvertebrate communities can document water quality conditions over the past few months.

With this in mind, the overall health of the stream can be indicated by the presence or absence of pollution sensitive organisms and the diversity of species collected. High diversity indicates a stable and healthy ecological system!

2nd Challenge: Eco-indicators Challenge Board

Choice one of the following:

Write a poem that describes the importance of stream macroinvertebrates. Include the

three categories of ecoindicators and examples of each. Could be written as

several haikus.

Create an commercial/advertisment that promotes stream health awareness and also

includes information about all three categories of eco-indicators.

Make up a song or rap about the three groups of ecoindicators and why scientists use macro-invertebrates to study stream

health. Use names of organisms within your lyrics.

Make a small poster informs the public about what they can do to help their

community. That includes all three eco-indicators and why scientists use macro-

invertebrates. Use your creativity.

Write a letter to the editor in response to the Brattleboro Reformer article we read in

class. It should include information about why scientists use macroinvertebrates as

well as the 3 different groups.

Create your own mini-project. Please run your idea by Ms. Hendrickson.

Stoneflies All stonefly nymphs have a roach-like body, two tails, and two hooks at the end of each leg. The nymphs can reach up to 1 inch in length. They live in fresh water and indicate EXCELLENT water quality. Stonefly Nymph

List 2 Pieces of Evidence that you have successfully identified this macro-

invertebrate:

MayfliesAll mayfly nymphs have a roach-like body, two or three tails, and one claw at the end of each leg. Rows of gills can often be seen along the sides of the abdomen. They live in fresh water and indicate GOOD water quality.

Mayfly Nymph

List 2 Pieces of Evidence that you have successfully identified this macro-invertebrate:

CaddisfliesAll caddisfly larvae have a maggot-like body, six distinct legs, and two hooks at the end of the body. Many camouflage themselves in cases made from pebbles and debris fastened by silk to the underside of rocks. They live in fresh water and indicate FAIR water quality.

Caddisfly larva & case (up to 1" in length)


invertebrate:

True Flies All true flies have a maggot-like body and lack distinct legs. They live in fresh water and indicate POOR water quality.

Black Fly larvae


invertebrate:

Biotic Factors in an Ecosystem:Decomposers, Producers, Consumers

Every living organism, all plants, animals, bacteria, protozoa, need energy to live. In this next unit of study we will be looking at how living organisms get their energy, what they do with it when they get it, and what happens to this energy when they “use it. Lets begin by looking at the three main roles of organisms found in any ecosystem on earth. These organisms all play a part in the transference of energy through an ecosystem. Decomposer: Organisms that help break down living or dead material. By breaking down organic(once living) material, the material becomes nutrients that can be used by other organisms. For example dead leaves are broken down by decomposing fungi and bacteria, which can then be used as nutrients for other plants. In the box below write a list of as many decomposers as you can think of

Producers: Producers are organisms that produce their own food. They are plants, and some bacteria. Another name for an organism that is a producer is autotrophic, in which the organisms make their own food. In the box below write a list of as many decomposers as you can think of

Consumers: All organisms that hunt, gather, or collect food from their environment are consumers. All animals and some carnivorous plants, many bacteria, protozoa and fungi are consumers.In the box below write a list of as many decomposers as you can think of

Lesson Plans for Predicting stream macroinvertebrate populations and Factors that affect

Dissolved Oxygen

GLE: Students demonstrate their understanding of equilibrium by Identifying an abiotic or biotic change in a local ecosystem, predicting the short and long-term effects of this change and drawing conclusions about the stability of the system (e.g., stream study).

Essential Questions: How can you predict the current population in an ecosystem using past data? What are some of the abiotic and biotic factors that affect D.O.? Why is dissolved oxygen an important indicator of stream quality?

Students will know: The importance of dissolved oxygen in aquatic ecosystems. Human activities have impacts on the amount of dissolved oxygen in a

stream.

Students will understand: That dissolved oxygen is decreased when temperature increases and

pollution enters the stream You can predict the current number of macroinvertebrates in a stream

ecosystem by plotting past data and finding the line of best fit.

