Phil Brown Lesson Plan (Macroinvertebrate Count) 7th Grade Life Science Engagement: Have students break down

the term macroinvertebrate. Have them identify the differences between the prefixes: macro/micro and the root words invertebrate/vertebrate. Exploration: Show students various pictures of macroinvertebrates. Allow students to share experiences they may have had with some of these organisms. Students hypothesize as to what organisms they think theyll find. Explanation: Students will work in cooperative groups at different locations on the stream. Students will use various equipment (hand held strainers, seine nets) in order to find these macroinvertebrates. Once students locate these organisms they can be placed into ice cube trays for further observation. Students then complete a Macroinvertebrate Count in order to classify those organisms that are sensitive, partly sensitive or tolerant to pollution. Elaboration: Students come together as a class in order to compare their findings. Why might some groups have different organisms in their trays? What factors may contribute to this? Evaluation: Students write a conclusion in their journal using the organisms they found in order to identify the health of the stream. Extension: Remind students that they will be performing this activity again in the winter and spring in order to compare the results to the fall.