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What can aquatic life tell us about the health of our waterways?
Lesson 2
EXPLORE Where are the houses for water animals?
Sketch a model of a waterway as a class group, showing
habitats for the animals - both aquatic and riparian.
Lesson 3
a - How do we classify living things? How and why do scientists classify animals and plants?
b - Classifying and identifying water animals Using a classification key, identify the names of
common aquatic and riparian species.
HOW CAN WE HELP KEEP OUR WATERWAYS HEALTHY? Part 5: Living in a healthy waterway 2
OVERVIEW
HOW CAN WE HELP KEEP OUR WATERWAYS HEALTHY? Part 5: Living in a healthy waterway 3
OVERVIEW
Water Life - Continuing from previous page
CONNECTIONS TO
THE STATEMENT OF LEARNING • Riffles – shallow rocky sections Examples of common macro-invertebrates
Year 3 Science as a Human Endeavour of rivers with fast flow.
• Students share responsibility for the quality
of their immediate environments.
• The riparian zone - the area of
vegetation directly adjoining a
Year 3 Science as a Way to Know waterway. It includes the bank
• Students begin asking questions vegetation and the verge.
and make predictions.
• Students plan and conduct simple
investigations. They collect, record
Note The quality of vegetation in
and present data. and around a stream is very important
• Students share findings, discuss how as it provides protection against
an investigation could be changed erosion, controls water temperature,
and consider fairness of tests. helps maintain water quality as well
Year 5 Science as a Human Endeavour
as providing a habitat for fauna.
• Students consider appropriate ethical issues
and consequences of human activity. They
investigate how their actions contribute
to sustainability of local environments.
HOW CAN WE HELP KEEP OUR WATERWAYS HEALTHY? Part 5: Living in a healthy waterway 4
OVERVIEW
Macro-invertebrates are often very Some animals require a range of nutrients larger plants
(e.g. mosses, red algae) epilithic
sensitive to pollutants, because a big in streams so they are better suited to a algae
microorganisms
part of their lives is spent in a water stream where there is a range of leaf litter (e.g. hyphomycete fungi)
dissolved
environment. This means that the variety in the water. organic
and number of macro-invertebrates can matter
microorganisms
flocculation
be a good indicator of water quality. Each group of macro-invertebrates has fine
invertebrate
particulate
been allocated a pollution sensitivity invertebrate
shredders
organic scrapers
matter
Water animals including macro- grade number based on how sensitive
invertebrates can be divided in to three each group is to various pollutants.
invertebrate invertebrate
groups: those that are sensitive to pollution: Pollution sensitivity grade numbers range collectors predators
vertebrate
those which are tolerant; and those which from 1 (most tolerant of pollution) to 10 predators
are very tolerant. For example, stoneflies (most sensitive to pollution). The SIGNAL
belong in the sensitive grouping as they Index value (a measure of stream health)
like clear, cool, well oxygenated streams so is calculated simply by averaging the
they are very sensitive to changes in pollution sensitivity grade numbers of Macro-invertebrates are an important
temperature and turbidity. By comparison the families of macro-invertebrates part of the aquatic food chain. The energy
midges are very tolerant to low levels of present at a site. The higher the SIGNAL in sunlight is captured and stored in
oxygen so they can survive changes in value, the better the condition of a site. organic (food) molecules during photo-
temperature or increased turbidity. Worm synthesis by aquatic plants (large water
like animals and animals with shells tend In summary the wider the variety of animal plants and algae). Some plant material
to be tolerant or very tolerant, whereas types and the greater the number of each type breaks down to fragments and becomes
crustaceans and insect like animals tend the healthier the waterway. If only one or detritus (rubbish) which is carried down-
to be more sensitive. two species are present even if they are in stream. Detritus and plant eating macro-
large numbers then the stream is probably invertebrates are eaten by other
degraded( polluted). macro-invertebrates which in turn
are eaten by larger animals.
More information about macro-invertebrates may also be found in the Tasmanian Waterwatch Reference Manual.
HOW CAN WE HELP KEEP OUR WATERWAYS HEALTHY? Part 5: Living in a healthy waterway 5
ENGAGE
Lesson 1a
l
to see how they are different.
The
• Aim to illustrate that a range of habitats
is available to living creatures.
• Choose a range of Australian, preferably Setting up a reference collection Nymph
Tasmanian, animals with a very few well
known exotic species to provide a contrast To build a reference collection of aquatic invertebrates Egg
e.g. beaver, grizzly bear, carp. place up to three or four of each kind in a small glass jar.