Students will be able to: Explain how dissolved oxygen is impacted by human impacts Use a graph to predict the number of macroinvertebrates currently in the

stream.

How does the amount Dissolved Oxygen in the water affect macroinvertebrate populations?

Use the graphs below to answer the following questions: Label the graphs as natural, or human impacted.

(Draw in graphs after you print)

If the water temperature in a stream increases, the dissolved oxygen (D.O.) __________________. Based on this relationship, what do you think will happen to stream macroinvertebrate populations if the water temperature sharply increases and will all macroinvertebrates be impacted the same way?

If the amount of manure dumped into a stream increases, dissolved oxygen (D.O) _______________. When manure is dumped into a stream, microorganisms work to decompose the excess waste. As a result, the decomposers use of much of the available oxygen in the water and create less oxygen available for the macroinvertebrates and other organisms.

1. How does the addition of organic waste, such as manure in a stream, decrease the amount of dissolved oxygen?

If dissolved oxygen (D.O) increases, then biodiversity __________________. Based on this relationship, if you collected a large collection of different macroinvertebrates, could you predict the amount of dissolved oxygen?

Teacher’s Notes:

Objective:To predict the current macroinvertebrate populations of the stream by analyzing past data.

Sequence:- Review of yesterday’s class: How will you predict the amount of macroinvertebrates

in the stream?- What methods/strategies did we come up with yesterday?

o 2 min - discuss with your group what strategy you will you use to predict the number of macroinvertebrates in the stream.

- Discussion around strategies listed on boardWhy will averaging the data points not work?Why couldn’t we use percentage change? (Final-initial)/initial =

- How could we turn these sets of data into a more visual representation that would be more appealing/ easy to interpret?

o Discuss with group – report back- Direct students towards line of best fit - Hand out check list, graph paper and colored pencils- Check graphs- Conclusion questions- Reading on D.O. for finishers

Challenge: Predict the number of macroinvertebrates that we will

find in the stream this year using data from the past.Task

1. In five minutes, work with your group to create a plan to calculate the number of macroinvertebrates we can anticipate finding this year.

2. Your plan must be able to predict the number of organisms in group 1, group 2, group 3 and the total number of macroinvertebrates.

Challenge: Predict the number of macroinvertebrates that we will find in the stream this year using data from the past.Task

1. In five minutes, work with your group to create a plan to calculate the number of macroinvertebrates we can anticipate finding this year.

2. Your plan must be able to predict the number of organisms in group 1, group 2, group 3 and the total number of macroinvertebrates.

Checklist Make sure your graph includes the following:

1.Title2.X and Y-axes labeled

3.Color coded Keya. Four colors representing the

four sets of data4.A line of best fit for all four sets of data


1.Title2.X and Y-axes labeled3.Color coded Key

a. Four colors representing the four sets of data

4.A line of best fit for all four sets of data


1.Title2.X and Y-axes labeled3.Color coded Key

a. Four colors representing the four sets of data

4.A line of best fit for all four sets of dataConclusion Questions:

Predicting the current Macroinvertebrate populations of the streamTask: Please answer questions in complete sentences and show Ms. Hendrickson or Mr. Betz when you are finished.

1. If overall macroinvertebrate populations have been _____________,

how could you explain an increase in the number of group 3 (pollution tolerant) macroinvertebrates? What two factors, from previous activities, could be causing this trend?

2. Many people suggested that in order to predict the population of macroinvertebrates we would need to find the average number of macroinvertebrates in each group.

a. Explain why finding the average will not lead to an accurate prediction of the number of macroinvertebrates we would expect to find this year in the stream.

b. What evidence could you use to support your answer? Hint: Look at your graph

3. Over the next 2 days we will be visiting our stream sampling site to collect macroinvertebrate data.

a. What is your prediction for the number of macroinvertebrates that will be found in the stream? Use the evidence of the past data to justify your answer.

b. Will we expect to find more macroinvertebrates in group 1 (pollution sensitive) or group 3 (pollution tolerant)?

4. Design an experiment that would test how either temperature or

pollution, such as manure, affects the amount of dissolved oxygen in the stream. Your experiment will take place in the classroom over 5 days. Each day you will collect another set of data.

