- Review Process
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- A project of
This unit, which is taken from the compilation Healthy Water Healthy People, consists of three lessons. It introduces students to macroinvertebrates and their role as environmental indicators through simulated or actual fieldwork and classroom experiences.
Lesson 1 - Benthic Bugs and Bioassessment - Students are grouped, assigned individual tasks, and conduct a simulation of a rapid bio-assessment using common objects in the classroom. The extension activity suggests that students also carry out the activity at a local stream or creek. That might best be done at the end of the unit when students have experience identifying and naming common macroinvertebrates.
Lesson 2 - Water Quality Windows - Through a game-like format and/or research, students explore limiting factors, such as pH, temperature, and dissolved oxygen, that impact macroinvertebrate survival.
Lesson 3 - Invertebrates as Indicators - The lesson begins with students playing a game that simulates change in a stream when an environmental stress or pollutant is introduced. After a few rounds, students discuss ways to reduce or eliminate the stress. They then play again noticing and reflecting on the change. The wrap-up suggestions include a visit to a local stream to gather macroinvertebrates and to assess the health of the stream.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Very Good|
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
The lessons focus on ecology and health, although ethics and aesthetics will likely arise in discussion.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Very Good|
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Satisfactory|
Actual field work is suggested in conjunction with the lessons (lesson one is easily transferable to a local stream). Action beyond changing personal attitudes and awareness is not mentioned in this unit.
|Acting on Learning: |
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
While there is some opportunity for discussion, it is important that the teacher build in opportunity for reflection throughout the learning process.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Poor/Not considered|
Not an aspect of the resource.
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Good|
The out-of-doors is repeatedly suggested as a place for fieldwork. The activities are created to be classroom friendly but can be adapted for the out-of-doors. Students are learning about nature.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning||Very Good|
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Very Good|
While the lessons do not include a historical look at stream life, students are learning stewardship techniques that foster hope.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
A combination of structured inquiry and guided inquiry is used.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning||Very Good|
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|Inquiry Learning||Very Good|
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
|Differentiated Instruction||Very Good|
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
The lessons include classroom friendly simulations, as well as the opportunity to convert the experiences to out-of-doors, authentic field work. The teacher ultimately determines a rating of very good or mediocre.
|Experiential Learning: |
Authentic learning experiences are provided
Group roles are assigned to complete specific tasks in the first lesson. Cooperative learning is a priority throughout the resource. The product is assessed, while the process could be informally assessed.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Very Good|
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Very Good|
|Case Studies: |
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control||Satisfactory|
Choice is incidental. Self-direction in research is a possibility in the second lesson.
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|