Fill the sample jars with methylated spirits. Add a label
that records the type of macro-invertebrate, date and Adult
place of collection. Samples should be checked every few
months and the liquid topped up if necessary. You may
need to get permission from your state government
agency to sample and preserve macro-invertebrates.
By building a reference collection you will come to know
the macro-invertebrates much better and it will make it
easier to identify them. Get your collection checked by
an aquatic ecologist.
HOW CAN WE HELP KEEP OUR WATERWAYS HEALTHY? Part 5: Living in a healthy waterway 6
ENGAGE
Lesson 1b
OVERVIEW
Visit your local waterway and see first hand
the animals that live there and where they live.
Wow! Water critters!
Lesson steps
Students
• Visit a local waterway. 1. Visit a stream/ pond/ wetland with fine 6. Plastic spoons or eye droppers will also
• Collect water and air samples and look sieves or nets, gumboots and some white help you to catch things for a closer look.
for different species of living creatures. trays. (Ice cream containers are suitable, Anyloupes, magnifying glasses and
• Record where the creatures were found. but make sure they are filled only to one microscopes let you see identifying
• Make a display of pictures of the animals third with water otherwise creatures will features and characteristics more easily.
and where they live. be difficult to see.) Use a digital microscope to record
pictures of what you see.
HELPFUL HINTS 2. Look for water creatures on the water
• White meat trays make good surfaces for 7. Record what you have found using a
surface, in the water column and on
looking at little animals. camera or draw a picture. Look for
• When using anyloupes place the specimen the bottom.
the animal’s number of legs and claws,
on a flat surface, otherwise the image wings, breathing tubes and what its
is blurred. body is like. In addition make a record
• For microscopes use a plastic dish on 3. Use the sieves/nets to swish through
water weed and reeds, lift and rinse rocks of where the animals were found.
a white base.
• Make sure there is a little water on the tray into containers, dig carefully into the
or plastic dish and return the animals to water stream bed and place the dirt in sieves 8. Make a display of your pictures showing
within a reasonable time. and kick sample from downstream. which animals you found in various parts
of the stream.
Click h
STUDENT EXTRA
er
this wo e to see 4. Take a look around, on or under snags in
rkshee
t! 9. In lesson 3 you will be looking at
For some help on ways to collect the water, as snags provide a good place
the types of animals found in waterways
macro-invertebrates see the student worksheet. for animals to live.
so keep your information for looking
at them.
5. Rinse the contents of the sieves until
excess mud has been washed out.
Tip the washed contents out into
the white container which has clean
stream water in it. Wait till it settles
out and begin to look for living things.
anyloupes
Anyloupe
snags specimen
water column Suggestion ! Add to the word wall as you go through the lessons.
HOW CAN WE HELP KEEP OUR WATERWAYS HEALTHY? Part 5: Living in a healthy waterway 7
EXPLORE
Lesson 2
OVERVIEW
Provide students with a shared visual
Where are the houses for water animals?
understanding of what a water environment Lesson steps
would be like and where animals might live. 1. Use a blue marker to draw a pair of blue lines across the whiteboard to represent a stream.
Make the stream more interesting by varying the width and placing a bend in it.
Students
• Assist in the modelling of a waterway.
• Identify areas where water animals live.
• Construct a model waterway (if desired).
• Suggest the types of animals that might
live in particular places.
2. Build a picture of a stream. Consider 5. Now that the stream has lots of places
EQUIPMENT what a stream looks like and what for animals to live we can think:
• White board markers of four different colours.
features you would find in and around it. • What animals will live in and around
• Pictures of macro-invertebrates, specimens
or a giant lobster. (optional) our stream?
3. Think about streams in your local area. • What animals have we found when
Note This diorama could also be built as Start with the stream bed, then the water, we went to the local stream?
a 3D model. then the plants. Think how a stream • Make a list of animals that might live
can be a good place for lots of animals in waterways in Tasmania.
to live.
HELPFUL HINTS
• A rocky area is called a riffle zone. 4. Some questions: 6. Now think:
• Rocks disturb water flow, which may help • Will we put rocks on the stream bed? • Where are the animals’ homes?
re-oxygenate the water and provide a home How do rocks change a stream bed? Draw in pictures of some animals
for animals. How do they change the water flow? in suitable places.
• Plants stabilise the bank, provide homes and
• Will the stream have a rock pool?
shelter and food for animals, and provide
Why is a rock pool a useful feature 7. To make a record of the drawing take
shade to help keep water cool.
• Some animals to include are the giant to find in a waterway? a digital photograph as you go along
freshwater lobster, platypus, frogs, fish • What should the water in our waterway and make a display. Write about
and macro-invertebrates such as snails look like and feel like if it is to be a good the activity in your science journal
and insects. home for animals? listing any new things that you learnt.