Purpose:

Variables: - Independent:

- Dependent:

State your hypothesis:

Procedure: Include materials you will use.

Results:Graph the data points you would expect to find and label the x and y axes.

Stream survey: Macroinvertebrate Collection procedures

1 Find an area of your stream with a riffle, which is a shallow area with fast-moving water and many rocks of different sizes.

2 One person secures the net in the riffle, make sure water is flowing into the net. Another person

http://ag.arizona.edu/watershedsteward/resources/module/Stream/images/pool-run-riffle.jpg

stands upstream and gently kicks the stones with his or her feet. Please note: The idea is to gently disturb the streambed so that any macroinvertebrates that are clinging to the rocks will flow into the net.

You may also want to use your hands to shake the rocks in front of the net to move organisms into your net.

3 Remove the net from the water after a few minutes using an upstream scooping motion.

4 Pick up the organisms from the net with your hands and place them into trays/bins that are partially filled with stream water.

5 Observe the organisms and identify the major groups with your macroinvertebrate guide. Tally up the numbers of each organism.

6 Make sure your group completes the data entry at the top of your macroinvertebrate data sheet.

7 Repeat the process. Switch members of your group around so everyone has a chance at each role.

ORStream Survey Data Sheet

Abiotic Stream Factors:Air temperature_________________ Water temperature________________

pH_______________

Stream bottom type (circle) : mud/silt/sand pebble/cobble boulder

Velocity (circle): greater than walking speed equal to walking speed less than walking speed

% Shade covering the stream:

[100%_____________________________________________________________________________0%]

Invertebrate Group Trophic Level:

http://www.dep.wv.gov/WWE/getinvolved/sos/Documents/Benthic/WVSOS_MacroIDGuide.pdf

Life Cycle Stage(Larvae, nymph or

adult)

Primary, Secondary or Tertiary Consumer

Total Individuals

Grou

p 1

Exce

llent

D.O

Pollu

tion

Sens

itive

Stonefly NymphMayfly NymphDobsonfly LarvaeWater Penny LarvaeRiffle Beetle Caddisfly Larva

Total

Grou

p 2

Fair

D.O

Slig

ht p

ollu

tion

tole

ranc

e

Beetle LarvaCranefly LarvaScudsClams and MusselsCrayfishDragonfly NymphDamselfly NymphBlackfly LarvaAlderfly LarvaWatersnipe larva

Total

Grou

p 3

Poor

D.O

.Po

llutio

nTo

lera

nt

Midge LarvaSnailSowbugLeechAquatic Worm

TotalTotal invertebrates/year

Oth

er

Org

anism

s SalamanderMinnowWater Strider

Total invertebrates/ yearDraw a sketch of the stream:Show where the riffles (high D.O.) are:

List the biotic features you observe in and around the stream:

Biotic Factors such

as plants, animals and decomposers

Where do you think it gets its energy from?

Where do you think the energy from column #2 comes from?

Prod

ucer

Con

sum

er

Dec

ompo

ser

Car

nivo

re

Om

nivo

re

Her

bivo

re

Bird Macro-Invertebrate

algae X x

Macroinvertebrate Collection Challenge:

Task: Find the greatest amount of biodiversity in your macroinvertebrate collection. That means you must successfully identify and collect the most different types of macroinvertebrates. Report your findings to the class data sheet.

Group Members: Core:Time: Date:

Macroinvertebrate Collection Challenge:Task: Find the greatest amount of biodiversity in your macroinvertebrate collection. That means you must successfully identify and collect the most different types of macroinvertebrates. Report your findings to the class data sheet.

Time to give advice to the next class!!!How could you improve the stream study for next time as to produce more accurate results?

What advice would you give to the next class on how to collect macroinvertebrates?

Think about the important variables:TimeTemperatureNumber of samplesTechnique

EquipmentIdentifying expertise

Your advice column must include:- How did you collect macroinvertebrates?

- How many days?- How many people worked in your group?

- How would you improve your sampling technique?

- What would you do differently next time to gain a more accurate sample?

