We all live downstream

This lesson uses the North American Streamside exhibit of the North Carolina Zoological Park as an inquiry-based starting point for a stream ecology study.

A lesson plan for grades 8–10 English Language Arts and Science

By Eddie Hamblin

Photo credit.

Learn more

• North Carolina Zoo information about zoo exhibits, hours, and tours
• EPA water topics from the Environmental Protection Agency
• Microsoft Research Maps topographic maps from the United States Geological Service

Related pages

• StreamWatch: This lesson is intended as a long term project to determine the overall health of a stream or wetland. Students identify seasonal changes that occur within the ecosystem, ideally with a minimum of bimonthly or monthly monitoring.
• Decomposition in freshwater: This lesson includes hands-on activities to demonstrate the process of decomposition in a freshwater ecosystem. It also focuses on the importance of decomposition and its critical role in the food chain.
• Jordan Lake Educational State Forest: Students will learn about the ecosystems which make up a forest and the animals that inhabit it.

Related topics

• Learn more about aquatic systems, ecology, environmental science, field trips, labs, science, streams, water, and water testing.

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Learning outcomes

Students will understand how water quality affects the health of stream organisms.

Teacher planning

Time required for lesson

6 days

Materials/resources

• clipboards, notebooks, or AlphaSmart keyboards
• surveyors’ tape
• two tennis balls
• two ping-pong balls
• two stopwatches
• measuring tape
• measuring sticks
• calculators
• seines and/or nets
• buckets
• shallow tubs
• magnifying glasses
• dissolved oxygen kit
• pH paper
• thermometers or temperature probes

Technology resources

• AlphaSmart keyboards (optional)
• computer presentation device with MS PowerPoint software (optional)
• computers with internet connection and word processing software
• electronic temperature probes (optional)

Pre-activities

• Prepare students for the visit to the North Carolina Zoo. Review the objectives of their visit before arriving at the park. When arrangements are made with the zoo for your trip, notify them that a speaker is needed.
• Before the stream surveys, review safety procedures. When arrangements are made with the state park for your trip, notify the park rangers that their assistance with the stream survey will be needed

Activities

Day One

Visit the Streamside exhibit in the North America section of the North Carolina Zoological Park.

1. Scavenger Hunt: Have students circulate through the Streamside exhibit. Have them write down every question that comes to mind while viewing the exhibit.
2. Animal Watch: Choose three animals from the streamside exhibit. Watch each animal for five minutes. Record everything the animal does during the observation time. Note any indication of the animal’s lifestyle based on its behavior.
3. Arrange for a zookeeper, docent, or other attendant to talk to the group about the exhibit. Be sure to ask the zookeeper to discuss water quality in the streamside exhibit and how water quality affects all the organisms—plant and animal—that live there.

Be sure to have students investigate the plight of the Cape Fear Shiner. Read the information given and tell them to find out why the Cape Fear Shiner is endangered.

Day Two

1. Before the class begins: collect the students’ streamside questions from Activity one of the zoo trip. Eliminate duplicates and arrange in a logical sequence. Write on chart or overhead or create a PowerPoint presentation.
2. Have a roundtable discussion. Establish rules for participation; set expectations. Use the discussion tickets to facilitate the group discussion. Give each student five discussion tickets. During the roundtable discussion, collect a ticket from the student before an answer is offered. This will help ensure that no one monopolizes the discussion and gives each student equal opportunity to participate. A class roster and grid, like the roundtable discussion form, can assist in recording the participation of each student. Pose each question and have students offer answers to the questions. Redirect questions not answered in the roundtable discussion to Internet research. Have students share their findings with the class on topics researched.

Day Three

1. Introduce the stream survey to the students. Review procedures for collecting and identifying macroinvertebrates.
2. Review procedure for measuring stream flow. Discuss how the stream is affected by water level and the rate of flow:
   • Low water level causes increased water temperature and decreased level of dissolved oxygen.
   • Low water flow can cause increased algal growth resulting in reduced oxygen level as it decays.
   • Low water level decreased the habitat for stream organisms therefore making them more vulnerable to predators.
   • High water flow increases the amount of sediment causing stream organisms to suffocate.
   • High water flow from storm drains can carry oils, chemicals, waste, and litter into the stream.
3. Review procedure for measuring pH. Discuss how pH affects stream organisms. Use the pH ranges chart to discuss the correlation between pH and the organisms found in a stream.
4. Review procedures for measuring temperature and dissolved oxygen level. Discuss correlation between temperature and oxygen level in the stream (increased temperature=decreased oxygen level).
5. Introduce the stream to be surveyed. Discuss its location and proximity to the school. Use USGS topographic maps to locate and identify the section of the stream to be surveyed. Using the USGS Microsoft Research Maps site, have students locate and print out aerial maps of the stream survey area. Discuss the watershed area of the stream to be surveyed. Have the students look for features such as farmland, industry, residences, etc.

