Inquiry Wet Lab SNC1D
Unit: Sustainable Ecosystems
BIG IDEAS
B1. assess the impact of human activities on the sustainability of terrestrial and/or aquatic ecosystems, and evaluate the
effectiveness of courses of action intended to remedy or mitigate negative impacts;
B2. investigate factors related to human activity that affect terrestrial and aquatic ecosystems, and explain how they affect the
sustainability of these ecosystems; B3. demonstrate an understanding of the dynamic nature of ecosystems, particularly in terms of
ecological balance and the impact of human activity on the sustainability of terrestrial and aquatic ecosystems.
MINISTRY EXPECTATIONS
B2.2: interpret qualitative and quantitative data from undisturbed and disturbed ecosystems (terrestrial and/or aquatic),
communicate the results graphically, and, extrapolating from the data, explain the importance of biodiversity for all sustainable
ecosystems.
B2.4: plan and conduct an investigation, involving both inquiry and research, into how a human activity affects water quality (e.g.,
leaching of organic or inorganic fertilizers or pesticides into water systems, changes to watersheds resulting from deforestation or
land development, diversion of ground water for industrial uses), and, extrapolating from the data and information gathered,
explain the impact of this activity on the sustainability of aquatic ecosystems.
LESSON AGENDA STUDENT LEARNING GOALS
1. Minds- on: ● Students will learn about water as a renewable resource.
2. Action 1: Pre-Lab Activity ● Students will explore how human activity affects water quality.
3. Action 2: Inquiry Lab ● Students will learn to test the water quality chemically and
4. Consolidation biologically using water Quality Test- Ion test and Hilsenoff Biotic
Index, respectively
PRIOR KNOWLEDGE
● Fresh Water Ecosystem
● Hilsenoff Biotic Index
● Definitions of ecosystem, population, biomes, biospheres, food chain, food web, heterotroph, autotroph, biotic, abiotic,
carnivore, omnivore, herbivore, tropic level
● Able to identify the biotic and abiotic factors in the environment.
● Able to identify the different types of energy flow in the ecosystem, and how energy is transferred between tropic levels
● Know the cycling of matter in ecosystems (water and carbon cycles)
ELL Specific Plan
Knowledge Structure: Description, Choice, Classification Sequence, evaluation, and principles
Content Objectives:
● Explain the importance of understanding the impact of environmental pollution.
● Hypothesize the results of the water quality represented in river ecosystem.
● Explore the water contamination on a river ecosystem.
● Evaluate the results of testing water quality using chemical means.
● Observe and analyze how macroinvertebrate show water quality in an ecosystem.
● Review the ecosystem vocabulary presented in the lab.
Language Objectives:
a) Vocabulary: hypothesis, water quality, samples, macroinvertebrate, intolerance, pollution, classification
b) Language Skills/Language Features:
● Spell, Pronounce, Translate, Define, and Understand the vocabulary words
● In response to questions, use phrases that show understanding of changing amounts AND understanding of “event and
consequence”
E.g. I predict that the water quality will_________
Multimodal supports (graphic organizers):
● Vocabulary work sheet to assist students with difficult vocabulary for Lab Activity
● Video presents the idea of water quality in an environment, and the use of captions for the video
● The worksheet with questions as well as directions to completing the lab.
Accommodations for ELL
● Discussed Benthic calculation with ELL students in Lesson 6 (in the lessons prior to the lab period). This adjustment will help
ELL students be familiar the technique and calculation for the lab.
● Handed students the lab handout prior to the lab period, to give ELL students enough time to read the lab instructions and
to formulate questions as well as develop the necessary vocabulary for the lab.
● Pair ELL students with L1 English students to assist them in lab
● Playing the video with closed captions to accommodate ELL students who have difficulty with listening to English
● Use the laminated cards with the photo of the invertebrates (labelled from A-K) instead of the objects for the Biotic Index
test.
