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OREGON
BENCHMARKS |
Benchmark
1
- Recognize
characteristics that
are similar and different between
organisms.
- Describe
the basic needs of
living things.
Benchmark
2
- Group
or classify organisms based on
a variety of characteristics.
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USA
NATIONAL SCIENCE EDUCATION CONTENT STANDARDS |
Grades
K-4
- Systems,
order, and organization
- Form and function
- Characteristics
of organisms
- Systems,
order, and organization
- Form and function
- Structure
and function of living
systems
- Understanding about scientific
inquiry
|
VICTORIAN
LEARNING OUTCOMES |
Biological
Science:
3.1 Describe
environmental factors that affect the survival of living things.
4.2
Describe how selected systems of plants and animals function. |
CONTENT
OBJECTIVES |
Learners
will be able to do the following:
- List one
or more varieties
(species) of aquatic plants.
- Explain
the effects of water
quality on aquatic plants.
|
PROCESS
OBJECTIVES |
- Make observations.
- Ask questions that can be
answered through scientific investigation.
- Design
an investigation to answer a question.
- Collect,
organize, and summarize data from an investigation.
- Analyze and interpret data from an investigation.
|
|
What Can We Learn About Plants at the
Pond?
Lesson B - Amazing Aquatic
Plants
FYI
Algae are members of the Protist Kingdom.
In the Protist Kingdom,
there are three groups: the plantlike, animal-like, and
funguslike protists. The plantlike protists include euglenas,
diatoms,
dinoflagellates, green algae, red algae, and brown algae.
Green algae is likely to
be found in the school pond or other
aquatic environment. Green algae also can live in other types
of
environments and on other organisms, such as lichens.
Because of their many interesting shapes,
looking at green algae
under the microscope would be a nice addition to this Unit.
If you
have access to a microscope, consider buying prepared microscope
slide study sets of various green algae. These may include
Spirogyra,
Chlamydomonas, and Volvox. They are available
from scientific
supply houses (see Equipment & Materials
Sources).
MATERIALS
- Two
clear plastic jars for each team of learners, plus one
additional
set for a control group
Algae Elodea (aquatic plants that are available from pet
or aquarium supply stores)
- Pond water or distilled water
- Thermometers
- pH paper
- Salt, vinegar, lemon juice, baking
soda, food coloring, soil
- Home plant fertilizer (diluted for
learners’ use, if
needed)
inquiry
PREPARATION
Review the 4-H Science Inquiry
Model and the learner evaluation
criteria in the Scientific Inquiry Scoring Guide to assist
in
coaching learners as they complete this lesson.
If there is
algae in the school pond, learners may collect it along
with some water for this lesson. Otherwise, get algae from
a local
natural watercourse or order it from a biological supply company
(see Equipment & Materials
Sources).
PROCEDURE
Pass out to learner teams the
samples of algae and elodea in
clear plastic jars with pond or distilled water. Keep one control
set
of jars with algae and elodea separate for comparison later.
Have the teams
of learners use a microscope or hand lens to
look at the algae and elodea. Ask learners to record the similarities
and differences they see. Lead a discussion of what the teams
observed.
Remind learners
of Lesson B - Water Quality Tests:
pH, Dissolved Oxygen, Temperature, Sediments.
Which
water quality factors have they learned affect aquatic plants’
growth? Record the responses on the board. Ask learners if
they
think the two green organisms have the same requirements for
survival, or if they might be different based on what they
can
observe.
Ask each team
to select one water quality factor to change to
see how it affects each of the two green organisms. Ask them
to
state the change they propose to make in the form of a question.
For example, “Will
adding fertilizer to the water make the algae and
elodea grow larger?” Encourage older learners to use
an “If…,
then…” hypothesis format.
When all the
teams have formulated a question, ask them to
share it aloud with the group. If two teams ask the same question,
work with the teams to ensure that each team will be testing
a
different variable. Assist teams to follow the steps outlined
in the
4-H Science Inquiry Model.
Possible changes
learners can make to the water include raising
or lowering the temperature, adding salt, lowering the pH with
vinegar or lemon juice, raising the pH with baking soda, or
adding
other “contaminants” such as food coloring or soil
for turbidity.
Learners also may propose taking the plants out of the water
altogether. Accept any experiment design that is not dangerous
and
that will produce an observable result.
Now, ask the
teams to create an experiment design including a
materials list and a data sheet. Remind them to determine how
long
their experiment will continue. If you have a set time frame,
state
this to learners. Avoid open-ended time frames such as, “Until
the
plant dies.”
Continue to
facilitate the experiment design. Will they add a
tablespoon of vinegar today, observe the two organisms daily,
then
add additional vinegar in a week? How will they test to see
what is
happening to the pH of the water? When all teams have completed
their experiment design, ask them to share it aloud with
the group. Allow learners to ask the teams
questions about their design.
Pass out the
materials requested by each team and facilitate as
needed while they prepare their two samples. Set the samples
aside. Allow time each day of the experiment period for learners
to
view the samples and record what they observe. Ask learners
to
compare what they observe in their jars with the organisms
in the
control jars.
At the end of the experiment
period, ask the teams to analyze
and interpret the data they collect and give a summary report
to the
group. Ask learners, “How does what we learned from these
experiments
apply to how we manage our school pond?” and then, “How
does what we learned from these experiments apply to how other
ponds or natural bodies of water are managed?”
EXTEND THE LEARNING
Project WILD Aquatic
Education Activity Guide: Kelp Help
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