Unit 3 Water Quality unit 3... · 2015. 2. 2. · Water Unit 3 Water Quality VELS 3 Created by...

Water Unit 3 Water Quality VELS 3 Created by Waterwatch (North East Catchment Management Authority) 2008 Updated 2012 VT

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Unit 3 Water Quality

Level 3 – (Grades 3 & 4)

Bloom’s Taxonomy Activity Duration Page

Analyse & Remember 1. Understanding Water Quality 45 mins – 1 hour 4-5

Analyse & Apply 2. What affects water quality? Part 1: Invisible and visible pollutants Part 2: How do pollutants affect waterways? Part 3: Spot the differences

Part 1: 1-1.5 hrs Part 2: 1 hour Part 3: 1 hour

5-11

Apply & Analyse 3. Exploring Salinity Part 1: Fresh & Salty Part 2: Salinity & Plants

Part 1: 45 minutes Part 2: 2-3 hours (total over 2 weeks)

12-14

Apply & Analyse 4. Testing the water Part 1: Getting started Part 2: Preparing for your site visit Part 3: Arriving at your site Part 4: Interpreting your results

Part 1: 1.5 hours Part 2: 30 mins Part 3: 1.5 hours Part 4: 45 mins

15-20

Remember & Evaluate 4. The Search for water bugs! Part 1: Bug Hunt Part2: Getting to know your bug Part3: Reviewing your bug search Part4: Macro-invertebrate extension activities

Part 1: 1.5 hours Part 2: 1 hour Part 3: 1.5 hours Part 4: > 3 hours

21-25

VELS Links 27-30

TOTAL: Approximately 18 Hours

Unit Overview The activities included in this unit will help demonstrate the importance of water quality and how this links to the whole of the catchment. Students will build on their knowledge and awareness of water quality with particular relevance to the North East Region. This unit follows on from Unit 2: Catchments and will investigate how our waterways can be affected by different types of pollutants. Students will explore how water quality is tested by measuring the physical,chemical and biological characteristics of a stream. This unit of work will lead into Unit 4: Water Treatment. For further information and support please contact North East Waterwatch.

Did you know? The diversity of land uses in North East Victoria means that waterways are increasingly in danger of becoming contaminated, particularly with nutrients and sediments that play a major role in the growth of blue-green algal blooms. One of the major roles of the North East Catchment Management Authority is to promote practices to protect and improve water quality in the Region. (North East Catchment Management Authority, Annual Report. For more information go to www.necma.vic.gov.au)

http://www.necma.vic.gov.au/OurPrograms/Waterwatch/ContactUs.asp


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Background Fresh water is our most valued and sought after renewable resource. Vegetation clearing, modified land uses, urban development and changes to the natural flow of our rivers have affected the physical, biological and chemical characteristics of fresh water. These activities have contributed considerable quantities of sediment, salts, nutrients and toxic chemicals to our waterways and wetlands. Good water quality is important since poor water can affect human health, harm wildlife and limit food production.

Keywords & Definitions

The following keywords and definitions will be explored throughout this unit. To enable students to become familiar with the terminology the keywords and their definitions can be used as ‘words of the week’. Have students write out the keywords and definitions and put them up in the classroom or write them on the board for easy reference.

Algal Bloom: A condition which occurs when excessive nutrient levels and other physical and chemical conditions facilitate rapid growth of algae. Algal blooms may cause changes in the water colour, smell and toxicity. The decay of algal bloom may reduce dissolved oxygen levels in the water

Aquatic: Relating to water; a plant or animal that lives in the water, whether it be freshwater, seawater or brackish (a combination of both)

Bank: The steep part on the side of a river, creek, channel, above the water level

Catchment: The area of land that is surrounded by hills, mountains or high ground from which all runoff water flows to the same low point.

Dissolved Oxygen: Oxygen dissolved in water. Essential for plants and animals to be able to survive in the water. Low dissolved oxygen levels are harmful to aquatic species.

Downstream: In the direction of the current of a river or creek

Electrical Conductivity (EC): Measure of a materials ability to conduct an electric current. Used as an indicator of salt in aquatic ecosystems as the saltier the water, the more conductive it is.

Habitat: The preferred location or ‘home’ for plants and animals.

Introduced species: Species of plants or animals living in areas where they do not naturally occur. May have been deliberately or accidentally moved to an area by humans.

Invisible pollutant: Pollutants that attach to fine sediments or dissolve in the water. Includes: Nutrients, Heavy metals, Salts, Toxic substances (e.g. herbicides and pesticides).

Less visible pollutant: Small particles between 5 and 0.5mm. Includes sediment from construction sites and erosion.