MATERIALS (By Activity)
1.Minds- on: Computer, internet, projector
2. Action 1: Lab sheet, beakers/flasks for each water sample, and two different dropper bottles and labels (refer to teacher
instruction for further details)
3. Action 2: Lab Sheet, items kits, 3 buckets and 3 sieves
4. Consolidation: Lab worksheets
# min Teaching and Learning Strategies Assessment/ Checking for
Understanding
~10 A. Minds- on- Canada’s Water Crisis: Indigenous Families at Risk Debrief by discussing and sharing
Home Work (Vocabulary List) moments about content
Review instructions for Lab- Part 1 (socioeconomic and environmental
-Students will learn about the water crisis that Indigenous families in Canada face, implications from video)
since they don’t have access to clean drinking water
-The teacher then will ask each group of students to read 2-3 steps of lab
instructions for their peers. This will serve as a review of what needs to be done
during the lab
Appendix A.1) Video link to content
Appendix A.2) Vocabulary list
~15 B. Action 1-Pre-Lab Activity: River Water Ion Test Assess the submitted worksheet
Review Instructions for Lab- Part 2
-Students will chemically test the water quality of three different water sample,
each representing a different water quality (good, moderate, bad)
-Students will observe changes to the three different water samples when different
chemicals are added to them, and determine the water quality through those
observations
Appendix B.1) Teacher Instructions
Appendix B.2) Review instructions for Lab 1
Appendix B.2) Worksheet Lab 1
~40 C. Action 2- Inquiry Lab: Hilsenhoff Biotic Index of Testing Water Quality Assess the submitted worksheet
-Students will work with their groups to draw samples from three different buckets
that represent three different types of water qualities (good, moderate, and bad)
-Students will match each organism with the objects they fish from the buckets, by
using the classification chart
-Then, using the calculations in Hilsenhoff Biotic Index they will determine the
water quality in each bucket
-This will allow students to learn how macroinvertebrates are used to determine
the water quality in a biological way
Appendix C.1) Teacher Instructions
Appendix C.2) Review Instructions Lab 2
Appendix C.3) Worksheet Lab 2
~10 D. Consolidation: Discussion
-The teacher will lead a discussion with the students about how biodiversity
has been affected by Pollution in their culture.
Next Steps
-Brief introduction to biodiversity and the effects of pollution.
Appendix
Appendix A.1: Minds- on- Canada's Water Crisis: Indigenous Families at Risk
-Prior to starting the pre-lab activity show the students the video " Canada's Water Crisis: Indigenous Families at Risk" or input this
link into a browser for viewing: https://www.youtube.com/watch?v=Arnqpnm70Ng (4:30 video).
Appendix A.2: Vocabulary List
Word Translation Definition
Hypothesis
Water Quality
Samples
Macroinvertebrate
Intolerance
Pollution
Classification
Appendix B.1: Pre-Lab Activity: River Water Ion Test
-Pre-Lab Activity
Setting up water Samples A, B, and C and chemicals for testing water quality:
***Set up three different beakers/flasks for each water sample, and two different dropper bottles, and label them as follows:
-Water Sample A (water running from under the bridge): Add 100 mL of Na SO in a beaker/flask and label it "Sample A"
2 4
-Water Sample B (water leading to the bridge): Add 100 mL of distilled water in a beaker/flask and label it "Sample B"
-Water Sample C (water under the bridge): Add 50 mL of Na SO and 50mL of Fe(NO ) in a beaker/flask and label it "Sample C"
2 4 3 3
-Fill one dropper bottle with Barium Nitrate (Ba(NO ) ), and label it
3 2
- Fill another dropper bottle with Sodium Hydroxide (NaOH), and label it
-Make sure to get a representative from each group to collect the needed materials.
-Ask the students to create a line at each station to get the materials to ensure safety of the students.
-Since this lab requires work with chemicals that are potentially harmful to students, make sure that students are wearing goggles, and
any long hair is tied back.
Appendix B.2: Review Instructions
Take 10 minutes to review the instructions of each section of the lab. Instruct each designated group to take turns reading a
portion of the lab.
Appendix B.3: Pre-Lab Activity: River Water Ion Test Worksheet (See Below)
Pre-Lab Activity: River Water Ion Test
Introduction
When you look at water, it looks like a pure substance of only H2O molecules. All clear! However, all natural
sources of water have some chemicals present such as metals, salts or other types of ions (e.g. calcium, magnesium,
iron, lead). Generally, water is filtered through water treatment facilities, to control the level of chemicals in our water.
However, not everyone has access to clean drinking water. The First Nation community in northern Ontario is going
through a water crisis currently since pipes that go from the water treatment facilities to homes have ruptured. The
same can be said for the residents of Flint, Michigan, United States. Their current drinking water situation is
undergoing a series of issues culminated with lead contamination resulting in a serious public health matter. In this lab
investigation, you will determine the water quality in a disclosed area using chemical and biological means.
The purpose of this pre-lab is to test the water quality of a river, above which a bridge is being built. The three
water samples were taken from three different areas of the river: water leading to the bridge, water running
right under the bridge, and water running past the bridge.
Materials:
☐ Sample A, Sample B, Sample C ☐ Spot Plate
Water Sample
☐ Dropper bottle with Barium Nitrate (Ba(NO3)2)
☐ Dropper bottle with Sodium Hydroxide, (NaOH) Iron Test: 4
drops of Test A B C
Procedure: PART 1 - Ion Testing Indicator 1
Test for Iron Ions
Sulfate Test:
1. Place 4 drops of each water sample into a well of the spot plate 4 drops of A B C
Test Indicator
2. Add 4 drops of Test indicator 1 (NaOH) to the same well to 2
test for iron
Record the positive test result in the chart provided. Note the colour and the amount of solid and any other key
Test for Sulfate Ions
Sample A Sample B Sample C
1. Place 4 drops of each water sample into a
well of the spot plate
2. Add 4 drops of Test Indicator 2 (Ba(NO3)2)
to the same well to test for sulfate Iron Test
3.
