Environmental Inquiry Stream Health Connections to NGSS

MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of how an ecosystem affects populations. [Clarification Statement: Emphasis is on recognizing patterns in data and making warranted inferences about changes in populations, and on evaluating empirical evidence supporting arguments about changes to ecosystems.] HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. [Clarification Statement: Examples of mathematical representations include finding the average, determining trends, and using graphical comparisons of multiple sets of data.] [Assessment Boundary: Assessment is limited to the provided data.] HS-LS2-6. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. [Clarification Statement: Examples of changes in ecosystem conditions could include modest biological or physical changes, such as moderate hunting or a seasonal flood; and extreme changes, such as volcanic eruption or sea level rise.] HS-LS4-5. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. [Clarification Statement: Emphasis is on determining cause and effect relationships for how changes to the environment such as deforestation, fishing, application of fertilizers, drought, flood, and the rate of change of the environment affect distribution or disappearance of traits in species.]

Why use the environment as a context? Stream health is a topic of conversation all over our state. Governor OMalley has been touting his new term school shed to encourage teachers to get students out to nearby streams to explore and monitor. The hope is that teachers will begin to use the environment as a context for learning experiences, such as data collection, STEM, etc. The following learning experience gives you an idea of how this could look. Modifications and extensions could be made depending on the needs of the learners. Thought Experiment - How healthy is this stream? You will be exploring the health of a nearby stream. Assess the small section that has been assigned to you. Develop a plan that would help you assess the overall health of the stream. As you develop your plan, consider factors, frequency, and tests/measures as part of the process. Discuss your plan with at least one other person.

Environmental Inquiry Stream Health

Field Study #1

Use the data table below to assess each part of the stream. Circle the observation that most closely matches your own. Observation Table Observation Flow Shape of stream Snags (An object sticking out, like a tree root/branch, etc.) Turbidity Stream Bottom Excellent - 4 Bubbles, fast moving, lots of riffles Lots of S-curves and bends Lots of snags catching leaves and twigs Water very clear Pebbles clearly visible Some plants growing in the water or on the rocks Stream entirely shaded by trees Stream bank completely covered with plants Clear water, no smell Good - 3 Strong current, some riffles Curves and bends Fair - 2 Poor - 1

Slow current, few or Slow or not moving no riffles Some bends Completely straight

Several snags Water slightly cloudy Some fine sediment, but mostly pebbly Few plants, but no algae on the surface Mostly shade Stream bank mostly covered with plants, but some bare spots Mostly clear water, slight smell

Few snags

No snags

Water cloudy Few pebbles visible, mostly sediment Plant life is mostly algae on surface of water Mostly sun Stream bank mostly bare Colored or cloudy water, noticeable smell

Water very cloudy Bottom covered with soft, fine sediment Choked or covered with algae Stream in complete sun Stream bank completely bare and eroding Cloudy or colored water, strong smell

Plant Life in Water Shade

Stream Bank

Color and Odor of Water

Average your observations to form an assessment of the stream. Overall Health Assessment

EXCELLENT

GOOD

FAIR

POOR

Environmental Inquiry Stream Health

In the first table below, write down the number of different SPECIES you found in each column. This is not the total number of macroinvertebrates found. Macroinvertebrate Data Record your Sensitive groups data: Number of different species Multiply by 3 Subtotal

Somewhat Sensitive Tolerant

Total

Use the table below to assess the stream health, based on the macroinvertebrate biodiversity. Water Quality/Health Assessment 11-16

Greater than 22

17-22

Less than 11

Excellent

Good

Fair

Poor

How do the two health assessments compare? Why do more than one type of assessment? Discuss reasons for differences if differences are present. Are there any other tests that can be used to assess stream health?

Revisit your thought experiment. Modify your original assessment plan by incorporating your new understanding. Discuss any changes with another person.