Macro-invertebrate: An invertebrate (animal without a backbone) that can be seen with the naked eye.

Native species: Organisms (plants & animals) originally living or growing in a certain place


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Nutrients: Substances required for the growth of plants. Come from the atmosphere and living matter and include such things as nitrogen and phosphorus. They are essential for plant growth but if too much is present land and aquatic ecosystems can be harmed.

Organic material: Any material which originated as a living organism (i.e. moss, compost, manure)

pH: pH is a chemical test that tells us whether something is acidic, neutral or alkaline. Measured on a scale of 1-14 with 1 being the most acidic (e.g. battery acid), 7 being neutral (freshwater) and 14 being the most alkaline (e.g. bleach).

Pollution: The addition of rubbish, chemicals, fertilizers and nutrients to the environment

Run-off: Water from rainfall or melting snow flowing over land.

Salinity: The concentration of salt in the water. It can be measured in parts per million or grams per litre

Sediment: Small pieces of rocks, soils and other natural material

Stormwater: Rainwater that runs off roofs, roads, car parks, gardens and footpaths into stormwater drains and flow into our creeks, rivers and bays

Toxicants: Something that is harmful to an environment, animal or human

Turbidity: Turbidity is an indicator of water clarity.

Visible pollutant: Rubbish, litter leaves and twigs larger than 5mm


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Activity One: Understanding Water Quality

Overview:

This activity will introduce your students to water quality and some of the issues relevant to the North East Region. Students will develop a K.W.L to explore their current understandings and review what they already Know, what they Want to know and what they have Learnt about water quality.

Duration:

45 mins – 1 Hour

Equipment:

Table 1: K.W.L activity

Four large pieces of butchers paper

Student journals or workbooks

Activity:

1. Draw a K.W.L table like the one shown in Table 1 on butchers paper

2. Explain to students that as a class they are now going to make a plan to investigate what they know about water quality

3. Ask students to write in their workbooks the sentence ‘What is water quality?’ Under this sentence ask the students to list facts about the topic that they already Know.

4. Once the students have completed the first step, ask them to select one point they have recorded, without repeating what has previously been said, to share with the class. Write the points up on butcher’s paper under ‘what I Know’. Add any additional points from students not already listed.

5. Next ask students to write in their workbooks the sentence ‘What affects the quality of the water?’ Under this sentence the students write down what they Want to find out about this topic. Students should be encouraged to look for broad ideas, rather than having a narrow focus.

6. Again ask students to select one point that they have recorded that they want to share with the class, without repeating what has previously been said. Write the points up on the butcher’s paper under ‘what I Want to know’.

Please note**: The final column will be completed once they have completed their unit on water quality. When you return to complete this section, advise students that this section is their chance to think about what they have learnt while studying what water quality is about and what affects it. Alternatively ask students to keep a record of what they have learnt throughout the water quality unit and fill in the final column of what I have Learnt as they go along.


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Table 1: K.W.L Activity

Topic: Understanding Water Quality

What I Know What I Want to know What I have Learnt**

(Facts)

Oils washed into a waterway from the road can affect water quality

(Questions)

What can we do to improve water quality?

(Related concepts)

Tree planting activities can help to improve water quality in our waterways

Activity Two: What affects Water Quality? This Activity has been adapted from the Stormwater Education Manual developed by Waterwatch Victoria and the City of Greater Geelong 2002

Overview:

This activity will assist students to understand the different types of water pollutants and how they affect the quality or health of the waterway. Different types of pollutants will be addressed – visible pollutants such as rubbish as well as less obvious pollutants such as soils and the completely invisible (microscopic size) pollutants that dissolve in the water or attach to sediments such as salts.

Duration:

Part 1: 1.5 – 2 hours

Part 2: 1 hour

Equipment:

Two glasses of drinking water

Teaspoon of salt

A set of 3 pollutant heading cards for each group from Table 1 below

A set of picture cards from Table 2 below

If you choose not to use the picture cards you will need to collect samples of each of the pollutants

(optional)

A copy of the chart shown in Table 3 below

Butchers paper for each group


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Activity:

Part 1: Invisible and visible pollutants

1. To help introduce this activity and demonstrate visible pollutants to your students collect some visible rubbish such as cans, plastic bags and paper

2. To assist in describing invisible pollutants hold two glasses of water in front of the students and pour a teaspoon of salt into one of the glasses and stir it till it dissolves.

3. Swap the glasses around so students don’t know which is which and ask the students if they can tell which is ‘polluted’ with salt and if they can explain what has happened to the salt?

4. Ask your students to name some more pollutants and write these on the board in the three following columns: Highly Visible/Large Pollutants, Less Easily Visible/Very Small Pollutants and Invisible Pollutants.