Dissolved Oxygen: Essential for All aquatic life

Did you ever wonder how a fish breathes under water? Like us, they have to breathe oxygen, but

they get it from the water. The oxygen they use is dissolved in the water, in much smaller quantities than what is in the air. Dissolved oxygen is an important water quality indicator and can mean life or death for fish and macroinvertebrate species. Animals and plants do not use the oxygen from the molecular structure of water (H2O), but rather, they use the oxygen gas that is dissolved in the water.

There are two ways that dissolved oxygen enters water, either from photosynthesis from aquatic plants or through diffusion with the surrounding air. Oxygen is also consumed in the water by respiration of aquatic animals and plants, decomposition of organic matter by microorganisms, and different chemical reactions. When more oxygen is consumed than produced, dissolved oxygen levels in the water will decline.

Factors Affecting Dissolved oxygen

Volume and velocity of water flowing in the water bodyIn fast-moving streams, oxygen gas bubbles are formed in the water as it moves over rocks and falls down hundreds of tiny waterfalls. These streams, if unpolluted, are usually saturated with oxygen. In slow, stagnant waters, oxygen only enters the top layer of water, and deeper water is often low in DO concentration due to decomposition of organic matter by bacteria that live on or near the bottom of the reservoir.

Dams slow water down, and therefore can affect the DO concentration of water downstream. If water is released from the top of the reservoir, it can be warmer because the dam has slowed the water, giving it more time to warm up and lose oxygen. If dams release water from the bottom of a reservoir, this water will be cooler, but may be low in DO due to decomposition of organic matter by bacteria.

Climate/SeasonThe colder the water, the more oxygen can be dissolved in the water. Therefore, DO concentrations at one location are usually higher in the winter than in the summer.During dry seasons, water levels decrease and the flow rate of a river slows down. As the water moves slower, it mixes less with the air, and the DO concentration decreases. During rainy seasons, oxygen concentrations tend to be higher because the rain interacts with oxygen in the air as it falls. More sunlight and warmer temperatures also bring increased activity levels in plant and animal life; depending on what organisms are present, this may increase or decrease the DO concentration.

The type and number of organisms in the water bodyDuring photosynthesis, plants release oxygen into the water. During respiration, plants remove oxygen from the water. Bacteria and fungi use oxygen as they decompose dead organic matter in the stream. The type of organisms present (plant, bacteria, fungi) affect the DO concentration in a water body. If many plants are present, the water can be supersaturated with DO during the day, as photosynthesis occurs. Concentrations of oxygen can decrease significantly during the night, due to respiration. DO concentrations are usually highest in the late afternoon, because photosynthesis has been occurring all day. For an example of how DO can vary from day to night, select here .

http://bcn.boulder.co.us/basin/data/NEW/diurnal/index.html#DO

Amount of nutrients in the waterNutrients are food for algae, and water with high amounts of nutrients can produce algae in large quantities. When these algae die, bacteria decompose them, and use up oxygen. DO concentrations can drop too low for fish to breathe, leading to fish kills. However, nutrients can also lead to increased plant growth. This can lead to high DO concentrations during the day as photosynthesis occurs, and low DO concentrations during the night when photosynthesis stops and plants and animals use the oxygen during respiration. For an example of how DO can vary from day to night, select here.Nitrate and phosphate are nutrients. Nitrate is found in sewage discharge, fertilizer runoff, and leakage from septic systems. Phosphate is found in fertilizer and some detergents

Organic WastesOrganic wastes are the remains of any living or once-living organism. Organic wastes that can enter a body of water include leaves, grass clippings, dead plants or animals, animal droppings, and sewage. Organic waste is decomposed by bacteria; these bacteria remove dissolved oxygen from the water when they breathe. If more food (organic waste) is available for the bacteria, more bacteria will grow and use oxygen, and the DO concentration will drop.

Riparian VegetationShading tends to lower average summer temperature and reduce the daily duration of higher temperature. Removing trees reduces shade on the creek, allowing the sun to warm the water. This can affect DO concentrations in different ways. As mentioned above, in general, as water temperature increases, DO drops. Also, the bare soil exposed from removing the tree can erode, increasing the amount of dissolved and suspended solids in the water. This also leads to a decrease in DO concentrations. However, direct sunlight, along with increased nutrients can increase the growth rate of aquatic plants. These plants release oxygen to the water during the day, but then remove oxygen from the water at night. This can cause DO concentrations to become very high during the day, then very low during the night.

