Aquatic and Shore Plant Survey: Curriculum Module

Aquatic and Shore Plant Survey
Developed by: Connie Wood
Fall 97

Summary
This module integrates ecology, biology, botany, technology, measurements, hydrology, mapping and cooperative learning processes.

Connection to the Curriculum
This module demonstrates to the students the important functions that aquatic and shore plants have in a pond ecosystem. It also explores the curriculum topics of diversity, interactions, research methods and botany.

Time
This module will take approximately three weeks with five hours of instruction per week.

Season
This module can be used throughout the school year. There will be more variety of plants during the spring and summer. This unit can be done at different seasons in order to compare the impact of seasonal variables.

Materials
mapping materials
graph paper
string
meter stick
pencil
clipboards
aquatic plant field guide
tree field guide
microscope and /or hand lenses
turbidity tube (can be constructed)(optional)
dissolved oxygen kit
pH meter or pH paper
conductivity meter
water thermometer
alkalinity kit
nitrate, phosphors and potassium kit
plant identification chart
meter rulers
disposable gloves
goggles
camera and film
computer with internet access
clear water/aquatic plant collection jar
plant hook/net

TEKS

7.1A,B 7.2A thru E 7.3A thru F 7.4A,B 8.3A thru E 8.4AB 8.5A thru C 8.11A 8.12C

Objectives
Phase One:

Students will gain an understanding of aquatic and shore plants by surveying the characteristics, adaptations, functions and habitats of aquatic plants. Methods of inquiry will include direct observation, field guide search, textbook search, internet bookmark site study (scavenger hunt), and student generated question search.

Students will obtain data about local aquatic and shore plants (Miller Springs Nature Center). Students will use internet sources to find pictures of specific aquatic plants of their local wetland areas.

Students will obtain information on the characteristics of ponds, streams and wetland areas.

Students will gain an understanding of the methods of mapping. Students will learn pacing and averaging processes in order to estimate the area of their investigation site. They will also understand the concept of scale, direction and keys.

Phase Two:

Students will learn collection methods for water and plant sampling of pond, stream and wetland areas.

Students will draw maps of a local wetland area, pond or stream.

Students will draw the plant type and location of common aquatic and shore plants on their map.

Students will determine a general condition of the wetland area from data gathered from water testing for dissolved oxygen, pH, alkalinity, turbidity, conductivity and plant biodiversity.

Students will determine the interactions between aquatic plants with other biotic and abiotic habitat members.

Students will form an hypothesis of water flow in the area site studied. (source, flow direction )

Students will collect representative water and plant samples from various locations on their study site.

Phase Three:

Students will construct their wetland maps from information gathered at the study site.

Students will observe the activities of aquatic plants from the water and plant samples collected.

Students will form a conclusion about the condition of the study site's water quality from data gathered on site. Students will determine trends and patterns by graphing water data.

Science concepts and terms: plant, adaptation, habitat, leaves, stems, roots, classification systems, kingdom, phylum, class, order, family, genus, species, pH, alkalinity, photosynthesis, submergent, emergent, algae, lake, pond, wetland, true direction, magnetic north

Math concepts and terms: data points, line graph, range, scale, length, average, area, volume,

Technology concepts and terms: internet, world wide web, net search techniques, browser, bookmark, download, slide show, spreadsheet, graphing tool

Group interaction and cooperative learning to collect, identify and analyze aquatic/shore plants and site variables

Procedures
1. Obtain copies of field guides and text that explain the characteristics of plants. Students should know the parts of vascular plants, the difference between vascular and non-vascular plants. Students should know the general classification of aquatic and shore plants to include thallophytes, bryophytes and tracheophytes.

2. Students should research text and internet sources to determine the functions of aquatic and shore plants. They should know the components of the local study site pond ecosystem. Students will investigate the role of plants in gas exchange, nutrient consumers and providers, and as filters for phosphorus, nitrates and pollution.

3. Students will research local aquatic and shore plants on the internet and in the media center resources. They will find all examples given in a master list by their teacher. They will work in cooperative groups and create their own field guide to the local aquatic and shore plants of the study site area.

4. Students will develop two questions concerning either the characteristics or functions of the plants that they have researched. They will e-mail an expert and form a proposed answer to their questions.

5. Students will work in groups and determine the average length in meters of their pace. They will determine their pace by measuring the distance that they travel in 10 paces in three attempts. They will then average their paces by adding the total distance(d) and then dividing total distance (d) by total paces (p). average pace length= d/p

6. Students will practice using a compass to determine magnetic north at their school. Students will draw a map of their school yard. Their map should include a scale determined by the length of their pace, a direction cross, a legend and major features and plants.

7. Students will prepare for water sampling by learning safety practices and proper collection and testing methods for pH, temperature, dissolved oxygen, conductivity, nitrate, turbidity, phosphorous and potassium water testing. Students will understand the instructions in each water test kit. Be sure to wear disposable gloves and goggles when collecting and testing water samples. Practice all collection and water tests at school before going to the study site. Calibrate all meters and chemicals before using. Talk with local health officials to determine if there are any health concerns to consider before testing the water site.

