Ready for Stream Side Science? The manual contains lesson plans and water-related activities designed to meet the Utah core curriculum requirements for your classroom.
To download the full Stream Side Science Manual, click here. Or choose a section below:
Where's the Water?
A teacher led presentation helps students identify the reservoirs of the Earth's water cycle and understand the relative amounts in each reservoir through estimation.
What's in the Water?
On a field trip, or in the classroom, students measure four abiotic factors (pH, dissolved oxygen, turbidity, and temperature). They will learn how these factors are influenced by external conditions such as location, land use, and pollution.
Who Lives in the Water?
Students explore diversity and adaptation to aquatic environments by observing aquatic macroinvertebrates collected in a stream.
Students sort and count aquatic macroinvertebrates and use a simple index to predict the quality of the water where the organisms were collected.
Wetland vs. Stream Macroinvertebrates
Students will compare aquatic macroinvertebrates collected in wetland and stream sites and use these observations to understand the differences between the two environments.
On a field trip students will measure observe biotic factors of a stream environment, including different measure of vegetation and wildlife.
Students will diagram the nitrogen cycle following a teacher led discussion, and will measure nitrogen in water samples collected from different sources to better understand human impacts on the global nitrogen cycle.
When Things Heat Up
Students will measure the temperature and dissolved oxygen of a stream and discuss what this data can tell us about possible pollution problems.
Students will research and report on ecosystem changes that occur as a result of changes in abiotic or biotic factors such as a drought or the construction of a dam.
Students will participate in a mock "community meeting" to discuss their positions on water use, water shortages, distribution, and water quality.
Students will hold a debate about he construction of a dam in terms of biological, aesthetic, social, and economic arguments with regard maintaining biodiversity.