5. Now using a Silent Card Shuffle, students will match the pollutant examples to the correct heading card as introduced above. For example, they match the paper and plastic to the visible heading card

6. Prepare your cards for the activity by cutting out a set of the pollutant headings from Table 1 for each group

7. Cut out a set of pictorial cards (adding some more items) from Table 2 for each group

8. Add any more items you can think of into the set of picture cards

9. Break your class into small groups of three or four

10. Using the Silent Card Shuffle get your students to work together without any talking or whispering and get them to place the relevant cards under each of the headings. They can use actions and all members of the team should move the cards around. Explain that there are no wrong answers they just have to agree to which cards sit under which heading.

11. Once the cards have been arranged members of each group may talk and question each other about the moves, asking them to justify their decisions. They may make changes if they want to.

12. Ask a member of each group to stay with the cards and get remaining members to circulate the room and look at the order of other groups and encourage them to ask questions as they go.

13. Allow groups to return to their table and change the order of the cards if they want to.

14. As a whole group discuss the items and the headings and anything that may be of interest.

Table 1: Silent Card Shuffle Topic: Pollutant heading cards

Categories: A set of heading cards to be distributed to each group

Highly visible

Less easily visible

Invisible


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Table 2: Picture cards Topic: Pollutant picture cards

Pollutants: Distribute a set of picture cards to each group

Paper

Silt

Cigarette Butts

Plastic bags

Cans

Gravel

Bottles

Salts

Leaves

Dog poo

Gravel

Soil from the garden

Lawn clippings

Fertilizer washed off a paddock

Oil washed off a road


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Part 2: How do pollutants affect waterways?

1. Now that your class are familiar with what items might pollute our waterways you may want to get them to think about the impact this has on the waterways. Using a chart like the one in Table 3 get your students to reform their small groups and discuss how each item on the picture cards might affect the water quality and where it comes from.

2. Have each group draw a table with three headings: Pollutant type, Impact and Source on a piece of butchers paper

3. Quietly get each group to list the pollutants, what impact this may have on the waterway and where they think the pollutant comes from

4. Once each group has finished their discussion draw a chart on the board and get each group to share their results compiling a summary of their findings.

5. Get your students to list these in their workbooks so that they can add them to their ‘what have I Learnt’ section of the K.W.L in Activity 1.

Table 3 Use the three headings from the table below, some of the examples might help get the discussion moving with your class

Visible/less visible or invisible

Pollutant

Impacts on waterways Source of pollutant

Rubbish/litter (Visible) Mainly visual

Interferes with aquatic life

Fast food outlets, commercial areas, residential areas

Sediment (less visible) Muddy water

Siltation

Smothering of aquatic life

Construction sites, unmade roads, industrial areas, eroding stream banks

Nutrients (invisible) Promotes excessive plant and algal growth

Blue-green algal blooms

Waterway closed to swimming/fishing during algal bloom

Animal droppings, sewer overflows, sewage treatment plant discharges, fertiliser application

Toxicants (invisible) Kills aquatic life, especially animals high up in the food chain

Cars, car parks, roads, industrial areas, chemical spills, atmospheric deposits

Substances that decrease the oxygen in the water (less visible)

Low oxygen levels in water

Stress on aquatic wildlife

Smells

Animal droppings, grass and leaf litter, sewer overflows


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Part 3: Spot the differences This activity has been modified from the Waterwatch Victoria Education kit

Now that the class is familiar with different types of pollutants and the effects they may have on our waterways use the following river scenes to develop the students visual skills in interpreting water quality and stimulate ideas about how to improve river habitat and water quality.

1. Print out the required number of ‘Spot the Rural Differences’ and/or ‘Spot the Urban Differences’.

2. Working in small groups students should carefully review the ‘How it was’ and ‘How it often is now’ scenes and list the main differences between the waterway in both scenes.

3. Compile a class list to describe the differences and discuss the reasons why the river scene has changed after European settlement (see the following teacher notes for sample answers).

4. Working in small groups again review the ‘What we can do’ and ‘A healthy future’ scenes and the list the ways the river has been improved and the activities that people have undertaken to improve the degraded river.

Teacher notes

How it was How it often is now Cause & Effect What we can do to ensure a healthy future

No visible or invisible pollutants in the river

Pollutants wash into stormwater drains or directly into waterways

Lots of rubbish in the river

Oil or cleaning detergents can run into waterways from cars parked on concrete. Chemicals from factories drain into waterways.

People dump rubbish such as car parts or plastics into the river or places where it can be washed into the river. Rubbish in the water is a danger to wildlife that may eat it or become trapped in it

People wash their cars on the lawn instead of concrete.

