Who Wants To Live Here? Water Sampling At Our Local Pond and Stream

This activity is a structured inquiry activity designed to teach students about pH ranges, temperature ranges, and dissolved oxygen requirements for various aquatic organisms in a local pond and stream setting. Students will used indicators, thermometers, water collection and observation tools, journals, and various pond/stream guides to collect and interpret information from both settings. Students will learn about pH and dissolved oxygen indicators. They will use critical thinking skills to make a list of variables that might have an affect on their data (ie. seasons, pollutants, climate, etc.) Students will be lead to discover the terms diversity and variables. Students may also identify organisms by observing characteristics and comparing them to charts and guides. They will learn to draw conclusions about the conditions in which these organisms live. They will also collaborate with other groups in the lab to compare findings.

This activity is appropriate for upper elementary. It works best with class sizes less than 30 divided into groups of no more than four. This is a field exercise that will take a longer field trip (2-3 hours) or two to three field trip experiences. Students should have already had a class period or more of journaling experience. Students should also have had a class period on outdoor learning area etiquette. Students should be given an overview of the procedures for the lab. The teacher should give the students time to explore pH with other substances in the regular lab setting. Instruction on how to read and record water and air temperature should already be given ahead of time. Students may want to explore the pond guides or charts to become familiar with the contents. This activity will be part of our life and earth science studies. It could potentially be adapted to include man-made aquariums although it will probably yield very different results. Students could also invite local DNR or Soil and Water Conservation workers to the site to talk about the history of the area as well as ask questions and share their findings.

The teacher would explain that they would be visiting the pond and stream at the high school to investigate the quality of the water and the presence of organisms that might occupy those habitats.

The teacher would have materials laid out for students to observe as directions for the next day's lab are given. Students would be introduced to the thermometers, pH strips, dissolved oxygen tablets, turbidity tube, collecting vials, observation trays, pond guides and charts. The teacher would lead the students step by step through the investigation. Students would record these steps in their journal for future reference.

The next day, the students would take their investigation out into the field lab. Students would begin taking their water samples and performing their water tests on their samples. They would collect and record observations of organisms, using guides and charts to aid in identification. This procedure would be duplicated at the stream site as well. Students would record their observations again.

Following the investigations, students would bring their small group findings back to the lab for comparison, collaboration, and further discussion. The teacher would lead the students to draw conclusions based on their findings. Students would also be challenged to come up with a list of factors or variables which might affect the pH, dissolved oxygen levels, temperature, clarity, etc. Students would make a poster to illustrate their findings.

pH Chart (Microsoft Word 2007 (.docx) 14kB Sep14 09)

I give the instructions for the next day's lab while in the classroom. I have the students make some notes in their journals about the expectations of the day. I give the students gallon sized plastic bags that zip to store their journals in. My charts are laminated to reuse again. Students should have their journals out during the lab, and I encourage them to both sketch and write about their observations, as well as taking measurements. Students are given assigned equipment within their groups and should return that to the collection bin before returning to the classroom. We have a floating dock on our site, so I have a rule about how many can be on it at one time, as well as reminding them not to all go to one side at a time. Students that are on shore must have mud boots in order to walk along the muddy shoreline. Students are to stay within sight of the teacher at all times.

This activity is different because of the water testing component. We have collected and observed various organisms from the site before, but we have never considered the water source from which they came.

Students will turn in their completed work in their science journals. Student work will be evaluated on both the sketches and the writing that went with them. Students should have generated some kind of chart for keeping track of measurements. Students will also be evaluated on their lab performance within their group. Students should use correct labeling for measurements taken. There should also be some kind of conclusion given in paragraph form when comparing the stream and pond data.

5.1.1.1.4 Different models can be used to represent natural phenomena.
5.1.1.2.2 Identify and collect relevant evidence and make systematic observations.
5.1.3.4.1 Appropriate tools.
More standards also apply.