Water Quality Slides Bundle A: Temperature & Bacteria effect on Dissolved Oxygen
- Google Slides™
Description
From the Author of Bossy Brocci
Math & Big Science workbooks on Amazon,
comes student fillable editable interactive
Google Slides™ for Google Classroom™
Students can insert/overlay text & graphics
[textboxes, shapes, lines, arrows, colors etc.]
onto the G-Slide image background
or
Convert to PDF, then make it interactive online
by using various third-party Ed. websites
or
Print it for paper worksheets
=======================
This BUNDLE on Water Temperature, Fertilizer Runoff,
Eutrophication, Algal Blooms, Aerobic Decomposer Bacteria,
Bioindicators and Dissolved Oxygen
contains:
- 11 Lessons
- 71 Worksheets
- and Assessment up the a$$
=======================
Answer KEYS included
=======================
Coverage Specifics:
#1 WATER QUALITY INDICATORS and
DISSOLVED OXYGEN GRAPHIC ORGANIZERS
Students will:
1) Complete Note-taking & illustrations (in class, with a group, or solo)
in 3 Graphic Organizers (Semantic Maps) containing:
- Nitrates and Phosphates
- Fertilizer to Fishkills sequence of events
- Aerobic Decomposer Bacteria
- Biochemical Oxygen Demand
- Fecal Coliform Bacteria
- Dissolved Oxygen
- Sensitive Bioindicators
- Turbidity
- pH
- Water Temperature
- Water Hardness
- Water Conductivity
- Temperature’s effect on Dissolved Oxygen
- Salinity’s effect on Dissolved Oxygen
- Turbidity’s effect on Dissolved Oxygen
- Elevation’s effect on Dissolved Oxygen
- Aerobic Decomposer Bacteria’s effect on Dissolved Oxygen
and
- Water Surface Agitation's effect on Dissolved Oxygen
2) Be compelled to present their work in a neat & orderly format
3) Be trained to methodically & systematically Identify & Describe
various Water Quality Indicators
and the Factors that Affect Dissolved Oxygen
#2 WATER TEMPERATURE and DISSOLVED OXYGEN
+ QUIZ
Students will:
1) Analyze two Data Tables for Solubility of Oxygen
or Dissolved Oxygen levels
at 16 different Celsius Temperatures
2) Draw a Line Graph of Dissolved Oxygen/Solubility of Oxygen
versus Temperature – by using the Data Table provided above the graph
to complete the pre-scaled & pre-labeled graph below that data
3) Complete Note-taking (in class, with a group, or solo)
in 1 Graphic Organizer (Semantic Map)
on Temperature’s Effect on Dissolved Oxygen from:
- Riparian Buffer shade
- Shoreline Shade
- Greenhouse Effect
- Change of Seasons
- Turbidity
- Point-Source Thermal Pollution
and
- Non-point Urban Runoff
4) Fill in 36 cells in a Data-Trends or Variable-Relationships Table
by using their preceding Data Tables, Graph & Semantic Map,
that connects Low, Moderate and High levels
of Shade, Turbidity, Point-Source Thermal Pollution and Urban Runoff
to various levels of:
- Water Temperature
- Dissolved Oxygen
and
- Fishkills/Fish Mortality
5) Use deductive reasoning and cause-and-effect logic with their
preceding Data Tables, Graph, Semantic Map & Trend Table,
to derive & DRAW 10 generic Positive
or generic Negative relationship Line Graphs
on pre-labeled simple axes containing the following 10 pairs
of Dependent and Independent variables:
- Water Temperature vs. Shoreline Shade or Riparian Buffer Shade
- Water Temperature vs. the Destruction of Shoreline Shade or Riparian Buffer Shade
- Water Temperature vs. The Greenhouse Effect
- Water Temperature vs. Turbidity
- Water Temperature vs. Powerplant Point-Source Thermal Pollution
- Water Temperature vs. Urban Runoff
- Solubility of Sugar and MOST SOLID Solutes vs. Solvent Water Temperature
- Solubility of Oxygen and other GAS solutes vs. Solvent Water Temperature
- Dissolved Oxygen vs. Water Temperature
and
- Fish Mortality or Fishkills vs. Water Temperature
6) Answer a quiz featuring 50 multiple-choice questions
based on their preceding Calculations, Observations,
and Analysis of the Relationship between
Water Temperature and Dissolved Oxygen
7) Be compelled to present their work in a neat & orderly format
8) Be trained to methodically & systematically Explain
how & why Water Temperature affects Dissolved Oxygen
#3 GRAPH & WRITE CAUSE-EFFECT OF FOSSIL FUEL COMBUSTION,
WATER TEMPERATURE and DISSOLVED OXYGEN
Students will:
1) READ 5 small selections of Informational Text (Quick Facts)
about various dependent and independent variables
associated with Combustion of Fossil Fuels,
Water Temperature and Dissolved Oxygen
2) CONVERT those verbal statements into mathematical statements
by DRAWING 5 generic Positive or generic Negative relationship Line Graphs
on pre-labeled simple axes containing
the following 5 pairs of Dependent and Independent variables:
- Atmospheric Carbon Dioxide vs. Fossil Fuel Combustion
- The Greenhouse Effect vs. Atmospheric Carbon Dioxide
- Water Temperature vs. The Greenhouse Effect
- Dissolved Oxygen vs. Water Temperature
and
- Dissolved Oxygen vs. Fossil Fuel Combustion
3) TRANSLATE each of their 5 constructed mathematical facts or graphs
into 6 verbal statements by WRITING (yes, writing)
six SENTENCES below each graph, that explain the relationship
between the dependent and independent variable,
expressed in 6 different ways.