• If strange and inappropriate animals are • Will there be plants around or in
suggested query whether they have been the waterway? Acknowledgement Todd Walsh Click h
er
seen around this area. • Will there be plants in the water? this wo e to see
rkshee
• Concentrate on finding the range of places t!
Will there be trees? Will plants grow A teacher graphic: EXPLORE lesson 2
where animals live rather than listing lots under the trees? What happens to - is available to download to show you a picture
of animals. of what your drawing might look like when complete.
the leaves that fall from the trees?
• Add in any extra points from the teacher
graphic near the end to give students What happens if a tree dies and it falls
the extra information. into the water? What jobs do plants
do around a waterway?.
HOW CAN WE HELP KEEP OUR WATERWAYS HEALTHY? Part 5: Living in a healthy waterway 8
EXPLORE
Lesson 3a
OVERVIEW
How (and why) are animals classified
How do we classify living things?
into groups? Lesson steps
1. What is classification? A library classifies 5. Now choose a living organism from
Students
• Classify common objects from books into fiction and non-fiction sections. the group of animals you used in
everyday lives. Vehicles are classified into cars, trucks, or lesson 1a and group it with two other
• Share ideas on why animals and plants vans for vehicle registration. Films are animals shown in these pictures on
are classified. classified into G, PG, M and MA. A stamp the basis of a characteristic they have
• Explain what classification means. collection can be classified in many ways, co
in common.
• Use a chart to classify some by country, by purpose or type. People
macro-invertebrates. classify or group lots of things.
tth
hinking questio
• Identify several different classes of animal
and explain some differences.
ns
1 Why did you
1.
• Know the difference between invertebrates put th
heesse
e an
niim
mals in the same
and vertebrates. 2. Collect a group of objects you use at 2. What feat group?
a ures did they
e have in comm
school such as pens, books, and so on. on ?
3. What might be
Think of two different ways to group the purpose of th
e e features?
es
or classify them, e.g. things I write with
HELPFUL HINTS
and things I don’t write with.
• To talk about living and non-living it
would help to have some examples
of actual living things as well as pictures. A more comprehensive introduction to classification
Use a pot plant or a student from 3. Put together a class group of objects. could be achieved using an activity such as this
the class to illustrate the idea. Add (pictures of ) other objects such as using stamps
• Kingdom classification is based on plants or animals to the collection.
characteristics such as: plants produce (Have quite a range.) Line up the objects • Create a dichotomous key using stamps. Start with a
their own food, animals must consume on a table or in one area of the room. pile of stamps and ask students to divide the stamps
food to live, and fungi consume food into two groups using an observable characteristic;
Look at the materials.
but are more like plants in other ways e.g. Australian stamps vs. foreign stamps. Continue
such as they do not move. to divide the stamps using different characteristics,
until only one stamp remains in each group.
Reference 4. Ask questions such as: • For younger students suggest that students group
http://en.wikipedia.org/wiki/Scientific_classification • How many different ways can you find their stamps by using the pictures on the stamps. For
to group or pair these objects? Is one very young students provide containers marked with
of your ways of grouping living and categories (e.g. flowers, people, animals, hearts).
non-living? • To introduce the scientific concept of classification
Note Part 2 of this lesson on classification • Which objects are non-living? explain that, in the same way that they developed a
focuses on macro-invertebrates. If you system to categorize and classify stamps, biologists
• Which are living organisms or pictures
want to incorporate vertebrate animals have a system that classifies every living organism.
of living organisms?
please do so as long as at least a
reasonable number of invertebrates • How do you know if something is living http://www.postalmuseum.si.edu/educators/smm/activities.html
are included as well. or non-living?
HOW CAN WE HELP KEEP OUR WATERWAYS HEALTHY? Part 5: Living in a healthy waterway 9
EXPLORE
HOW CAN WE HELP KEEP OUR WATERWAYS HEALTHY? Part 5: Living in a healthy waterway 10
EXPLORE
Lesson 3b
crayfish (Crustaceans). • What is its life cycle? Student Worksheet EXPLORE – Lesson 3
• Where does it live? Why does it live - Where do macro-invertebrates live?