Factories carefully remove or treat chemical waste.

Clean existing rubbish out of waterway area and prevent further rubbish entering.

River banks covered with native vegetation

Riverbanks bare and eroding

Eroding riverbanks mean more soil enters the waterway, muddying it up.

Replant native streamside vegetation

Many native animals, no non-native animals such as cattle, dogs, cats, horses, sheep

Few native animals, many non-native animals

Livestock with unlimited access to the river means vegetation is eaten or trampled increasing erosion and their manure adds too many nutrients to the water.

Dogs, cats and foxes disturb and eat native animals

Fence off livestock from rivers to limit access and provide water troughs


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Spot the Rural Differences

How it was

How it often is now

What we can do

A healthy future


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Spot the Urban Differences

How it was

How it often is now

What we can do

A healthy future


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Activity Three: Exploring Salinity This activity has been adapted from the Wimmera Catchment Management Authority education resource ‘Fresh & Salty’ and the North Central Catchment Management Authority’s ‘Environmental Education Resource – Salinity’.

Overview:

This activity is an extension of the previous water quality activities and looks into more detail at the issue of

salinity and its impact on the environment. Salinity is simply the presence of soluble salts in soils and

waterways. Salts are substances such as common table salt (sodium chloride NaCl), limestone (calcium

carbonate CaCO3) and many others. They are picked up by the water as it runs over and through the rocks

and soils of the catchment. Low levels of these salts are vital to the growth of aquatic plants and animals

but high levels can cause problems for aquatic life and for human uses such as crop irrigation. Increasing

salinity is a serious issue affecting our waterways, soils, vegetation, landscapes and biodiversity. Impacts

have led to declines in fish and invertebrate populations, riparian vegetation and losses to land productivity

and recreation areas.

Duration:

Part 1: 30-45 minutes (DVD runs for approximately 8 minutes).

Part 2: 2-3 hours (total over a 2 week period)

Part 1: Fresh & Salty

Equipment:

Fresh and Salty DVD (available to loan from Waterwatch North East)

Background

The Fresh & Salty DVD was created by the Wimmera Catchment Management Authority and artists from

Regional Arts Victoria with support from the Bureau of Rural Sciences. This informative and entertaining

short film injects humour and animation into this serious issue. The use of animated puppetry captures

imaginations and facilitates a connection to and understanding of the subject.

1. Introduce the issue of salinity in Australia and view the Fresh & Salty DVD (running time for the film

is approximately 8 minutes)

2. Follow up with a class discussion of some of the terms and concepts covered in the film.

Some suggestions include:



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What type of river life is affected by increased salinity? – Animals such as macroinvertebrates,

fish, birds and platypus as well as plants.

What is ground water? - When it rains water can run-off the surface of the land into streams

and rivers, be used by plants or soak into the ground below the root zone of plants to become

part of the ground water system.

What is the watertable? – The upper surface of the groundwater.

What happens when trees are removed? - Trees act like pumps, drawing water up through

their roots. When deep-rooted vegetation such as trees are removed the amount of water that

moves past the root zone into the ground water system increases causing the watertable to

rise and bringing salts from deep in the earth up to the surface. This salt is then washed into

our waterways causing salinity problems.

Part 2: The effect of salinity on plants Conduct a simple science experiment to investigate the effect of salinity on seed germination and plant

growth over a 2 week period. This experiment will help students to understand how salinity can affect

cropping and agriculture in North East Victoria.

Equipment:

Fast growing seeds eg: Bean, radish, alfalfa or barley seeds

Table salt

Teaspoon

Distilled water (available from supermarkets)

Four 2L containers for water samples with varying

levels of salt

Dish for growing seeds

Cotton wool

Labels for water containers and seed dishes

Image by Chamaron Garden


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Procedure:

1. Prepare water samples and labels:

Tap water – no salt added (Tap water)

Distilled water – no salt added (Distilled water)

Distilled water – 2 teaspoons of salt added (Slightly salty water)

Distilled water – 10 teaspoons of salt added (Extremely salty water)

2. Make a bed of cotton wool on the bottom of each growing dish and label each dish with the

appropriate water sample salinity level.

3. Spread seeds (not too thickly) across the cotton wool on each dish (each dish should have the same

type and number of seeds)

4. Add the appropriate sample water to each dish to moisten the cotton wool

5. Place the seed dishes in a warm, safe place with access to sunlight

6. Check the dishes each day and water with the appropriate water solution as necessary to keep the

cotton wool moist

7. Observe the seeds each day for 2 weeks and record the number of germinated seeds and height of

plant growth. You may wish to record what you see:

In a table

By drawing labelled pictures

Taking photographs

Producing a bar graph to compare results for each sample

A combination of these

8. Discuss the results or have students write up a scientific report detailing

1. The aim of the experiment

2. The materials and methods used

3. The results

4. A discussion of the results:

What effect does salt have on seed germination?

