Lake Investigation: Determining Lake Type and Health Using the Internet
Initial Publication Date: August 23, 2007
Summary
In this learning activity, students will use the Lake Finder program on the Minnesota Department of Natural Resources website to analyze different lakes, their characteristics, and their health. Students will research 3-4 different lakes and complete a research sheet on such characteristics as depth, fish species present, turbidity, and the Carlson Trophic State Index. From this information, students will then be able to determine lake type, lake health, and make predictions about the future of the lake's health.
Collapse
Learning Goals
Learning Goal
1. Students will apply their previous knowledge of lake types in this activity while comparing different Minnesota lakes and their physical, biological, and chemical characteristics.
Key Concepts
1. Using the Carlson Trophic State Index to predict a lake's health.
2. The ability to compare and contrast the characteristics of oligotrophic, mesotrophic, eutrophic, and hypereutrophic lakes.
Vocabulary Words
1. Turbidity
2. Oligotrophic
3. Mesotrophic
4. Eutrophic
5. Carlson Trophic State Index
1. Students will apply their previous knowledge of lake types in this activity while comparing different Minnesota lakes and their physical, biological, and chemical characteristics.
Key Concepts
1. Using the Carlson Trophic State Index to predict a lake's health.
2. The ability to compare and contrast the characteristics of oligotrophic, mesotrophic, eutrophic, and hypereutrophic lakes.
Vocabulary Words
1. Turbidity
2. Oligotrophic
3. Mesotrophic
4. Eutrophic
5. Carlson Trophic State Index
Context for Use
I use this type of activity while teaching an Ecology course to 10-12th grade students. Previous to this activity, the students would have taken notes on and would have a general understanding of the characteristics of oligotrophic, mesotrophic, and eutrophic lakes. In addition, they would have some background in lake chemistry, which includes dissolved oxygen, phosphorus, and turbity.
This activity requires the use of computers and access to the internet. Students can work alone or with a partner. Once in the computer lab, it should take students around 45 minutes to complete the activity. This activity could be adapted and used as a whole class activity with one computer and a projector or could be adapted for use with middle school or junior high students.
This activity requires the use of computers and access to the internet. Students can work alone or with a partner. Once in the computer lab, it should take students around 45 minutes to complete the activity. This activity could be adapted and used as a whole class activity with one computer and a projector or could be adapted for use with middle school or junior high students.
Description and Teaching Materials
Prior to having my students complete the lake research and comparison, I ensure that they have enough background knowledge to be successful. First, they need to understand the chemical, geologic, physical, and biological differences between the lake classification types. The lake types are oligotrophic, mesotrophic, eutrophic, and hypereutrophic. Also, the students need to understand the topics of turbidity, how phosphorus affects a lake and lake life, dissolved oxygen, and the Carlson Trophic State Index.
Once students understand the background concepts, they are ready to apply their knowledge to real Minnesota lakes. I normally begin with a discussion of 3-4 (an oligotrophic, mesotrophic, eutrophic, and hypereutrophic) area lakes that my students are familiar with and have them describe the lake characteristics. Next, I explain that we will be researching these lakes and their characteristics with enough detail regarding the website so students will not have any problems navigating it. Then, students are given about 45 minutes in the computer lab to complete the assignment. Finally, before class ends we complete a final discussion where we compare and contrast the lakes and their characteristics. Activity Worksheet (Microsoft Word 59kB Aug22 07)
Once students understand the background concepts, they are ready to apply their knowledge to real Minnesota lakes. I normally begin with a discussion of 3-4 (an oligotrophic, mesotrophic, eutrophic, and hypereutrophic) area lakes that my students are familiar with and have them describe the lake characteristics. Next, I explain that we will be researching these lakes and their characteristics with enough detail regarding the website so students will not have any problems navigating it. Then, students are given about 45 minutes in the computer lab to complete the assignment. Finally, before class ends we complete a final discussion where we compare and contrast the lakes and their characteristics. Activity Worksheet (Microsoft Word 59kB Aug22 07)
Teaching Notes and Tips
Make sure that you spend time on the DNR website and have a thorough understanding of how to navigate through it and Lake Finder before you begin.
If you can hook up your classroom computer to a TV or a projector, you may want to go through the process with an example lake so the students can see how to navigate the site.
Choose lakes in the area where your students live, swim, fish, etc. in order to make this activity more meaningful to them.
Depending on the lakes you choose to investigate, you will need to create some either written or oral discussion questions to wrap up the activity. Some examples are on the activity sheet.
This activity can also be used in other states. I know that the Wisconsin DNR has a program similar to Lake Finder that can be used to research Wisconsin lakes. Other states may or may not have these resources available.
I have used this activity in the past just to compare lake basics. I am trying to improve the activity so students can get a bigger picture of the lake's health. I want to ensure that they understand the negative effects of excess phosphorus, the eutrophication that can result from the excess phosphorus, and why we should care.
If you can hook up your classroom computer to a TV or a projector, you may want to go through the process with an example lake so the students can see how to navigate the site.
Choose lakes in the area where your students live, swim, fish, etc. in order to make this activity more meaningful to them.
Depending on the lakes you choose to investigate, you will need to create some either written or oral discussion questions to wrap up the activity. Some examples are on the activity sheet.
This activity can also be used in other states. I know that the Wisconsin DNR has a program similar to Lake Finder that can be used to research Wisconsin lakes. Other states may or may not have these resources available.
I have used this activity in the past just to compare lake basics. I am trying to improve the activity so students can get a bigger picture of the lake's health. I want to ensure that they understand the negative effects of excess phosphorus, the eutrophication that can result from the excess phosphorus, and why we should care.
Share your modifications and improvements to this activity through the Community Contribution Tool »
Assessment
Student work is assessed in two ways. First, a pretty good assessment of the class understanding can be attained through the post activity discussion. Second, I correct the activity worksheet that is handed in after completion to gauge individual understanding.
Standards
Grade 9-12
IV Life Science
A.5-Energy Flow
C.1-Fluctuations in Populations
C.4-Changes in Ecosystems
IV Life Science
A.5-Energy Flow
C.1-Fluctuations in Populations
C.4-Changes in Ecosystems