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\n\"Stream\n\n
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\nCurated OER\n
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\nStream Table\n

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\n\nFor Teachers\n\n3rd - Higher Ed\n
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\nStudents explore channelization, riparian habitats and soil erosion to find out about  the aquatic habitats in Iowa. In this aquatic habitats instructional activity, students define important terms and read an article about...\n
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\n\"Fred\n\n
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\nFred the Fish -- A River Ran Wild\n

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\n\nFor Teachers\n\nPre-K - 6th\n
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\nStudents apply cause and effect relationships to water pollution in a stream. In this pollution lesson students recognize the importance of clean water in their daily lives. Students accompany \"Fred the Fish\" as he travels down stream....\n
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\n\"Stream\n\n
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\nStream Study\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nStudents study the characteristics of a stream habitat. In this life science lesson, students use sieves, nets, and jars to collect aquatic organisms. Students also measure the temperature of the stream and calculate the speed of the...\n
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\n\"Super\n\n
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\nSuper Stream Keeper's\n

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\n\nFor Teachers\n\nK - 8th\n
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\nStudents are introduced to Delaware's waterways as precious resources used for drinking water, water for agricultural and industrial uses, recreational areas, and as habitats for wildlife. They are introduced to wastewater discharges,...\n
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\n\"BIOASSESSMENT\n\n
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\nBIOASSESSMENT OF STREAMS\n

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\n\nFor Teachers\n\n8th - 11th\n
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\nStudents work as a team to gather organisms from a stream to evaluate if the water quality is excellent, good, or fair to poor.\n
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\n\"User-friendly\n\n
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\nUser-friendly rivers\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nLearners explore and explain their connection to rivers through watersheds. They break into three groups. Each group needs: Blue enamel paint, Miniature objects to simulate a model river system, modeling clay, Tempera paint, Toothpicks...\n
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\n\"Is\n\n
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\nIs Our Water Healthy?\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nLearners test water for a least one chemical characteristic. They hypothesize how a storm event might change the chemical characteristics of a stream. Students collect water samples and use the chemical test to test the water.\n
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\n\"Journey\n\n
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\nJourney of the Pacific Salmon\n

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\n\nFor Teachers\n\n2nd - 5th\n
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\nStudents explore oceanography by researching migrating fish. For this Pacific Salmon lesson, students participate in a board game activity in which they move a salmon through their annual journey to the spawning habitat upstream....\n
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\n\"Fish\n\n
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\nMichigan Sea Grant\n
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\nFish Habitat and Humans\n

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\n\nFor Teachers\n\n4th - 8th\n
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\nStrict habitat requirements are needed for the survival of fish populations and fish variety in the Great Lakes. Young scientists become experts in the basic needs of fish and understand how survival necessities can vary with different...\n
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\n\"Exploring\n\n
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\nExploring Wyoming Species Habitats\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents are introduced to the concept of species habitats and ranges. They introduced to ArcView GIS as a tool for mapping. Pupils use query data for species withina county, elevation, range, rivers and streams, land cover, and etc....\n
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\n\"Lotic\n\n
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\nCurated OER\n
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\nLotic Environment Lesson Plans\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents create and conduct experiments on a \"classroom river habitat.\" They manipulate the biotic and abiotic factors so that they are able to compare an artificially prepared river model to a naturally occurring lotic ecosystem.\n
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\n\"Aquatic\n\n
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\nAquatic Ecosystem Exploration\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents visit a local stream, pond, creek, or river and collect macroinvertebrates. They sort macroinvertebrates and identify each species using a dichotomous key. Students decide on trophic levels and construct a possible food web for...\n
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\n\"The\n\n
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\nCurated OER\n
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\nThe Journey of the Pacific Salmon\n

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\n\nFor Teachers\n\n2nd - 4th\n
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\nStudents examine the journey of the Pacific salmon. In this salmon species lesson, students review the stages of the salmon life cycle and conduct an experiment to determine how the water and habitat changes during each stage.\n
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\n\"Aquatic\n\n
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\nAquatic Organisms and Their Habitats\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents investigate the presence of specific organisms in a freshwater habitat to determine the quality of that habitat. They conduct a field study and distinguish and classify organisms found during the field study.\n
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\n\"Repopulating\n\n
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\nRepopulating Michigan's Waterways\n

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\n\nFor Teachers\n\n11th\n
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\nEleventh graders identify the parts of an ecosystem and how communities change over time.  In this ecology lesson students formulate a habitat restoration plan.\n
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\n\"Floods\n\n
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\nCurated OER\n
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\nFloods\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nStudents investigate how hurricanes impact a stream flow.  In this floods lesson students predict the impact of storms on animals and interpret data.\n
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Handout
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\n\"Duck\n\n
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\nCurated OER\n
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\nDuck\n

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\n\nFor Teachers\n\n2nd - 3rd\n
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\nIn this ducks worksheet, students read information paragraphs about the habitat, reproduction, feeding and adaptation of ducks. Students study the photograph of the bird. There are no questions to answer here.\n
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\n\"Working\n\n
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\nCurated OER\n
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\nWorking for Water\n

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\n\nFor Teachers\n\n4th - 8th\n
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\nStudents examine the ways that government works to help improve aquatic habitats. In this water habitats lesson plan students view a video and plan a school restoration project. \n
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\n\"Biomes:\n\n
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\nBiomes: Freshwater & Seawater\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents observe organisms behavior and adaptations.  In this biomes lesson students conduct fieldwork to determine water quality and answer questions about the differences between different habitats. \n
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\n\"Pond\n\n
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\nCurated OER\n
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\nPond and Pond Organisms\n

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\n\nFor Teachers\n\nK - 7th\n
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\nStudents explore pond ecosystems.  In this pond organism activity, students will use pond water and a plastic bad in order to locate and identify freshwater organisms.  The activity is designed for younger grades, but...\n
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\n\"Riparian:\n\n
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\nCurated OER\n
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\nRiparian: The Guardian of the Waterways\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nYoung scholars become educated on what a riparian is, the need for riparian, and how a riparian corridor (forest, habitat) can protect waterways. Students construct dioramas depicting riparian habitats.\n
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\n\"The\n\n
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\nThe Chesapeake Bay in Captain John Smith's Time\n

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\n\nFor Teachers\n\n4th - 5th\n\nStandards\n
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\nWhen Captain John Smith visited the Chesapeake Bay in the summer of 1608, what types of animals and habitats did he encounter? Your young historians will analyze primary source documents to answer this question, as well as compare...\n
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\n\"Waste-Less\n\n
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\nSF Environment\n
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\nWaste-Less Lunch\n

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\n\nFor Teachers\n\nK - 5th\n
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\nIs it possible to have a waste-less lunch? Can your class become leaders in conservation? Discuss the importance of reducing waste during lunch time with a fun lesson that can be extended to everyday practices. First the class examines...\n
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\n\"Lentic\n\n
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\nLentic Ecosystem or Lotic Ecosystem\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nStudents explore the differences between lentic and lotic ecosystems. For this ecology lesson students study the water systems in Pennsylvania.\n
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