4. Record the test results in the chart provided.
Note the colour and the amount of solid and Sulfate Test
any other key observations.
Appendix C.1: Teacher Instruction- Inquiry Lab: Hilsenhoff Biotic Index of Testing Water
Quality
Inquiry Wet-Lab: Hilsenhoff Biotic Index for Testing Water Quality
Set up three different buckets with different items listed below:
Bucket 1 (Moderate water quality): blue pipe cleaner, yellow rubber band, orange block, yellow blocks,
green pipe cleaner, red beads, green rubber band, pink pipe cleaner.
Bucket 2 (Poor water quality): yellow blocks, green pipe cleaner, green rubber band, pink pipe cleaner.
Bucket 3 (Good water quality): orange beads, green beads, red beads, red file clips, green rubber bands,
green pipe cleaner, blue pipe cleaner, yellow rubber band, orange blocks.
Note: add a few green paper clips (seaweed), yellow beads (Fish).
Appendix C.2: Review Instructions
Take 10 minutes to review the instructions of each section of the lab. Please have each group
take turns reading a portion of the lab.
Take 5 minutes to work through an example of the biotic index calculation.
e.g.
Group 1 Macroinverts Group 2 Macroinverts Group 3 Macroinverts Group 4 Macroinverts
VERY TOLERANT INTOLERANT TOLERANT VERY TOLERANT
__X_Stoneflies __X_Dragonflies ___Midges __X_Pouch Snailes
___Mayflies __X_Scuds __X_Leeches ___Tubifex Worms
___Caddisflies ___Craneflies
___Fishflies
# of checkmarks= # of checkmarks= # of checkmarks= # of checkmarks=
_1__ _2__ _1__ __1_
x4 x3 x2 x1
Group Score= __4_ Group Score= _6__ Group Score= _2__ Group Score= __1_
Total Score= __13_ Water Quality Assessment Chart:
> 23 Potentially Excellent Water Quality
Your Water Quality Assessment 17-22 Potentially Good Water Quality
11-16 Potentially Fair Water Quality
< 10 Potentially Poor Water Quality
Ensure students follow the activity Instructions: Macroinvertebrate Data Sheet: Pollution Tolerance
Index
***Each group gets ONE copy of the Organisms Classification Chart and the Item List, and ensure
that each one is printed on a separate page such that students can look at them simultaneously.
-Before the students start, go over the instructions for the pre-lab and inquiry lab with the whole class
and ensure that students understand what's expected of them.
ITEMS LIST-ANSWER KEY
Dragonfly Nymph= blue pipe Mayfly Nymph = orange beads (B) Fishfly Larvae= green beads (C)
cleaner (A) Hint: has 3 pairs of legs Hint: has 3 pairs of legs
Stonefly Nymph= red beads (D) Tubifex Worm= pink pipe cleaner (E) Leech= green pipe cleaner (F)
Hint: has suckers
Cranefly Larvae= orange block (G) Midge Larvae=yellow block (H) Caddisfly Larvae= orange pipe
Hint: has tentacles Hint: has tentacles cleaner (I)
Hint: has 3 pairs of legs
Fish= yellow beads
Plants= green paper clips
Algae= yellow paper clips
Scud= yellow rubber band (J) Pouch Snail= green rubber band (K)
APPENDIX C.3: Lab2 hand out below
Inquiry Wet-Lab: Hilsenhoff Biotic Index for Testing Water Quality
***Before beginning the procedure below, take a quick look at the contents of each bucket (look for
variety of organisms that you see in each bucket) and record your hypothesis in the designated space
below.
Hypothesis: By looking at the components of each bucket, which bucket do you think corresponds to water
Sample A, B and C from the pre-lab activity?
Procedure
1. With your group choose a station with a bucket (Bucket 1, 2 or 3)
2. Using the sieve, fish out as many items from the bucket as you can, in 10 seconds
3. Match each item you fished out with the picture of the organism
4. Identify each organism by using the picture along with the classification chart
5. Place a check mark next to each macroinvertebrate (very small spineless organisms, that are big
enough to be seen with the naked eye) present in your sample. For example, regardless of whether you
found one mayfly or 50 mayflies, you only need to place one check mark next to the mayfly line in
Group1 (we are interested in variety NOT quantity of organisms for this lab). DO NOT account for the
non-invertebrate organisms in your sample (ex. plants)!!