What are the implications for farmers in salt affected areas?

How might native plants, animals and ecosystems be affected by salinity?


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Activity Four: Testing the Waters

Overview: Now that your students are familiar with different types of pollutants, impacts and sources, they will have an opportunity to apply some of this knowledge and collect water quality information at your local waterway. The water quality data collected during this activity will help create an overall picture of river health in your local area. You may wish to share your discoveries and compare findings with other schools in the region to gain a better understanding of the health of waterways in the north east catchment area.

Duration: Part 1: 1.5 hours

Part 2: 30 minutes

Part 3: 1.5 hours

Part 4: 45 minutes

Equipment:

Waterwatch can provide assistance with ordering equipment and obtaining grants to purchase a Waterwatch monitoring kit. Please contact us for further information.

Waterwatch Monitoring Kit

Cut out a set of cards for each group from Table 1

Waterwatch Schools Methods Manual

Waterwatch Instruction Manual

Waterwatch Monitoring Plan (please contact North East Waterwatch to develop a 12 month monitoring plan for your class)

OH&S checklist, page 4 from Waterwatch Schools Methods Manual

Water Sample bottle

Waste water bottle

School Record sheet and clipboard

Pen

Access to the internet

Gumboots or appropriate footwear

http://www.necma.vic.gov.au/OurPrograms/Waterwatch/Schools.asp

http://www.necma.vic.gov.au/OurPrograms/Waterwatch/images/North_East_Schools_Methods_Manual_20082.pdf


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Part 1: Getting started!

1. Contact North East Waterwatch to notify them of your interest in this activity

2. Explain to your students that they are going to investigate where or if pollution exists in your waterway and identify the sources/causes of this pollution

3. Before beginning encourage your students to have a discussion about what water quality issues might be relevant to your immediate area, based on the knowledge gained from the previous activities.

4. Working with your local Waterwatch Facilitator, identify which waterway would be best to monitor and which water quality parameters your class would like to investigate.

5. Using the information included in the Schools Methods Manual and Waterwatch NE Methods Manual get your students to review the tests you wish to conduct by getting them to match the cards in Table 1. Print off the cards, (one set for each group) and have them shuffle them up and then match the equipment with the test and the meaning.

6. Once you have discussed as a group and agreed on the order, have your students record this information in their workbooks so they can refer to this throughout the year

7. Once you, your students and the Waterwatch Facilitator have decided which tests you would like to conduct record all this information on the Waterwach Schools Monitoring plan.

8. Once all other information has been finalised as a class send a copy to Waterwatch and retain a copy for your own records – you are now ready to start monitoring!



http://www.necma.vic.gov.au/OurPrograms/Waterwatch/images/North_East_Methods_Manual_2008.pdf


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Table 1: Water Quality Tests

Equipment Test What it measures How to measure it

Turbidity

How clear the water is

A turbidity tube

Water Temperature

How hot or cold the water is

A temperature probe or thermometer

pH

How acid or alkaline the water is

A pH meter or pH strips

Conductivity

How much salt is in the water

A salinity meter

Dissolved Oxygen

How much oxygen is in the water for plants and

animals

A chemical test to measure the colour change of the water

Phosphorus

The nutrient level of the water

A chemical test using a colour change chart to

read results

Macro-invertebrates

Diversity of bugs in the water

Dip nets, plastic trays, identification key and a

record sheet


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Part 2: Preparing for your site visit

1. Before proceeding at this point it is important to discuss the Occupational, Health & Safety issues with your students – what are the risks of a site visit and what precautions do they need to take when at the site? All this information is included in the Waterwatch Schools Method Manual - simply tick off the OH&S checklist.

2. Break your class into small monitoring groups, ideally groups of 3-4 depending on how much equipment you have to share around.

3. Ensure that all the students in each group have a role to play:

1x Scribe – is responsible for writing down all the results on the record sheet and any other comments that may be relevant

1x Reader of instructions – will closely follow the Instruction Manual and direct the tasks that need to be undertaken

One person to conduct each of the tests (3-5) – with guidance from the reader this person will follow instructions and conduct one of the tests

1x timer - responsible for timing the tests, if required

4. Distribute the kits and ensure each group has a waste bottle, water bottle, school record sheet, clipboard and a pen.

5. Get each group to go through the Methods Manual and discuss the procedures with their group

Part 3: Arriving at your site

1. Once you arrive at your site, find a safe and accessible spot for your groups to be placed. It is a good idea to spread each group along the bank, allocating a different section of the stream for each group to monitor.

