Eight grade students and the community have experienced the value ...
Eight grade students and the community have experienced the value of the American shad, its history, its importance to the environment, and its impact on local areas. The unit revealed an effective understanding of sustainability through various authentic learning opportunities that allowed students to realize the delicate balance of nature and work toward preserving or improving our nature resources. With Delaware River Shad Fisherman's Association cooperation students gained a desire to improve the current American shad populations by raising shad larvae in the classroom and releasing fry into the Musconetcong River. Students gained insight to water quality as a pre-requisite to a healthy marine environment. They reflected their understanding through log entries and utilized scientific procedures of measuring, testing, collecting, hypothesizing and organizing data as well as mathematic principles of estimating, calculating and interpreted charts and graphs. Levels of nitrates, ph, ammonia, temperature, and water height were tested. Students disseminated information to classmates, parents, and adults.
Lessons Plans A ril 27, 2015
David Iobst Sth Grade Science
0: SWBA to have enduring understanding of sustainability of migratory fish that have lived in NJ waters. SWBA to have an enhanced knowledge of the American shad, its history, its importance to the environment, and its impact on local communities. SWBA gain a desire to improve the shad population through activities that enhance citizenship. SWBA to aware of the importance of water quality and will activity use proper testing procedures to test the water in the shad hatchery tank. SWBA to distinguish proper and appropriate levels of nitrates, ph, ammonia, temperature, and water height levels of the shad fishery tanks. SWBA to test the shad tanks for nitrates, ph, ammonia, temperature, and monitor water height levels. SWBA to communicate these results. SWBA to research shad and communicate these important facts. SWBA review a timeline and graph the shad catches. SWBA understand that science is a body of knowledge and evidence-based, model building enterprise that continually extends, refines, & revises knowledge by designing an investigation to test the known properties and developing a hypothesis.
Block Periods 1 & 2 (Monday - Thursday): Periods 1 & 2 each day are devoted to block scheduling. There is a double period of science. The schedule is as follows
Period 1 Period 2
Monday Science P-4 Science P-4
Tuesday Science P-6 Science P-6
Wednesday Science P-7 Science P-7
Thursday Science P-8 Science P-8
0: SWBA to work in groups on a hands-on activity the first two periods of the day. SWBA to work cooperatively in groups on an activity that simulates the shad eggs called "Tapioca Pudding Exercise." Here, SWBA to separate simulated good eggs from dead eggs. We will count the volume of simulated dead eggs ... this total will be inserted on the chart. Also, SWBA to test for nitrates, ph, ammonia, temperature, & monitor water levels. Teams of students will chose which of the areas they feel they would like to test and together with a partner will collect data and report their findings to the class. In the case of ph, if in fact the level is not appropriate, the selected individuals will have to determine the proper technique for correcting the concern. Teacher Notes: The tank, correct water ph, adequate water temperature, and nitrate count must be stable before the shad fray are introduced to their new environment
No text required for the shad unit (Monday - Friday) SWBA to test, record and share results of water tests of the shad hatchery. Oasses: P-4, P-6, P-7, P-8 Monday: Lab 45 DL PA Shad Program 1. Discuss - Importance of Fish Hatchery system & explanation of the sustainability, history & ecology of the water system and the migratory "shad." 2. Discuss - Shad Life Cycle (include handout) 3. Group Experience - Ask students what they feel is good water quality and how is that compared to drinking water. 4. SWBA to understand the terms, causes and their effect on water systems Nitrates & ammonia, ph - Refer to ph scale on white board -give several examples from orange juice to soap. (Distilled water is 7.0) Preferred hatchery water needs to be near that number. 