Conduct
this session in the classroom.
- Provide each student with a copy of the
Macroinvertebrate
Fact Sheet (PDF; also
available in
a Word file).
- Divide the class into five groups, and assign two macroinvertebrates
to each group. Give each group enlarged pictures of their macroinvertebrates,
labeled with the organisms’ names.
- Discuss the headers on the
fact sheet as well as scientific vocabulary that students will
encounter while reading about their macroinvertebrates.
Some things to discuss may include
-
the difference between common and scientific names
-
classification levels (i.e., Kingdom, Phylum, Class, Subclass,
Order, Family, Genus, and Species)
-
definitions of sensitive, somewhat sensitive, and tolerant of pollution
on fact sheet
-
definitions of herbivore, carnivore, detritivore, and omnivore
-
definitions of adaptation and ecosystem
-
insect life stages (i.e., egg, larva, pupa, and adult).
- Have each
group read and discuss the characteristics of their two macroinvertebrates.
Tell them to add diagrams, drawings, labels,
and
notes to the pictures of their macroinvertebrates based upon
what they read. So that others might learn about the macroinvertebrates,
the
diagrams should be as clear and informative as possible. The
exercise
will also help them organize their information. Tell them to
look for similarities and differences between their two macroinvertebrates.
- When
students are ready, call on each group to pick two or three important
facts about both of their macroinvertebrates
to share
orally with the class. Ask them to provide one similarity and
one difference
between their two macroinvertebrates.
- Next choose a few characteristics
by which to sort the macroinvertebrates. Students might sort by
- herbivore, carnivore, and omnivore
- the part of life cycle spent in stream or length of life cycle
- phylum, class, subclass, and order
- sensitive, somewhat sensitive, and tolerant.
Next: Session 3
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