Ohio Academic Content Standards:
6-8 Scientific Inquiry
B. Analyze and interpret data from scientific investigations using appropriate mathematical skills in order to draw valid conclusions.
6-8 Life Sciences
C. Explain how energy entering the ecosystems as sunlight supports the life of organisms through photosynthesis and the transfer of energy through the interactions of organisms and the environment.
D. Explain how extinction of a species occurs when the environment changes and it’s adaptive characteristics are insufficient to allow survival.
9-12 Life Sciences
D. Describe how human activities can impact the status of natural systems.
Factors that Alter Soil and Water Quality Lab
Scientific Concept:
Human impact can be a major contributor to the quality of soil and water. The factors that will be looked at in this investigation are farming, residential, and industrial regions that a selected river passes through.
Objectives:
a. Learners will use water samples from different impacted sites of a river to examine transparency, water temperature, dissolved oxygen, conductivity, pH, alkalinity, phosphate, slope, biological oxygen demand and nitrate levels.
b. Learners will record soil temperature, pH, and infiltration levels at the selected river test sites.
c. Learners will observe data and produce correlations between soil and water quality and the environmental impacts that surround the test sites.
Grade Level:
This investigation is intended for grades 7-12.
Background Knowledge:
a. A basic understanding of attributes to pollution of water and soil.
b. The ability to chart and interpret data.
c. The ability to locate test areas on road and U.S.G.S maps.
d. The ability to conduct the needed soil and water test before entering the field.
Pre-Field Procedure for Teachers:
a. The students are placed in groups of seven. Groups of seven have been proven to work well because there are seven water test to be performed.
b. Issue each group of seven a road and U.S.G.S. map. The students must identify selected test sites on the road map and write driving directions to the sites and highlight the river of study on the U.S.G.S. map.
c. Students should select their soil and water test instruments and practice operation with water and soil samples in the classroom.
d. Each student will explain to the rest of their group how the instrument works and the purpose of using that particular instrument.
Field Test Exercise:
a. On testing days, the teachers only purpose is to transport the students to the test sites by following the driving directions they have written. Students are expected to be proficient with the tests before entering the field.
b. At each test site the students will be scored by rubric to enhance quality.
c. After returning to school students will work within their groups to chart their results in a computer application.
Post Field Procedure for Teachers:
a. After the student groups have posted their data in graph form, allow all groups to observe each others data.
b. Prompt the students to look for inconsistent results between the group data and create reasons for inconsistency.
c. Prompt students to form the correlation between the human impact on the test sites and the water and soil quality in that test site.
Technology Integration:
a. Students will use spread sheet, power point, and web page applications and skills to organize and communicate test results to the public.
b. Students will use Palms to perform water/ soil temperatures, water/ soil pH, and dissolved oxygen test.
Extension Activities:
To insure quality of testing and produce more valid data results, I recommend to perform the field activities each season or once every nine week grading period.
Assessment:
a. Students will be scored on a field test rubric.
b. Students will complete the data collection worksheet for soil pH, temperature, infiltration, and water at each test site.
c. Student groups will create a presentation of the experience and test results.
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