8. Students will travel to the study site and work in groups of three or four to create their pond map. Students will determine the location and type of plants and represent them on the map. Students will approximate the distance around the pond by using paces. Students will determine the magnetic directions and indicate them on the map. Students will determine the distance across the longest points north-south and east-west by using a string and then walking around the pond until they have the correct compass direction. Students will collect water samples and perform water tests at four areas of the pond/shore. They will label these areas on their map.

9. Students will collect plant samples at each water collection and test location. They should try to collect algae, submergent plants and emergent plants. Be sure to label type and location of collection.

10. Students need to gather as much plant and water data as possible in the allotted time. They should record test data on worksheets at the site.

11. Students will develop an hypothesis on water flow direction and water source. They will record it on their data sheets. Students will use a turbidity tube and water sample from each location to determine turbidity at that collection site.

12. Students will document their site by taking photographs and making a log of the subject and location.

13. Students will work in groups to construct a final pond map on graph paper at school. The students will include a scale, direction cross, legend of plant types, water sample locations, date, location name, and any major identifying features on the final pond map.

14. Students will graph the water data they obtained at the study site. Students will graph all data vs locations to determine variables that might influence results and plant growth. The graph can be developed from a spreadsheet computer program if available. Possible comparisons are DO vs temperature, temperature vs pH, or nitrate vs DO. Students will present their map and graphs for class review and discussion.

15. Students will observe functions of the plants they collected. They will take water and algae samples and put one in a sunny area and the other in a dark area. They will observe color changes in the water and look at both samples under the microscope after a given period of time. Sketch algae and moss from microscope observations.

15. Students will observe the plant function of oxygen production. They will put pond weed in a water jar and place it in the sunlight. They will observe the jar for oxygen bubbles.

16. Students will combine all photographs, maps, graphs, charts, student generated field guides and research to create a document of the pond study site.

Questions

What is your average pace?

What plants did you identify at the study site?

Which plants did you find the most? the least?

In what different areas did you find plant? (shore, shallow water, deep water)

As DO increased , what water characteristics increased? decreased?

What process causes oxygen bubbles to form in the plant jar? why?

What happened to the algae that was placed in sunlight? How did the water samples (sunlight and non-sunlight) appear different form the different under microscope magnification?

What is the source(s) of water in the pond? On what information do you base this answer?

How would you characterize the quality of water in the pond? (good, average, bad)? why? (give chemical and biological examples)

Which functions of plants in an ecosystem did you observe? Give specific examples.

Expanding the Lesson
Compare the water quality results of your pond area with water quality for other local sites on the internet. (GLOBE, river authorities, EPA, etc.)

Develop a comparison of plant diversity and animal diversity in the pond.

Survey the aquatic/shore plants in another season. Compare the results.

Build a water filter system using plants. Study variables of nutrients, light, and plant types.

Determine soil pH and compare to the water pH in different areas.

Evaluation
Students can be evaluated with a map rubric. Possible points of evaluation include neatness, accuracy, number and types of plants identified and teamwork.

Students can be evaluated on water testing methods, accuracy of results and the analysis as supported by test results.

Students can be evaluated on the content and completeness of the student guide book that they developed.

Resources
Andrews, William A.. Investigation Aquatic Ecosystems. Scarborough, Ontario: Prentice-Hall Canada Inc., 1987. ISBN 0-13-503129-X

Reid, George K. Ph.D. Pond Life, A Guide to Common Plants and Animals of North American Ponds and Lakes. Racine, Wisconsin: Western Publishing Company, Inc., 1987. ISBN 0-307-24017-7

Fleming, June. Staying Found, The Complete Map and Compass Handbook. Seattle, Washington: The Mountaineers, 1994. ISBN 0-89886-397-X

Jennings, Terry. The Young Scientist Investigates Pond Life. Chicago, Ill.: Children's Press, 1985. ISBN 0-516-08406-2

Internet Resources
Boldt, Paul; Carr, William; Robbins, Thomas; Hicks, Ralph. Miller Springs Plant Survey. http://bellnet.tamu.edu/res_grid/msps.htm

Evans, Jerry. Centex Naturalist. http://www.vvm.com/~jevans

Johnson, Douglas. Western Wetland Flora. Northern Prairie Science Center. http://www.npwrc.usgs.gov/RESOURCE/OTHRDATA/WESTFLOR/Westflor.htm

The G.L.O.B.E. Program. The G.L.O.B.E. Program, Visualizations from Students Data. http://globe.fsl.noaa.gov

Wetland Links. Wetland Links.
http://red.glo.state.tx.us/wetnet/links.html

Texas Parks and Wildlife. Texas Wetland Plants.
http://www.tpwd.state.tx.us/nature/wetlands/

Bill Text, 105th Congress. Water Quality Bills, 105th Congress.
http://thomas.loc.gov/home

*These are examples of URLs that I use in my study site area for plant identification and water quality comparisons.

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