2. Firstly ensure all water sample bottles are rinsed twice prior to collecting the sample; this avoids any contamination from previous testing.

3. Get students to take the sample upstream from where they are standing to avoid disturbance and from the middle of the creek - as far from the bank as possible using the extension pole if available (middle means halfway between the sides of both banks and halfway between the top and the bottom of the water.) In some instances this may not be possible but try to sample as far from the bank as possible using the extension pole if available.

4. Samples should not be taken from:

- Non-flowing water near the stream edge

- The surface of the water

5. Once the water samples have been collected have the groups reform and students gather and conduct their tests closely following the Waterwatch Schools Methods Manual and instructions inside the kit

6. The scribe will need to clearly record the results on the Schools Record Sheet provided and any other observations/comments made during the testing

7. Once all testing has been completed ensure all the equipment is clean and returned back into the kit





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Part 4: Interpretation of Results

1. Once you have returned back to the classroom you will need to get your students to record your results again on the Schools Record Sheet either electronically or by filling in the hard copy and posting it to Waterwatch. (Please note teachers must verify results before the record sheet is sent into Waterwatch)

2. Once your record sheet has been posted to Waterwatch use the chart below to discuss results as a class for each of the tests conducted. Ask your students what the results may indicate and what this might mean for the water quality (excellent/very poor etc.).

3. Print out the Interpretation Chart (Table 1 below) and stick it on the wall in your classroom. Get your students to cut out the fish from the chart below and stick them into the relevant section of the table, depending on the results you have gained from your testing.

4. Each term or each time you conduct the testing at the waterway encourage groups to also record their results in their workbooks. This way they can keep track of any changes throughout the year and use this information at the end of the project to compare the health of the water.

Excellent Good Fair Poor Very Poor

Excellent Good Fair Poor Very Poor




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Table 1: Data Interpretation Chart

Place the relevant fish in the appropriate

square, to give you an indication of the water

quality

Excellent

Good

Fair

Poor

Very Poor

Amount of oxygen in the water (%)

80—110 Between

70-80 or 110-130

Between 50-70

or 130-150

Between 40-50

or 150-160

Less than 40 more than 160

Phosphorus (mg/L)

Less than 0.008

Less than 0.025

Less than 0.050

Less than 0.1

More than 0.1

Turbidity (N.T.U)

Less than 15

Less than 18

Less than 20

Less than 30

More than 30

Salinity (E.C)

Less than 30

Less than 100

Less than 500

Less than 750

More than 750

pH (units)

6.0-7.0 5.5-6 or

less than 8.0 8.0-8.5

5.0-5.5 or 8.5-9.0

Lower than 5.0 higher than 9.0


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Activity Six: The Search for Water Bugs! This Activity has been adapted from the Sydney Water and CSIRO’s Double Helix bug guide and the Catchment Capers Resource, Goulburn Broken Waterwatch project.

Overview: This activity is best delivered with assistance from North East Waterwatch and follows on from the previous water quality monitoring activity. Macro-invertebrate (water bug) sampling compliments other water quality tests because it can detect the presence of most environmental stresses and provide general indications about the type of pollutant in the water. By following this activity students will be able to conduct sampling which will demonstrate the variety and number of macro-invertebrates found in the water.

Duration: Part 1: 1.5 hours

Part 2: 1 hour

Part 3: 1.5 hours

Equipment:

Waterwatch can provide assistance with ordering equipment and obtaining grants to purchase equipment or depending on availability some equipment may be borrowed. Please contact us for further information.

Dip net - challenge students to come up with ideas and designs for these. Simple nets may be made using a frame and pole with stocking or shade cloth material or even butterfly nets.

White plastic tray or container for sorting

Hand lens/microscope

Schools Record Sheet and pen

Macro-invertebrate Identification Chart -copies can be provided by Waterwatch or print your own

Plastic spoons

Ice cube trays for sorting bugs

Gumboots

Gloves

Butchers paper

Part 1: The Bug Hunt! 1. Following the Waterwatch Schools Method Manual review the OH&S checklist again for this

activity.

2. Get your students to help collect and organise the monitoring equipment needed for the bug sampling session and make your way to the site.

3. Upon arriving at the site, point out any risks that may be associated with accessing the water and any other OH&S issues.

http://www.necma.vic.gov.au/OurPrograms/Waterwatch/


http://www.necma.vic.gov.au/OurPrograms/Waterwatch/images/NEW_ID_CHART_2nd_Version.pdf



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4. Distribute the equipment amongst your small groups and remind them that the idea is to sample as many ‘habitats’ as possible. Some bugs live on the water surface, some in the water itself, others on or in the bottom of the river or creek, in the surrounding vegetation or amongst the rocks.