Day Four

Take the students to a familiar stream nearby. Divide the class into three groups for rotation through the stream activities.

1. Aquatic Sampling: Using seines or nets, have students collect macroinvertebrates from the stream. Tell them that most macroinvertebrate species will be found under rocks on the bottom of the stream. Transfer macroinvertebrates into shallow tubs for viewing. Use the macroinvertebrate identification key to identify the organisms found. Have students complete the aquatic sampling survey sheet and document organisms found in the stream. Caution the students on humane treatment of aquatic macroinvertebrates and to release them back to the stream once their survey is complete. Flying insects are easily observed and capturing them is not advised.
2. Calculating Stream Flow: Choose a section of the stream and mark its starting and ending points on both left and right banks. (Be sure to select a section where the banks are reasonably accessible.) Complete the calculating stream flow worksheet. Use measuring tapes to measure the length of the stream on the left and right banks and calculate the mean. Find the width of the stream at the starting and ending points and calculate the mean. Use measuring sticks to take five measurements of the stream depth and calculate the mean. Use two tennis balls (or ping-pong balls) and stopwatches to calculate the amount of time it takes for a tennis ball to flow downstream from the starting point to the ending point. (Note: tennis balls work best in swift moving water whereas ping-pong balls work best in slow moving water.) Take five measurements with each ball and find the mean. Enter all measurements on the worksheet and use the formula to calculate the amount of water flowing in the stream.
3. Stream Assessment: Use thermometers or temperature probes to find the water temperature in shade and in sun. Use pH paper and the dissolved oxygen kit to find the pH and the level of dissolved oxygen in the stream in both the shade and the sun. Record all data on the stream assessment worksheet. Use measuring tapes to measure the width and depth of the stream in five different points. Record the measurements and calculate the mean. Complete the remaining questions concerning the stream and its surroundings.

Day Five

1. Review the stream survey with the students. Review procedures for collecting and identifying macroinvertebrates, measuring stream flow, and testing temperature, pH, and dissolved oxygen level. Discuss correlation between findings and the relative health of a stream.
2. Introduce the next stream to be surveyed. Use USGS topographic maps to locate and identify the section of the stream to be surveyed. Using the USGS Terraserver site, have students locate and print out aerial maps of the stream survey area.

Day Six

1. Repeat the activities from Stream Survey 1 at a river located within a North Carolina state park. Recommended locations: Eno River State Park (Orange County), South Mountains State Park (Burke County), New River State Park (Ashe County).
2. Schedule the trip to the park with the cooperation of the park rangers who will offer invaluable assistance to the stream survey.

Assessment

Day One: Completed questions from the Streamside Scavenger Hunt and observations from the Animal Watch activity.

Day Two: Rubric based on class participation.

Days Three and Five: Printed aerial map from USGS Terraserver.

Days Four and Six: Completed Aquatic Sampling, Calculating Stream Flow, and Stream Assessment worksheets.

Supplemental information

Comments

Measuring Stream Flow and pH Ranges were adapted from Living Water (Eno River State Park; published by the NC Division of Parks and Recreation, Department of Environment, Health, and Natural Resources © 1992).

Macroinvertebrate Identification Key and Aquatic Sampling were adapted from Living Water, Louisiana Macroinvertebrate Stream Survey Form (Acadiana Park Nature Station, Lafayette, LA), Biological Water Quality Measurement (Project Watershed, SUNY College of Environmental Science and Forestry, Syracuse, NY), and Biological Indicators of Watershed Health (United States Environmental Protection Agency © 1999).

Stream Assessment was adapted from Living Water and Save Our Streams, Teachers’ Manual (Isaac Walton League of America © 1994).

The author thanks Luke Hunsucker and Renée Hayes of Archdale-Trinity Middle School, Randolph County Schools, for their contribution to this lesson.