That’s writing 6 unique sentences for each relationship
in 5 graphs, for a total of writing 30 statements
(minus my single example)
[A fellow teacher once told me that WRITING something just once
is the equivalent of reading it 7 times]
4) CONSTRUCT a CAUSE and EFFECT written Summary
of Fossil Fuel Combustion’s connection to Dissolved Oxygen
by ANALYZING each of 5 completed graphs, then WRITING:
“If A causes B . . . and B causes C . . . Then A leads to C . . .”
types of statements
5) Practice – with REPETITION – their mathematical (graphical) LITERACY
and verbal or written literacy, by translating what they READ
into DRAWING graphs – and then converting the mathematical statements
about the relationship between the dependent and independent variable
within a graph by WRITING statements about that relationship in multiple ways.
6) Practice – with REPETITION – their skills of logic and reasoning
7) Be trained to understand the relationships between
the Dependent and Independent variable
– and the difference between Direct (or immediate)
and Indirect (or ultimate) relationships, causes and connections.
8) Be compelled to present their work in a neat & orderly format.
9) Be trained to methodically & systematically Explain
how & why Combustion of Fossil Fuels affects Dissolved Oxygen
Note:
With this Cause and Effect Reading, Graphing and
Writing SENTENCES Literacy & Logic Lesson,
you finally have the elusive antidote to the kid (usually a boy)
who flies through everything.
You know the type:
the kid who half-a$$es his way through your quizzes, tests,
and even breathing - just to get ‘em done.
This is the kid who, after being told to go read 57 pages in his textbook,
miraculously returns to your desk three minutes later
- - - proclaiming he’s finished that too.
You know who I’m talking about.
Don’t deny it.
He’s the reason you've been longing for a Housecall - - -
from Dr. Kevorkian.
Well . . .
don't pick up that phone (or Ouija board) just yet,
because the apathetic juggernaut “Little Jimmy” just met his match.
Little Jimmy and the rest of your students will have to translate a graphed relationship between two variables, and then write about that relationship
by choosing to use: ‘increase’ ‘increases’ ‘raises’ ‘higher’ ‘decrease’ ‘decreases’
‘drops’ ‘lowers’ ‘lower’ etc. in 6 complete sentences!
If you’re worried that Little Jimmy can write these sentences any which way he can just to get it over with - - - well . . . he CAN’T.
Little Jimmy won’t have it “finished” until he follows the rules - - - MY rules.
And that's because I’ve already prescribed a template for how each and every sentence is to be worded and written – right down to the very order & grammar for every sentence.
That means even apathetic Little Jimmy’s wrong answers
must be correctly written before he can turn ‘em in.
And until he does that???
- - - Little Jimmy won’t be “done” with squat.
#4 GRAPH & WRITE CAUSE-EFFECT OF RIPARIAN SHADE
WATER TEMPERATURE and DISSOLVED OXYGEN
Students will:
1) READ 3 small selections of Informational Text (Quick Facts)
about various dependent and independent variables\
associated with Shade, Water Temperature and Dissolved Oxygen
2) CONVERT those verbal statements into mathematical statements
by DRAWING 3 generic Positive or generic Negative relationship Line Graphs
on pre-labeled simple axes containing the following
3 pairs of Dependent and Independent variables:
- Water Temperature vs. Riparian Buffer Shade or Shoreline Shade
- Dissolved Oxygen vs. Water Temperature
and
- Dissolved Oxygen vs. Riparian Buffer Shade or Shoreline Shade
3) TRANSLATE each of their 3 constructed mathematical facts or graphs
into 6 verbal statements by WRITING (yes, writing)
six SENTENCES below each graph that explain the relationship
between the dependent and independent variable – expressed in 6 different ways. That’s writing 6 unique sentences for each relationship
in 3 graphs, for a total of writing 18 statements
(minus my single example)
[A fellow teacher once told me that WRITING something just once
is the equivalent of reading it 7 times]
4) CONSTRUCT a CAUSE and EFFECT written Summary
of Vegetation Shade’s connection to Dissolved Oxygen
by ANALYZING each of 3 completed graphs, then WRITING
“If A causes B . . . and B causes C . . . Then A leads to C . . .”
types of statements
5) Practice – with REPETITION – their mathematical (graphical) LITERACY
and verbal or written literacy, by translating what they READ
into DRAWING graphs – and then converting the mathematical statements
about the relationship between the dependent and independent variable
within a graph by WRITING statements about that relationship in multiple ways.