5. Teacher/Student Demonstration: Litmus paper tests-Ask student volunteer to assist in testing (4) liquids in front of class. SWBA to observe the difference between alkaline and acidic. 6. HW: For next lab period students need to bring in liquids for testing ph. 7. Exit Card: SWBA to write at least (3) facts discussed in class. Tuesday: Lab 45 DL PA 1. Review importance of the Fish Hatchery system, 2. SWBA to research on their chrome books shad facts for their fish picture that will be displayed. 3. SWBA to insert these approved shad facts onto the computer fish printout This objective will take place over the next couple of days since only one student is able to work at the work station. 4. SWBA to complete the "Welcome Back'' activity. 5. Exit Write at least (3) facts about shad Wednesday: Lab45 DL PA 1. SWBA to continue to work on shad fact pictures. 2. SWBA to read independently "Many More Migratory Fish'' and discuss this within their group. 3. SWBA to play "Migratory Bingo." 4. Exit card: Write at least (3) sustainable facts about water
Thursday - Friday: lab 45, DL PA 1. "Where Have All the Shad Gone?" SWBA to read and work collectively to graph the commercial shad catches and plot the amounts accordingly. 2. SWBA to continue to work on shad fact pictures. 3. Exit card: Write at least (2) facts on the decrease of shad populations. Evaluation: Monday - Friday: - Log Tables need to be brought to class daily and water results be inserted. -Exit Cards
Plans: sent
Special Ed Teachers, Middle School
NJ Content standards: These areas are directly related to the classroom and lab settings for these lesson plans - 5.1.8.A.1 & A.3; -5.1.8.B.1. - 5.1.8.B.4 - 5.1.8.C.1- 5.1.8.C.3 - 5.1.8.D.1 & D3; 5.2.8.A.l & A2; 5.4.8.D.1 -5.4.8.C.1- 5.4.8.C.3
Shad Tank (Hatchery) Lab 45 Name
P:
Dates: Pl,ease circle the co"ect dates May 04-May 08, 2015 Ap
7-MayOl, 2015
May 11-May 15, 2015
Water Quality Targets & Daily Log Monday Tuesday Wednesday Thursday Friday ph: (6.8 to 7.4)
Ammonia: (Not more than 1 part per million)
7/ 0 1.G 0 0
Nitrate: (Not more than 40 parts per million)
Temperature: 64 to 70°F (plus or minus 2'F)
Dead Egg Volume
J, Co
,,Co
7.G
0
(J
G
D
0
G
0
C)
o\
i \
G8'
G~
G5
0
cs
o/ 5
0
o/5
Ph~
Ph~ Ph6
5
Changes Made (Ammolock added, etc)
Notes I Reflection (Continue on back)
rHJ Phh
Shad Tank (Hatchery) Lab 45 •
April 20-April24, 2015
May 04-May 08, 2015 May 11-May 15, 2015
Water Quality Targets & Daily Log Monday Tuesday Wednesday Thursday Friday ph: (6.8 to 7.4)
Ammonia: (Not more than 1 part per million)
Nitrate: (Not more than 40 parts per million)
Temperature: 64 to 70°F (plus or minus 2°F)
Dead Egg Volume Changes Made (Ammolock added, etc)
Notes I Reflection (Continue on back)
G~O
7.G
7 ,0
-7 6
,A5
(3
_75 0 0 0 (,1° GS
0 n 0 Gi VJ '4
(_ /~ (j
\
C)
:Jj;
05 0 - -·
-
---
Dh
Ph~
p~
•
() J-1
~
Shad Tank (Hatchery) Lab 45
April20-April24, 2015
May~2015
April 227-May 01, 2015
May 11 -May 15, 2015
Water Quality Targets & Daily Log Monday Tuesday Wednesday Thursday Friday
7, ,~
-;,g_
7,J
7~
«b
,f)S
,)5
0
0
8
ph: (6.8 to 7.4)
Ammonia: (Not more than 1 part per million)
Lessons Plans A ril 27, 2015
David Iobst Sth Grade Science
0: SWBA to have enduring understanding of sustainability of migratory fish that have lived in NJ waters. SWBA to have an enhanced knowledge of the American shad, its history, its importance to the environment, and its impact on local communities. SWBA gain a desire to improve the shad population through activities that enhance citizenship. SWBA to aware of the importance of water quality and will activity use proper testing procedures to test the water in the shad hatchery tank. SWBA to distinguish proper and appropriate levels of nitrates, ph, ammonia, temperature, and water height levels of the shad fishery tanks. SWBA to test the shad tanks for nitrates, ph, ammonia, temperature, and monitor water height levels. SWBA to communicate these results. SWBA to research shad and communicate these important facts. SWBA review a timeline and graph the shad catches. SWBA understand that science is a body of knowledge and evidence-based, model building enterprise that continually extends, refines, & revises knowledge by designing an investigation to test the known properties and developing a hypothesis.
