Title: Case Study on Stream Improvements
Class: Environmental Science
Grade: 11-12
Timeframe: 1 days
Knowledge Gap Topic / Can students connect what they have learned to explain how stream improvements can cause better trout habitat?Subject Matter/
Key Vocabulary / Dissolved Oxygen, temperature ranges, sedimentation, waterfalls, digger logs, deflectors, substrate, erosion
Essential Question/
Over-Arching Concept/
Key Understanding / Essential Question 2: How human activities influence stream?
Essential Questions 5: Final Reflection: Connectivity
Curriculum Connections
· OGT standards
· Local standards / Life Science 9-10: D
Explain the flow of energy and the cycling of matter through biological and ecological systems (cellular, organismal and ecological).
Earth Science 9-10: D
Describe the finite nature of Earth's resources and those human activities that can conserve or deplete Earth's resources.
Instructional Objectives / O1) Students identify how various stream improvements will help benefit trout habitat
O2) Students will explain various stream improvements in a case study based on what they have learned about dissolved oxygen, shade, habitat, substrate structure, sedimentation, etc.
Materials / Lab handout … taken from Freshwater Ecology by W.A. Andrews, NY: Prentice Hall, 1972, pp 154-155
Additional Documents
Introduction
· focus event
· varies with teacher / Remind students of some of the things learned about streams (Ex – more oxygen in cooler water, sedimentation and erosion and its effects on breeding, depth vs. velocity, substrates, etc.)
Development
· major parts of unit/ lesson / Hand out case study #1 and have students explain how each stream improvement actually improves habitat for trout
Rigor/Relevance Quadrant(s)
· link to rigor/relevance document / A: Must use terms correctly
B: It’s a case study … a real world scenario
C: Students need to synthesize what they know to explain reasons for using the improvements and then provide those reasons to back up what they decide.
D: Students need to synthesize what they know to explain reasons for using the improvements and then provide those reasons to back up what they decide.
Product/Artifacts/Student Evidence of Understanding / List each stream improvement (12 of them) and then describe how each one benefits trout
Accommodations
· plan B
· differentiated instruction / None unless students cannot write, in which case they could make an audio response and send to teacher.
Formative Assessment/Feedback
· measure of progress / I found that students had questions on this, but I gave little help as I wanted them to take what they had learned and apply it. Feedback came after assignment was done and returned.
Final Evaluation
· project rubric
· oral or paper quiz/test
· portfolio / I didn’t actually count this grade, although students didn’t know till after it was turned back to them. After discussion, students understood all improvements and how they worked, but many didn’t see connections at first.
Teacher Reflection
· complete after lesson / I liked the fact that students struggled with connecting these improvements to what they had learned. It caused some good thinking on their parts. It is important to discuss in detail when answers are turned back, so that students see the connections.
Designers/Email: Fred Donelson ()
Additional Comments: Be prepared for “moaning and groaning” on this one at first. Students struggle with the connections here, but it is a good “thinking” exercise.
Designing Watershed-based Education and Extension Efforts through a Mental Models Research Approach
USDA-CSREES National Integrated Water Quality Program