This lesson consists of an aquatic insect collection, identification guide, and web site all presented by a speaker. The lesson is about aquatic insects and water quality of lakes and streams. The students will learn some basics on the role of aquatic insects in lakes and streams and learn to identify some common insects that can indicate good or poor water quality. It also illustrates to students the diversity of insects and conservation of our water resources.
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ENVIRONMENTAL LITERACY SCOPE AND SEQUENCE
SYSTEM CONCEPT(S) TO BE ADDRESSED:
Elementary Level:
Habitat
Tropic Levels
Similarities and Differences
Cycles (life cycles)
Secondary Level:
Cause and effect
Diversity (Biodiversity)
Ecosystem
Similarities and differences
SYSTEM BENCHMARK(S) TO BE ADDRESSED FOR GRADES 3-5, 6-8, 9-12:
Grades 3 - 5
B-1 In social and natural systems that consist of many parts, the parts usually influence one another.
Grades 6 - 8
C-2 The output from a social or natural system can become the input to other parts of social and natural systems.
Grades 9 - 12 (adult)
D-3 Feedback of output from some parts of a managed social or natural system can be used to bring it closer to desired results.
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MINNESOTA ACADEMIC STANDARDS
MINNESOTA SCIENCE STANDARD(S) TO BE ADDRESSED:
3.I.B.1 - The student will ask questions about the natural world that can be investigated scientifically.
3.IV.C.2 - The student will know that changes in a habitat can be beneficial or harmful to an organism.
4.I.A.1 - The student will explore the uses and effects of science on our interaction with the natural world.
4.I.B.1 - The student will recognize when comparisons might not be fair because some conditions are not kept the same.
5.I.B.1 - The student will perform a controlled experiment supported by the evidence.
5.IV.E.1 - The student will recognize that individuals of the same species differ in their characteristics and that sometimes the differences give individuals an advantage in surviving and reproducing.
6.I.B.1 - The student will identify questions that can be answered through scientific investigation and those that cannot.
7.IV.B.4 - The student will use and create dichotomous keys.
7.IV.B.5 - The student will use the characteristics of an organism to identify the kingdom to which it belongs.
8.I.B.2 - The student will describe how scientists can conduct investigations in a simple system and make generalizations to more complex systems.
9-12.III.A.1 - The student will identify and research an environmental issue and evaluate its impact.
MINNESOTA HISTORY AND SOCIAL STUDIES STANDARD(S) TO BE ADDRESSED:
9-12.II.G.4 - Students will identify and describe significant changes in Minnesota, issues related to land use, and analyze the impact of those changes and issues.
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NI3
NI4
NI5
NI6
NI7
NI8
NI9
NI10
NI11
NI12
Posted by Natural Innovations
Aquatic Insects and Water Quality Presentation
Posted: September 11, 2019 by MAEE Administration
Category: Natural Innovations
This lesson consists of an aquatic insect collection, identification guide, and web site all presented by a speaker. The lesson is about aquatic insects and water quality of lakes and streams. The students will learn some basics on the role of aquatic insects in lakes and streams and learn to identify some common insects that can indicate good or poor water quality. It also illustrates to students the diversity of insects and conservation of our water resources.
**********
ENVIRONMENTAL LITERACY SCOPE AND SEQUENCE
SYSTEM CONCEPT(S) TO BE ADDRESSED:
Elementary Level:
Habitat
Tropic Levels
Similarities and Differences
Cycles (life cycles)
Secondary Level:
Cause and effect
Diversity (Biodiversity)
Ecosystem
Similarities and differences
SYSTEM BENCHMARK(S) TO BE ADDRESSED FOR GRADES 3-5, 6-8, 9-12:
Grades 3 - 5
B-1 In social and natural systems that consist of many parts, the parts usually influence one another.
Grades 6 - 8
C-2 The output from a social or natural system can become the input to other parts of social and natural systems.
Grades 9 - 12 (adult)
D-3 Feedback of output from some parts of a managed social or natural system can be used to bring it closer to desired results.
**********
MINNESOTA ACADEMIC STANDARDS
MINNESOTA SCIENCE STANDARD(S) TO BE ADDRESSED:
3.I.B.1 - The student will ask questions about the natural world that can be investigated scientifically.
3.IV.C.2 - The student will know that changes in a habitat can be beneficial or harmful to an organism.
4.I.A.1 - The student will explore the uses and effects of science on our interaction with the natural world.
4.I.B.1 - The student will recognize when comparisons might not be fair because some conditions are not kept the same.
5.I.B.1 - The student will perform a controlled experiment supported by the evidence.
5.IV.E.1 - The student will recognize that individuals of the same species differ in their characteristics and that sometimes the differences give individuals an advantage in surviving and reproducing.
6.I.B.1 - The student will identify questions that can be answered through scientific investigation and those that cannot.
7.IV.B.4 - The student will use and create dichotomous keys.
7.IV.B.5 - The student will use the characteristics of an organism to identify the kingdom to which it belongs.
8.I.B.2 - The student will describe how scientists can conduct investigations in a simple system and make generalizations to more complex systems.
9-12.III.A.1 - The student will identify and research an environmental issue and evaluate its impact.
MINNESOTA HISTORY AND SOCIAL STUDIES STANDARD(S) TO BE ADDRESSED:
9-12.II.G.4 - Students will identify and describe significant changes in Minnesota, issues related to land use, and analyze the impact of those changes and issues.
**********
NI3
NI4
NI5
NI6
NI7
NI8
NI9
NI10
NI11
NI12
Posted by Natural Innovations