Block Periods 1 & 2 (Monday - Thursday): Periods 1 & 2 each day are devoted to block scheduling. There is a double period of science. The schedule is as follows
Period 1 Period 2
Monday Science P-4 Science P-4
Tuesday Science P-6 Science P-6
Wednesday Science P-7 Science P-7
Thursday Science P-8 Science P-8
0: SWBA to work in groups on a hands-on activity the first two periods of the day. SWBA to work cooperatively in groups on an activity that simulates the shad eggs called "Tapioca Pudding Exercise." Here, SWBA to separate simulated good eggs from dead eggs. We will count the volume of simulated dead eggs ... this total will be inserted on the chart. Also, SWBA to test for nitrates, ph, ammonia, temperature, & monitor water levels. Teams of students will chose which of the areas they feel they would like to test and together with a partner will collect data and report their findings to the class. In the case of ph, if in fact the level is not appropriate, the selected individuals will have to determine the proper technique for correcting the concern. Teacher Notes: The tank, correct water ph, adequate water temperature, and nitrate count must be stable before the shad fray are introduced to their new environment
No text required for the shad unit (Monday - Friday) SWBA to test, record and share results of water tests of the shad hatchery. Oasses: P-4, P-6, P-7, P-8 Monday: Lab 45 DL PA Shad Program 1. Discuss - Importance of Fish Hatchery system & explanation of the sustainability, history & ecology of the water system and the migratory "shad." 2. Discuss - Shad Life Cycle (include handout) 3. Group Experience - Ask students what they feel is good water quality and how is that compared to drinking water. 4. SWBA to understand the terms, causes and their effect on water systems Nitrates & ammonia, ph - Refer to ph scale on white board -give several examples from orange juice to soap. (Distilled water is 7.0) Preferred hatchery water needs to be near that number. 5. Teacher/Student Demonstration: Litmus paper tests-Ask student volunteer to assist in testing (4) liquids in front of class. SWBA to observe the difference between alkaline and acidic. 6. HW: For next lab period students need to bring in liquids for testing ph. 7. Exit Card: SWBA to write at least (3) facts discussed in class. Tuesday: Lab 45 DL PA 1. Review importance of the Fish Hatchery system, 2. SWBA to research on their chrome books shad facts for their fish picture that will be displayed. 3. SWBA to insert these approved shad facts onto the computer fish printout This objective will take place over the next couple of days since only one student is able to work at the work station. 4. SWBA to complete the "Welcome Back'' activity. 5. Exit Write at least (3) facts about shad Wednesday: Lab45 DL PA 1. SWBA to continue to work on shad fact pictures. 2. SWBA to read independently "Many More Migratory Fish'' and discuss this within their group. 3. SWBA to play "Migratory Bingo." 4. Exit card: Write at least (3) sustainable facts about water
Thursday - Friday: lab 45, DL PA 1. "Where Have All the Shad Gone?" SWBA to read and work collectively to graph the commercial shad catches and plot the amounts accordingly. 2. SWBA to continue to work on shad fact pictures. 3. Exit card: Write at least (2) facts on the decrease of shad populations. Evaluation: Monday - Friday: - Log Tables need to be brought to class daily and water results be inserted. -Exit Cards
Plans: sent
Special Ed Teachers, Middle School
NJ Content standards: These areas are directly related to the classroom and lab settings for these lesson plans - 5.1.8.A.1 & A.3; -5.1.8.B.1. - 5.1.8.B.4 - 5.1.8.C.1- 5.1.8.C.3 - 5.1.8.D.1 & D3; 5.2.8.A.l & A2; 5.4.8.D.1 -5.4.8.C.1- 5.4.8.C.3
Shad Tank (Hatchery) Lab 45 Name
P:
Dates: Pl,ease circle the co"ect dates May 04-May 08, 2015 Ap
7-MayOl, 2015
May 11-May 15, 2015
Water Quality Targets & Daily Log Monday Tuesday Wednesday Thursday Friday ph: (6.8 to 7.4)
Ammonia: (Not more than 1 part per million)
7/ 0 1.G 0 0
Nitrate: (Not more than 40 parts per million)
Temperature: 64 to 70°F (plus or minus 2'F)
Dead Egg Volume
J, Co
,,Co
7.G
0
(J
G
D
0
G
0
C)
o\
i \
G8'
G~
G5
0
cs
o/ 5
0
o/5
Ph~
Ph~ Ph6
5
Changes Made (Ammolock added, etc)
Notes I Reflection (Continue on back)
rHJ Phh
Shad Tank (Hatchery) Lab 45 •
April 20-April24, 2015
May 04-May 08, 2015 May 11-May 15, 2015
Water Quality Targets & Daily Log Monday Tuesday Wednesday Thursday Friday ph: (6.8 to 7.4)
Ammonia: (Not more than 1 part per million)
Nitrate: (Not more than 40 parts per million)
Temperature: 64 to 70°F (plus or minus 2°F)
Dead Egg Volume Changes Made (Ammolock added, etc)
Notes I Reflection (Continue on back)
G~O
7.G
7 ,0
-7 6
,A5
(3
_75 0 0 0 (,1° GS
0 n 0 Gi VJ '4
(_ /~ (j
\
C)
:Jj;
05 0 - -·
-
---
Dh
Ph~
p~
•
() J-1
~
Shad Tank (Hatchery) Lab 45
April20-April24, 2015
May~2015
April 227-May 01, 2015
May 11 -May 15, 2015
Water Quality Targets & Daily Log Monday Tuesday Wednesday Thursday Friday
7, ,~
-;,g_
7,J
7~
«b
,f)S
,)5
0
0
8
ph: (6.8 to 7.4)
Ammonia: (Not more than 1 part per million)