2. Research which types of animals belong in that type of place?
to the worms, insects, molluscs and • What special features if any does it
crustaceans and find out what have to help it live in its environment?
characteristics each group has in common. • Many water animals are sensitive to
changes in their environment – if you
3. Now use the Waterwatch Macro-invertebrate can, find out how sensitive your macro-
Identification Chart to Click h
invertebrate is to changes in the temperature,
identify some of the animals sampleeore to see a salinity, or turbidity in the environment?
f this c
found on your excursion hart!*
and put them in their group.
ll a
Word W
classification
invertebrates
crustaceans
Glytophysa
macro-invertebrates © The Water Bug Book
vertebrates
mammals Engaeus
© The Water Bug Book
fungi amphibians
molluscs
reptiles
* If you would like to purchase this chart from North West Waterwatch Inc., please log onto www.healthywaterways.org.au
and visit the online shop.
HOW CAN WE HELP KEEP OUR WATERWAYS HEALTHY? Part 5: Living in a healthy waterway 11
EXPLAIN
Lesson 4
HOW CAN WE HELP KEEP OUR WATERWAYS HEALTHY? Part 5: Living in a healthy waterway 12
EXPLAIN
Click h
Activity - Lesson step 1
er
sample e to see a 3. Food chains 4. What else affects water health?
of this
chart!* Macro-invertebrates are important To review learning from previous units
Use the Waterbug Identification Chart from members of the food chain in a waterway. about water health parameters work as
North West Waterwatch to find the Macro- Macro-invertebrate can be grouped a class to answer these questions:
invertebrate Sensitivity Score for the animal according to their eating habits:
group you researched. (This score tells how • grazers - feed on algae attached to Turbidity
sensitive the animal is to pollution. The higher rocks or logs in the water, e.g. snails, • What does turbidity look like in a stream?
the number the more sensitive the animal.) some mayflies and water pennies. • How do we measure it?
Record the score and write a short explanation • shredders - eat larger pieces of food • Why does it cause problems to animals?
to say what this score tells you about the (> 1 mm) such as wood and leaves • What action can we take to help if it is a problem?
animal’s sensitivity and what its presence that fall into the water, e.g. dragonfly Temperature
or absence would tell you about a waterway’s larvae. • How do we measure temperature?
health. • collectors - feed on small bits of food • Why does it cause problems to animals?
* If you would like to purchase this chart from North (< 1 mm) either by filtering the passing • What action can we take to help if it is a problem?
West Waterwatch Inc., please visit the online shop at water e.g. black fly larvae, or gathering
www.healthywaterways.org.au . it from the bottom, e.g. caddis fly larvae. Salinity
• predators - capture and eat other animals, • How do we know there is a problem?
e.g. water striders. • How do we measure it?
Activity - Lesson step 2 • Why does it cause problems to animals?
• What action can we take to help if it is a problem?
For the group of animals that you researched
draw a food chain showing at least one thing
Suggestions for planning an excursion.
that they eat and one thing that eats them.
HOW CAN WE HELP KEEP OUR WATERWAYS HEALTHY? Part 5: Living in a healthy waterway 13
ELABORATE
Lesson 5
OVERVIEW
Conduct an excursion to a local waterway
Lets see what we can find! – an excursion
to measure the water parameters and Lesson steps
assess its health.
HOW CAN WE HELP KEEP OUR WATERWAYS HEALTHY? Part 5: Living in a healthy waterway 14
ELABORATE
HOW CAN WE HELP KEEP OUR WATERWAYS HEALTHY? Part 5: Living in a healthy waterway 15
EVALUATE
Lesson 6
OVERVIEW
Share information and learning about
the local waterway. What is the Health of our Waterway?
Lesson steps
Students
• Create a display, model or PowerPoint
presentation. 1. Create a display to show your parents, other classes in the school,
• Plan action to care for the waterway.
• Reflect on their learning.
or a community group what you have learnt about your local waterway.
For example: make a display showing what creatures inhabit a healthy waterway.
© The Water Bug Book
HOW CAN WE HELP KEEP OUR WATERWAYS HEALTHY? Part 5: Living in a healthy waterway 16
ENGAGE FOR STUDENTS
Return to: PART 5, Lesson 2 – Where are the houses for water animals?
EXPLORE STUDENTS
FOR TEACHERS
Aquatic plants - plants under the surface as well Gripping insects, caddis flies, damselflies, shrimps, snails.
as those growing through the water and floating.
Flowing water - riffles, pools and runs. Gripping insects, caddis flies, beetle larvae that have burrowed into logs
and under rocks, mayflies and stoneflies.
A variety of animals, but only a few of each kind Stream has undergone flooding (scouring) or
and the stream appears clean. the sample was taken during high flows from
an area that was dry a few days before.
