Haw River Assembly Macroinvertebrate/River Watch Lesson Plan
Streamside Lesson Plan #2
Haw River Assembly Stream Investigation Curriculum for 8th Grade
Summary:
Students will collect data to analyze the health of their local stream.
Objectives:
Students will learn how:
" To collect macroinvertebrates
" Macroinvertebrates indicate water quality and how to assign a water quality rating.
" To measure the pH of streams,
" To take air and water temperature,
" To collect and record stream data.
Materials:
" Haw River Watch Survey Sheet
" Hand lenses
" Nets
" White bins
" Buckets
" Petri dishes and droppers
" Izaak Walton Stream Insects & Crustaceans Identification Sheets
" A Guide to Common Freshwater Invertebrates of North America, by Reese Voshell
" Clipboards
" Pens/Pencils
Background:
The Haw River Assembly is a grassroots non profit river protection organization that has been working
to protect the Haw River and Jordan Lake since 1982. The Haw River flows 110 miles from northwest of
Greensboro, through Guilford, Rockingham, Alamance, Chatham, Orange, Durham and Wake Counties. Its
waters form Jordan Lake which provides drinking water for many municipalities. The goal of the 8th grade
Stream Investigation Program is to teach students how to monitor their stream and empower them to be
stewards of the river.
Procedure:
" Warm Up:
Have student gather around the stream for a minute of silent observation. Have them use multiple
senses (sight, smell, sound) to observe the site and share their observations. They may become aware of:
o Signs of wildlife, such as birds, beaver, deer
o Smell in the air
o Stream odor
o Water flow, sound, appearance
" Activity:
1. Hand out Haw River Watch Survey Sheet. Explain that by following this sheet we are following
the standard protocol for Haw River Watch Monitoring Citizen Monitoring Teams. Ask why it is
important for everyone to follow the same protocol; brainstorm responses. Ask that a student
volunteer fill in survey information such as school, stream name and location, date, and weather
conditions for last three days. (10 minutes)
2. Have students set up the thermometers to take the air and water temperature. Students should
place the air thermometer in the shade. The water thermometer should be securely fastened in
a shaded and flowing part of the stream. (5 10 minutes)
3. Have student volunteers take the pH of the stream and record the results on their survey sheets.
(10 Minutes).
4. Show students the IWLA Stream Insects & Crustaceans ID sheet, noting indicator species in
pollution sensitive, somewhat sensitive, and pollution tolerant categories. Explain why we are
looking for these organisms (because they indicate they water quality of our stream).
Demonstrate techniques for collecting macroinvertebrates (10 minutes):
- Rinsing rocks to collect the organisms on their undersides;
- Using the net to agitate under roots and debris along the stream banks;
- Kicking up the stream bottom in front of a net placed in a riffle channel;
- Examining leaf litter and woody debris; digging in sand to find clams.
5. Have students break up into small groups to collect macroinvertebrates. Have students put any
organisms they find into their white bin so that they can later identify them. Remind each group
to collect from each habitat type (20 minutes).
6. Have students bring their bins back to the stream bank. Hand out hand lenses and have students
locate and identify the macroinvertebrates they have collected. Group leaders should be
floating between groups helping students correctly identify macroinvertebrates. After
identifications have been verified, have the students record their findings on the survey sheet.
(20 minutes).
7. Give the students five minutes to finish recording their macroinvertebrate counts, record
thermometer temperatures, and gather back together. (5 minutes)
Wrap Up:
Reiterate the importance of being a stream steward and the importance of water quality. Ask students
to reflect on the activity and what they have learned.
Assessment:
Have students summarize the information that they collected. Ask them, based on the
macroinvertebrates they found and other data they collected, what assessment they would make of their
stream s water quality. Have students brainstorm ways to improve water quality at the creek and ways that they
can protect the creek. As a take home assignment, ask students to reflect on the time they have spent at the
creek: what have they learned, and how they can continue to be good stream stewards? Have them brainstorm
ways that at home and at school they can improve water quality.