Unit Plan Template

Unit Focus/Title: Aquatic Invertebrate Life History and Populations

Explain why you chose the focus of the Unit and the ways it builds on children’s
interests and supports the goals of the classroom. (2-3 paragraphs)

The pupils will become familiar with marine organisms through the study of this topic.
The students start out by seeing an aquatic setting, after which they are tasked with
describing what they see and giving their thoughts on the subject. The next
assignment for the pupils is to write an opinion essay on aquatic animals. Second,
students are given the opportunity to view a variety of invertebrates together. Last but
not least, all of our students are required to participate in a group presentation in
which they discuss the importance of water to humans as well as the aquatic
environment.
Goals of the lesson
 Students will learn about the life cycle of aquatic macroinvertebrates by looking
at pictures, graphs, and short video clips. The life cycle of the mayfly will be
used as an example.
 Students will investigate the population sizes of larvae and adults of mayflies
living in a stream at two different times and generate hypotheses regarding the
biotic and abiotic factors that led fluctuations in population sizes.
 The following session will consist of students presenting their findings after
conducting independent research on one taxonomic category of aquatic
invertebrates as part of their homework assignments.

Unit Structure
Explain the structure of the unit, i.e., how you plan to integrate at least two content
areas in each of the 3 learning experiences and ensure that you are including each of
the six content areas at least once. The content areas you will be integrating are
language arts, social studies, math, science, physical education and health, and the
creative arts. (2-3 paragraphs)

The topic will be integrated into science and creative art domain. In science it will be the

knowledge that will be delivered about Aquatic invertebrate history. Where as in creative art,
they have to draw the figures and diagrams of these invertebrates.

Engage:

 Where do huge insects such as dragonflies, craneflies, and mayflies begin their lives?

Using the mayfly as an example, review/discuss the life cycles of insects that begin

their lives in aquatic habitats. View instructional video, examine diagram, and

introduce/discuss associated terminology (larvae, emergence, subimago, imago).

 What factors might influence the life cycle or population size of aquatic

macroinvertebrates? Compile a list of factors that may influence the life phases of

these species.

Explore:

 Students will be divided into small groups (3-5 persons, depending on class size) and

provided with an envelope containing a unique environmental scenario and a data

sheet. Students will discuss their scenario in which the population sizes of mayfly

larvae and adults vary between two sample dates.

 Students should use the data sheets to describe the physical and biological

characteristics of their scenario's setting.

 Count and report on the data sheet the number of larval and adult mayflies "sampled"

in this environment on two separate occasions.

 Develop an explanation for why the population sizes of larvae and adults changed from

one date to the next based on environmental circumstances and events that transpired at

their places.
  Students should present their findings to the class.

 If time permits, students can study the scenario in class or utilise it as a homework

assignment.

Explain:

 Numerous macroinvertebrates (animals without a backbone) inhabit aquatic settings,

such as streams and rivers. Some macroinvertebrates, such as snails, freshwater clams

and mussels, and crayfish, are permanent residents of streams. Aquatic

macroinvertebrates also include aquatic insects such as dragonflies, damselflies, and

mayflies. These aquatic insects spend their early life stages in water.

 Similar to many aquatic macroinvertebrates, mayflies go through numerous life phases

that occur in various habitats. Mayfly adults lay their eggs in streams, which develop

into larvae within the stream habitat. These larvae moult their exoskeletons as they

grow larger over time. Mayfly larvae can live for a year or longer in a stream. They

breathe oxygen through feathery gills and consume algae and debris for food. When

mayflies complete their larval stage, they float to the water's surface and shed their

larval exoskeleton. This procedure is known as "emergence." This process exposes

mayflies to fish and other predators, which is extremely dangerous for them. Mayflies

emerge from their larval stage with fully developed wings but are not yet adult. The

term for this immature adult stage is "subimago." The adult mayfly must undergo one

more moult to reach sexual maturity and become a "imago." In this stage, the mayfly's

reproductive organs are mature, but it lacks mouthparts and a digestive tract.

Therefore, in the imago stage, the mayfly survives long enough to mate before
 succumbing to exhaustion.

 Aquatic macroinvertebrate life cycles and population sizes can be affected by biotic

and abiotic variables. Stream species are dependent on water temperature, depth, flow

rate, dissolved oxygen levels, turbidity (cloudiness), and other environmental features

(geology, stream substrate, etc.). Beyond the water channel, the terrestrial environment

bordering the stream can affect the diversity and population size of the stream through

affecting water quality. A heavily shaded stream in a forested setting, for instance, will

have cooler water than a stream with a greater proportion of its area exposed to

sunshine, such as a stream running through a field or meadow. Some aquatic

invertebrates may require lower quantities of dissolved oxygen in warmer streams for

respiration. A stream in a more urbanised setting may receive more runoff from

highways, parking lots, etc. This would affect water purity and levels of pollutants.

Some species of macroinvertebrates, such as mayflies, are extremely sensitive to water

quality.

Extend:

 Have students reread the class scenario or any unaddressed group scenario and answer

the associated questions.

 Create a field guide on aquatic macroinvertebrates with your kids. Individually or in

groups, students will conduct research on a particular group of macroinvertebrates

(mayflies, dragonflies, caddisflies, etc.) and provide a one-page synopsis of their

group. On the internet, students may readily find information. Remind pupils to always

cite their sources of knowledge. Their overview could include images of larvae and

adults, feeding and habitat requirements, and intriguing facts (such as, "Did you know
 jewellery is produced from caddisfly cases?"). Compile all student work into a single

volume.

Evaluate:

The performance of students in formulating hypotheses, predictions, etc. for their situations

and presenting their findings might serve as the basis for evaluations.

Distribute Macroinvertebrate Research Cards as homework and have students conduct

research and provide facts about their organism in the following lesson.

Evaluate hypotheses generated for the situation presented in class as homework or as an exit

ticket.