6. Calculate the group scores using the multipliers provided.
7. Total all of the group scores for your Total Score.
8. Compare your Total Score with the Water Quality Assessment Chart score and record the relative water
quality rating for your stream sample.
9. Put the items back in the bucket, and repeat step 2-8 one more time.
10. Repeat steps 2-9 with the other two buckets.
Bucket # Recorded by:
Group 1 Macroinverts Group 2 Macroinverts Group 3 Macroinverts Group 4 Macroinverts
VERY INTOLERANT INTOLERANT TOLERANT VERY TOLERANT
___Stoneflies ___Dragonflies ___Midges ___Pouch Snails
___Mayflies ___Scuds ___Leeches ___Tubifex Worms
___Caddisflies ___Craneflies
___Fishflies
# of checkmarks= ___ # of checkmarks= ___ # of checkmarks= ___ # of checkmarks= ___
x4 x3 x2 x1
Group Score= ___ Group Score= ___ Group Score= ___ Group Score= ___
Total Score= ___ Water Quality Assessment Chart:
> 23 Potentially Excellent Water Quality
Your Water Quality Assessment 17-22 Potentially Good Water Quality
11-16 Potentially Fair Water Quality
< 10 Potentially Poor Water Quality
Bucket # Recorded by:
Group 1 Macroinverts Group 2 Macroinverts Group 3 Macroinverts Group 4 Macroinverts
VERY TOLERANT INTOLERANT TOLERANT VERY TOLERANT
___Stoneflies ___Dragonflies ___Midges ___Pouch Snailes
___Mayflies ___Scuds ___Leeches ___Tubifex Worms
___Caddisflies ___Craneflies
___Fishflies
# of checkmarks= ___ # of checkmarks= ___ # of checkmarks= ___ # of checkmarks= ___
x4 x3 x2 x1
Group Score= ___ Group Score= ___ Group Score= ___ Group Score= ___
Total Score= ___ Water Quality Assessment Chart:
> 23 Potentially Excellent Water Quality
Your Water Quality Assessment 17-22 Potentially Good Water Quality
11-16 Potentially Fair Water Quality
< 10 Potentially Poor Water Quality
Bucket # Recorded by:
Group 1 Macroinverts Group 2 Macroinverts Group 3 Macroinverts Group 4 Macroinverts
VERY TOLERANT INTOLERANT TOLERANT VERY TOLERANT
___Stoneflies ___Dragonflies ___Midges ___Pouch Snailes
___Mayflies ___Scuds ___Leeches ___Tubifex Worms
___Caddisflies ___Craneflies
___Fishflies
# of checkmarks= ___ # of checkmarks= ___ # of checkmarks= ___ # of checkmarks= ___
x4 x3 x2 x1
Group Score= ___ Group Score= ___ Group Score= ___ Group Score= ___
Total Score= ___ Water Quality Assessment Chart:
> 23 Potentially Excellent Water Quality
Your Water Quality Assessment 17-22 Potentially Good Water Quality
11-16 Potentially Fair Water Quality
< 10 Potentially Poor Water Quality
Post-Lab Questions
1. Which bucket corresponds to water Sample A, B, C from the pre-lab activity?
Sample A: ____________________________________________
Sample B: ____________________________________________
Sample C: _______________________________________________
2. Why do you think this test uses only invertebrates? Why are plants, algae, or fish not used?
3. What do you think are the advantages and disadvantages of using this biomonitoring technique for testing
water quality?
ITEM LIST
blue pipe cleaner (A) orange beads (B) green beads (C)
hint: has 3 pairs of legs hint: has 3 pairs of legs
red beads (D) pink pipe cleaner (E) green pipe cleaner (F)
hint: has suckers
orange block (G) yellow block (H) orange pipe cleaner (I)
hint: has tentacles hint: has tentacles
Fish= yellow beads
Plants= green paper clips
Algae= yellow paper clips
yellow rubber band (J) green rubber band (K)
Classification Table
Macroinvertebrates
Pollution Intolerant
Moderate Pollution Tolerance
Legs More than 3 pairs of No legs
legs
Pollution Tolerant
With Snail-like shell
No shell
3 pairs of legs No obvious tails, Scud Pouch Snail
has portable case
Caddisfly larvae Without tentacles,
3 tails 2 tails brushes, or tails With tentacles,
brushes or tails
Cylindrical body Flat body with Worm-like Suckers, expands,
Short tails Long tails with many legs long antennae Thick Thin
and contracts
like appendages
Dragonfly Mayfly Fishfly Stonefly Tubifex Leech Cranefly Midge
Nymph Nymph Larvae Nymph Worm Larvae Larvae
Appendix D.1: Consolidation
Discuss with students how biodiversity has been affected by Pollution in their culture.