1. Where is the best place to • By comparing riffle samples from • Areas that have been recently
locate sampling sites? one site to the next, any effects of flooded are not suitable because
Riffle sites are preferred for sampling, human activities will be clearer. If the animals that were washed away
so locate them and add these to your there are no riffles where you would may not have come back.
catchment map. Sites should be chosen like them sample organisms living • SAFETY NOTE! Deep water and
from a variety of spots if possible: in and around vegetation on very fast flowing water can be
• natural or least disturbed areas the edges of water bodies. Muddy unsafe and should be avoided.
in the catchment (reference sites); bottom water bodies usually have • It is important to collect at least
• areas near the headwaters and fewer types of macro-invertebrates 100 macro-invertebrates and
lowlands in the catchment; because the habitat is less suitable. preferably 150-200 to get a reliable
• areas of differing land uses, e.g. • The same type of habitat should be stream pollution index.
urban, agriculture, forestry; selected at different sites if you want • In slow moving water and pools,
• an area near drains; to compare results. sweep the net across the surface
• areas near irrigated land, logging to collect striders and beetles.
areas, or land treated with pesticides 3. Collecting macro-invertebrates Drag the net beneath the surface
or fertilisers. • In fast flowing water, animals are and through water plants to collect
found on or under submerged nymphs and water scorpions. Snails
2. Sampling for macro-invertebrates? wood, rocks or stones. Some animals and worms live among the rocks,
• Riffles and edge areas have the most swim freely in still or slow moving litter and sediment.
diverse habitats for macro- water, while others hide among • In fast flowing water with a rocky
invertebrates, and are the best aquatic weeds, or crawl and burrow river bed, hold the net on the floor
collecting places. Under good at the bottom. of the river-bed so the mouth is
conditions, they contain organisms • When sampling at the edge of facing upstream. With the net in
that vary from tolerant to very the stream, it is best to select a position, thoroughly kick and rub
sensitive. sheltered alcove, if possible with stones in front of the net to dislodge
overhanging vegetation and the animals.
water plants.
Continues on next page!
Return to: PART 5, Lesson 5 – Let’s see what we can find! Page 1/2
ELABORATE FOR TEACHERS
Return to: PART 5, Lesson 5 – Let’s see what we can find! Page 2/2
Click here to Waterwatch Macro-Invertebrate (Waterbug) Identification Chart
Yes Caddisfly
SAMPLE
SAMP
Start E ONLY! SAMPLE ONLY
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Lesson 3b
Y! SAMPLE
SAMP
SAM LEE ONLY!
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return to Follow the Lines and Clues to Help Identiffyy your Bugs Then Tu
Turn Over To Calculate Waterway Health
Has it got Soft
Larvae 9
Body?
1 or 2 Tails
www.healthywaterways.org.au .
Has it got a Head? Yes
Some Caddisflies have
Lo ng B o d y Pincers on their head,
Spinning Red Dot Large Leaf Like Tails and Hooks just below.
SAMPLE
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SnailAMPLE O
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Pro –Legs (stubby Legs)
Chironomid 3 Short Tail, No Antenna
3 Thin Tails
Mayflies
There are different sorts
Dragonfly Larvae 3
Side Swimmer
SAMPLE
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ONLY!
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SAMPLE
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P O
Wate r Pe nny 6
ON
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EO Scud 3 2 Tails
Stoneflies
There are different sorts
Worms Long Beaded Antenna
Pear Shape, no Pro-Legs Riffle Beetle 7
Black Fly Larvae 5
Very Flat Mayfly
Body
Mayfly Larvae 8
SAM
MPLE ONLY!
M O LY! SAMP
Segments
Segmented
Worm 2
SAMPL
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dae
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No Segments
Hair-Like
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O Fleshy End, no Pro-Legs
Hairy Back Legs
Diving Beetle 2
Roundworm 3 Crane Fly Larvae Not so Flat, Tail Rises Upward
5 Mayfly Larvae 5
Fresh Water Baetidae
Shrimp 3
SAMPLE
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ONLY!
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Stonefly Larvae 8
The number next to each Bug is it’s
Sensitivity Score. The higher the number,
the more sensitive it is to pollution.
Gripopterygidae
This is a rough guide only, for more intensive
identification refer to “The Waterbug Book”
Some of these photos were taken from “The Waterbug Book” with
Click hereOto
ar Like Legs, Big Eyes
SAMPL
S
SAMPLE
LE
E ONLY! SAM
SAMPLE
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SAMPLE ONLY!
thanks to John Gooderham and Edward Tsyrlin, some photos by
Glides along Bottom Wriggles in Water, Bristles on body,
Flatworm 2 Mosquito Larvae 1 Lobster 6 Tom Krasnicki.
see reverseWater Boatman 2
side of chart
Click here to
return to
SAMPLE ONLY! SAMPLE ONLY! SAMPLE ONLY! SAMPLE ONLY!
Lesson 4