When water has high, relatively stable levels of DO, it is usually considered a healthy ecosystem, capable of supporting lots of different kinds of aquatic organisms. Organisms have to adapt to changing levels of dissolved oxygen, and if these are extreme, it can cause them stress. Low DO levels usually indicate pollution or some type of human-caused change.

Questions: Please write in complete sentences

1. Why is dissolved oxygen important in a stream ecosystem?

2. What are the two ways in which oxygen gets into the water?

http://bcn.boulder.co.us/basin/data/NEW/info/TP.html

http://bcn.boulder.co.us/basin/data/NEW/info/NO3+NO2.html

http://bcn.boulder.co.us/basin/data/NEW/diurnal/index.html#DO

3. What are three natural processes that affect the amount of dissolved oxygen in the water? Explain how each one affects the amount of dissolved oxygen.

4. What are two human induced factors that affect the amount of dissolved oxygen in the water? Explain how each one affects the amount of dissolved oxygen.

5. When more oxygen is consumed than produced, dissolved oxygen levels in the water will _____________. How are stream macroinvertebrate populations affected by this relationship? Use an example from the reading to justify your answer.

Stream Survey: Data Analysis Phase One

Step 1: Identify 3 trends (patterns) from Data Sheet 1. Compare and contrast the data collected by the 3 different cores.

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2.

3.

Step 2: Fill in the new data sheet with your predictions from the “line of best fit” so you have all of your data in the same place.

Step 3: Complete your personal graph by adding the # of individuals from our data collection on 4/6/12. Make sure to add the new data set to your key by using a new color.

Step 4: Identify 3 trends (patterns) in Data Sheet 2. Compare and contrast the five years of data.

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2.

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Step 5. Finish Conclusion Questions: Predicting the Current Macroinvertebrate Population. Show Ms. Hendrickson when you are finished.

Stream Survey: Data Analysis Please answer all questions in complete, full sentences. Use the graph you created and data sheet 1 and 2 to help you answer the following questions.

Fill in the chart below:Total

Group 1Total

Group 2Total

Group 3OverallTotal

Prediction from“Line of Best Fit”

Actual Data From 4/6/12

1. Compare your predictions from the “line of best fit” graph with the actual data: a. Are the totals from the actual data higher or lower than your predictions for group

1? Do you think stream health has improved or declined based on this comparison? Use evidence from the chart to support your answer.

b. Are the totals from the actual data higher or lower than your predictions for group 3? Based on this comparison, can you draw any conclusions about overall stream health? Use evidence from the data sheets to support your answer.

c. Based on the data in data sheet 2, do you think that the stream health has improved, declined or stayed the same since 2010? Use specific evidence from the data to support your opinion.

2. Why do you think core 3, who collected macroinvertebrates first, collected the highest number of macroinvertebrates? State two reasons that would explain this:

3. How could you explain the low number of pollution sensitive (group 1) macro-

invertebrates and a high number of pollution tolerant (group 3) macroinvertebrates? Describe the conditions of the stream, such as dissolved oxygen content, that would allow this to occur.

4. Based on the data, would you describe the stream as containing a high amount of dissolved oxygen or a low amount of D.O.? Use two pieces of evidence from the data that would support your position in your response.

5. A large population of sowbugs was collected in the stream. If you had only found a large population of sowbugs and no other organisms, would you describe the stream as having high biodiversity or low biodiversity? Explain your reasoning.

6. How would you improve the accuracy of our stream study? List five suggestions for Mr. Betz’s future students that would improve the accuracy of data collecting and analysis of health of the stream

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5.

