This unit will be used in Environmental Science unit of Biology, the Water Pollution unit in Ecology and Chemistry. In this unit students will examine a case study of fish kill in Nancy Creek and identify the environmental conditions that favor life in a fresh water ecosystem.
1. Analyze and interpret data
2. Design and construct a scientific experiment
3. Produce written reports of laboratory activities in accepted formats
4. Investigate the components of a fresh water ecosystem
Relation to Science Education Standards:
27.1 Analyzes the possible causes of certain ecological problems
27.2 Identifies possible solutions to current ecological problems
10.2 Evaluates the importance of chemical equilibrium to production efficiency in industry
11.1 Identifies the environmental conditions that favor life
11.2 Describes the factors that contribute to the major environmental problems
15.2 Describes eutrophication of water by industrial effluents and agricultural runoffs
1.1 Demonstrates proficiency in the use of science process skills in the laboratory
1.2 Produces written reports of laboratory activities in accepted formats
1.3 Evaluates procedures, data and conclusions to determine the scientific validity of research
Elements of ICBL
This case will be introduced as a story to the students. Students will work in small groups to assess the situation. The group will be allowed to gather resources from various places in an effort to develop a possible solution for the situation.
Students will complete research on their own. Students should access MapQuest for location of Nancy Creek in the Atlanta area. Some research time will be allotted during the class period, but most of the research will be completed as a homework assignment. Students will be given a chance to discuss their findings in small groups.
3. Investigative Activity:
Students will be expected to complete thorough research in an effort to develop the best possible solution. After the group develops their solution, students will present their findings to the class in the form of poster presentations, power-point presentations, skits etc
Production of the final oral presentation will be graded based upon a rubric. Successful completion of the Salmon Challenge interactive web tutorial.
Thirty minutes of time for collaboration to develop a hypothesis
Two class periods of discussion and reviewing outside resources within the small groups
Forty-five minutes to complete the salmon challenge
Twenty minutes per group to make oral presentations
The following website (http://dnr.metrokc.gov/wlr/waterres/salmonch.htm ) has an interactive activity called the Salmon Challenge.
The students are to navigate through the game and make the best environmental decisions for favorable living conditions of a salmon fry.