5. Use your dip net to catch some of the freshwater animals near the reeds, from the surface of the water and under rocks.

6. Place the contents into 4 cm of clean water in the white tray.

7. Get your students to study the animal with a magnifying lens and try to identify it using the Macro-invertebrate Identification Chart.

8. Circle each bug on the chart that you find. If you find something that doesn’t appear in the chart make a sketch of it and record that sketch on your record sheet

9. Count how many types of bugs you find and record the number of each type found. You can now return all your bugs carefully into the water and get your students to rinse the trays.

10. Using the record sheet work out the sensitivity of the most dominant bug found. This will give your class a simple but good indication of the water quality in your local waterway.

Part 2: Getting to know your bug!

1. Based on the information found at your local waterway students can now get to know their bugs by doing a little more research.

2. Working in their small groups get each group to decide on the most dominant bug found. Using macroinvertebrate identification keys and books (available from Waterwatch) have students identify the bug based on the way it looked, the size and the color. This activity is a great way of reviewing what was found and identifying some of the body parts of each of the bugs.

3. Once they have decided on the components of the bug they may now research it in further detail or use plasticine to make a real life model of the bug. Suggestions and more information on this activity can be accessed from the resource Bugasaurus Explorus (copies available for loan from Waterwatch).

Part 3: Reviewing your bug search!

1. Once you have completed your research into the bugs ask your students to consider the following by using De Bono’s six thinking hats.

2. You could use one of two organisational options for this activity – one may be to divide a piece of paper in six sections based on the information in Table 1. Alternatively you could divide the room into six stations and ask the students to split into six groups and consider the topic.

3. Rotate your class at regular intervals so that each of the sub topics can be covered and once you have worked through the activity get each group to write their results on some butchers paper and stick it around the room for review at a later date.




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Table 1: De Bonos Six thinking Hats

Topic: Macro-invertebrates

White Hat (Facts)

What type of bugs did you find in your stream and what does this tell us about the quality of the water?

From your results what was the dominant species found in the water and what sensitivity level are these bugs?

Were there any other findings from the bug survey that is important to mention?

Red Hat (Feeling & hunches)

How do you feel about the number of bugs found in your stream?

What do you feel might help to improve the bug life?

What habitat do you think the bugs liked the best? (reeds, bottom of water, surface of water?)

Yellow Hat

(Positive, sunny hat)

Do you think it is good to have bugs in the water?

What good habitat was provided for the bugs at your stream?

Why is the water quality good?

Black Hat

(Caution, weak points)

Why is pollution bad for the bugs in the water?

What pollution was obvious at the site and how might this affect the bugs in the water?

What problems do you think we could face if we take or remove vegetation from the area?

Green Hat

(Creative, alternatives)

Can you think of some way we could record your results so that you can share them with the whole school?

Can you think of something creative or crazy we can do to increase our bugs in the water?

Blue Hat

(What have I learned?)

How has your thinking changed about bugs in the water?

What do you think the next step for us to improve the habitat for the bugs?


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Part 4: Macro-invertebrate extension activities These activities have been adapted from Sustaining River Life. A years K-12 curriculum and activities guide for teachers and natural resource managers. T Rucosky Noakes and B Phillips (Ed) 2010

1. Macro-Invertebrate worksheet (see following page)

Print out copies of the worksheet and distribute to students

Ensure copies of the Waterwatch Macro-invertebrate Identification Chart and other macro-invertebrate ID resources (available from Waterwatch) are available for students to refer to.

This illustration shows the correct colouring for the macro-invertebrate worksheet:

2. Macro Media

Encourage students to further explore the importance of macroinvertebrates in their catchment and their role as water quality indicators using any type of art medium

Possible ideas include creating:

o a poster

o a mural

o a short story

o a film or animation

o a song

o a play or performance



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Macro-Invertebrate worksheet

(Adapted from Sustaining River Life. 2010)

1. Fill in the blanks to name these animals (use macro-invertebrate identification resources to help)

2. Colour the very pollution tolerant creature with the swirled shell bbrroowwnn

3. Colour the very pollution sensitive animal with 3 tails ggrreeeenn

4. Colour the pollution sensitive Water Mite rreedd

5. Colour the pollution tolerant Yabby bblluuee

6. Colour the Water Flea ppuurrppllee

7. Colour the animal that builds its own shelter yyeellllooww

C_ _D_ _ _L_ _ _ RV_ _

_ _B_Y

_A_T_ _ M_ _ _

M _ Y _ L _ NY_ _ _

F_ _ S_W_ _ _ _ S_ _ _L

W_ _ _ R FL_ _


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Unit 3 Water Quality

LEVEL 3: VELS LINKS

Activity Description of Activity

Links to VELS (DOMAIN: Dimensions)