Stream Ecology: “Hot Potato” Review Game

Directions:Hand each student a question. Have the group form a circle in the center of the room. Pass a ball/object to a student who starts by reading off a question. That student passes the ball to the student next to him to answer the question. If that student cannot answer the question, she passes the ball to the next person. If the ball goes through 3 people and the question is not answered than the question goes back to the teacher. Questions that go back to the teacher will be addressed again with the class. I was thinking about tallying up the number of questions the students answered correctly in each class and having it be a core to core competition of some sort.

Questions for students:

Name one reason why scientists use macroinvertebrates to study stream health.

Explain what biodiversity is?

If you found a large population of dragonfly nymphs and no other organisms in a stream ecosystem, would you describe the stream as having high biodiversity or low biodiversity and why?

What happens to the dissolved oxygen in a stream if the temperature drastically increases?

Would you expect to see high or low biodiversity in a stream with a high water temperature and why?

Name one reason why scientists use macroinvertebrates to study stream health?

In a stream, if you only find pollution tolerant (group 3) macroinvertebrates, can you tell if the stream is healthy or not?

Name a producer from the stream and a primary consumer who eats that producer.

How is an herbivore different from an omnivore?

Explain why a food chain is not an accurate representation of an ecosystem? What is missing?

Explain how you collected macroinvertebrates from the stream. Act it out for the group.

This question must be answered at the board: Direct the next person to the board then read the question.Draw a graph that would show the relationship between water temperature and the amount of dissolved oxygen.

Explain why a secondary consumer is called a secondary consumer.

How much energy is lost (what percentage?) from the producer to the primary consumer?

What is the difference between the life cycle of a dragonfly nymph and a caddisfly larva?

Why is dissolved oxygen important in a stream ecosystem?

What are two factors that impact the level of dissolved oxygen in a stream?

Explain how dissolved oxygen is impacted by human impacts, such as pollution.

Why does a tertiary consumer have less available energy than a primary consumer?

Describe one way you would improve the stream survey our class conducted.

Stream Ecology Quiz1. (3 pts) What are 3 reasons why scientists use macroinvertebrates to study stream health?

Circle the best answers from the table below:

Reflect the past conditions of the stream

Hard to find and identify Each species has unique requirements for survival

Have gills and no backbone Undergo incomplete metamorphosis

Each species requires the same conditions

Do not smell bad and fun to identify

Survive withoutDissolved Oxygen

Easily Collectible

2. (2 pts) Which of the following statements best describes a stream with high biodiversity?a. Algae, 15 sowbugs and no other macroinvertebrates.b. 14 different species of macroinvertebrates, 5 salamanders, 6 fish and some algaec. 2 caddisfly larvae, 5 dragonfly nymphs, 4 fish and 16 cranefly larvaed. 4 sowbugs, 4 water striders, 20 cranefly larvae and an abundance of algae

3. (2pts) Which graph accurately shows the relationship between temperature and dissolved oxygen in a stream? Circle the best representation. Hint: Check the X and Y-axis.

4. (2pts) If the temperature in a stream increases, the dissolved oxygen ________________. Explain how the macroinvertebrate populations in the stream would be impacted?

5. (4pts) Create a food chain with 4 organisms (4 different feeding levels) from the table below. Must use at least 1 macroinvertebrate in your food chain.

Caddisfly larvae Algae Dragonfly nymph

Water strider Bald Eagle Stonefly nymphRaccoon Crayfish Fish

a. Draw arrows on your food chain from organism to organism to show the movement of energy through the food chain.

6.

Producer Primary Consumer

Secondary Consumer

Tertiary Consumer

(3pts) Fill in the energy pyramid below: Use the terms: tertiary consumer, secondary consumer, primary consumer and producer.

Draw an arrow to show the direction in which direction energy is decreasing (lost).

7. Use this Metamorphosis Chart to answer the question below:

(1pt) Fill in the Venn diagram. Compare and contrast incomplete metamorphosis and complete metamorphosis. Use this as a tool to answer the question on the back.

(3pts) Explain how incomplete metamorphosis (e.g. dragonflies) is different than complete metamorphosis (e.g. caddisflies). Use and underline the words nymph, larvae, pupa and metamorphosis in your answer.

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Bonus Question:8. (2pts) Explain why energy flows one-way through an ecosystem, while nutrients, such as carbon, cycle in an ecosystem.