1. Understanding

water quality

KWL on water quality

SCIENCE: Science knowledge and understanding

Describe natural, physical and biological conditions and human influences in the environment, which affect the survival of living things

2. What affects water quality

Part 1

Silent card shuffle and experiment on water pollution



THINKING: Reflection, evaluation and metacognition

Students identify and provide reasons for their point of view, and justify changes in their thinking CIVICS AND CITIZENSHIP: Knowledge and understanding

Students explain why protection and care for the natural and built environment is important INTERPERSONAL DEVELOPMENT: Building social relationship

Students work with other to reduce, avoid and resolve conflict Working in Teams

Students cooperate with others in teams for agreed purposes, taking roles and following guidelines established within the task

Part 2

Creating a table on how pollutants affect waterways



CIVICS AND CITIZENSHIP: Knowledge and understanding

Students explain why protection and care for the natural and built environment is important HUMANITIES: Knowledge and understanding

Describe how people use and affect different environments in Victoria


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THINKING: Reflection, evaluation and metacognition

Students identify and provide reasons for their point of view, and justify changes in their thinking INTERPERSONAL DEVELOPMENT: building social relationships

Students support each other by sharing ideas and materials, offering assistance, giving appropriate feedback and acknowledging individual differences.

Working in Teams

Students cooperate with others in teams for agreed purposes, taking roles and following guidelines established within the task PERSONAL LEARNING: Managing personal learning

Students complete short tasks by planning and allocating appropriate time and resources ENGLISH: Writing

Students order information and sequence events using some detail or illustrative evidence, and they express a point of view providing some information and supporting detail

3. Testing the waters

Undertaking waterwatch monitoring at your local waterway



Science at Work

Plan, design, conduct and report collaboratively on experiments relating to their question about living and non-living things and events

Select and use simple measuring equipment, use a range of appropriate methods to record observations, and comment on trends

Describe the concept of a fair test and identify the variables associated with an experiment

Develop fair tests to make comparisons and explain how they have controlled experimental variables

Describe safety requirements and procedures associated with experiments


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CIVICS AND CITIZENSHIP: Knowledge and understanding

Students explain why protection and care for the natural and built environment is important Community engagement Students participate in activities to protect and care for the natural and built environment HUMANITIES: Knowledge and understanding

Describe how people use and affect different environments in Victoria INTERPERSONAL DEVELOPMENT: Building Social Relationships

Students work with others to reduce, avoid and resolve conflict Working in teams

Students cooperate with others in teams for agreed purposes, taking roles and following guidelines established within the task PERSONAL LEARNING: The individual learner

Students cooperate with others in teams for agreed purposes, taking roles and following guidelines established within the task Managing personal learning

Students set short-term, achievable goals in relation to specific tasks

Students complete short term tasks by planning and allocating appropriate time and resources HEALTH AND PHYSICAL EDUCATION: Movement and physical activity

Students follow safety principles in games and activities MATHEMATICS: Measurement, chance and data

Students recognise and use different units of measurement including informal (eg paces), formal (eg centimetres) and standard metric measurements (eg metre) in appropriate contexts

Students read linear scales (eg tape measure) and circular scales (eg bathroom scales) in measurement contexts Working mathematically

Students apply number skills to everyday contexts such as shopping with appropriate rounding to the nearest five cents.


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4. Searching for waterbugs

Undertaking waterwatch bug identification using de Bono’s 6 hats and students build a bug on-line


Identify and describe the structural features of living things, including plants and animals


Science at Work

Select and use simple measuring equipment, use a range of appropriate methods to record observations, and comment on trends

Describe safety requirements and procedures associated with experiments CIVICS AND CITIZENSHIP: Knowledge and understanding

Students explain why protection and care for the natural and built environment is important INTERPERSONAL DEVELOPMENT: Building social relationship

Students work with other to reduce, avoid and resolve conflict Working in Teams

Students cooperate with others in teams for agreed purposes, taking roles and following guidelines established within the task PERSONAL LEARNING: Managing personal learning

Students complete short tasks by planning and allocating appropriate time and resources THINKING: Creativity

Students use open-ended questioning and integrate available information to explore ideas INFROMATION AND COMMUNICATION TECHNOLOGY: ICT for creating

Students follow simple plans and use tools and a range of data types to create information products to inform, persuade, entertain or educate particular audiences.

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