6) Practice – with REPETITION – their skills of logic and reasoning
7) Be trained to understand the relationships
between the Dependent and Independent variable
– and the difference between Direct (or immediate)
and Indirect (or ultimate) relationships, causes and connections.
8) Be compelled to present their work in a neat & orderly format.
9) Be trained to methodically & systematically Explain how & why
Riparian Border shade or Shoreline shade affects Dissolved Oxygen
#5 GRAPH & WRITE CAUSE-EFFECT OF
POWERPLANT THERMAL POLLUTION,
WATER TEMPERATURE and DISSOLVED OXYGEN
Students will:
1) READ 3 small selections of Informational Text (Quick Facts)
about various dependent and independent variables
associated with Water Steam-based Powerplants,
Water Temperature and Dissolved Oxygen
2) CONVERT those verbal statements into mathematical statements
by DRAWING 3 generic Positive or generic Negative relationship
Line Graphs on pre-labeled simple axes containing the following
3 pairs of Dependent and Independent variables:
- Water Temperature vs. Steam Powerplant Effluent or Discharge
- Dissolved Oxygen vs. Water Temperature
and
- Dissolved Oxygen vs. Steam Powerplant Effluent or Discharge
3) TRANSLATE each of their 3 constructed mathematical facts or graphs into 6 verbal statements by WRITING (yes, writing)
six SENTENCES below each graph
that explain the relationship between the dependent and independent variable – expressed in 6 different ways.
That’s writing 6 unique sentences for each relationship in 3 graphs,
for a total of writing 18 statements (minus my single example)
[A fellow teacher once told me that WRITING something just once
is the equivalent of reading it 7 times]
4) CONSTRUCT a CAUSE and EFFECT written Summary
of Steam-based Powerplant Thermal Pollution's connection
to Dissolved Oxygen by ANALYZING
each of 3 completed graphs, then WRITING
“If A causes B . . . and B causes C . . . Then A leads to C . . .”
types of statements
5) Practice – with REPETITION – their mathematical (graphical) LITERACY
and verbal or written literacy, by translating what they READ
into DRAWING graphs – and then converting the mathematical statements
about the relationship between the dependent and independent variable
within a graph by WRITING statements about that relationship in multiple ways.
6) Practice – with REPETITION – their skills of logic and reasoning
7) Be trained to understand the relationships
between the Dependent and Independent variable,
and the difference between Direct (or immediate)
and Indirect (or ultimate) relationships, causes and connections.
8) Be compelled to present their work in a neat & orderly format.
9) Be trained to methodically & systematically Explain how & why
Steam-based Powerplant Effluent affects Dissolved Oxygen
#6 GRAPH & WRITE CAUSE-EFFECT OF
URBAN RUNOOF THERMAL POLLUTION,
WATER TEMPERATURE and DISSOLVED OXYGEN
Students will:
1) READ 4 small selections of Informational Text (Quick Facts)
about various dependent and independent variables
associated with Urban Runoff, Water Temperature
and Dissolved Oxygen
2) CONVERT those verbal statements into mathematical statements
by DRAWING 4 generic Positive
or generic Negative relationship Line Graphs
on pre-labeled simple axes containing the following
4 pairs of Dependent and Independent variables:
- Urban Runoff vs. Urbanization
- Water Temperature vs. Urban Runoff
- Dissolved Oxygen vs. Water Temperature
and
- Dissolved Oxygen vs. Urban Runoff
3) TRANSLATE each of their 4 constructed mathematical facts or graphs
into 6 verbal statements by WRITING (yes, writing)
six SENTENCES below each graph that explain the relationship
between the dependent and independent variable
– expressed in 6 different ways.
That’s writing 6 unique sentences for each relationship in 4 graphs,
for a total of writing 24 statements (minus my single example)
[A fellow teacher once told me that WRITING something just once
is the equivalent of reading it 7 times]
4) CONSTRUCT a CAUSE and EFFECT written Summary
of Urban Runoff’s connection to Dissolved Oxygen
by ANALYZING each of 4 completed graphs,
then WRITING
“If A causes B . . . and B causes C . . . Then A leads to C . . .”
types of statements
5) Practice – with REPETITION – their mathematical (graphical) LITERACY
and verbal or written literacy, by translating what they READ
into DRAWING graphs – and then converting the mathematical statements
about the relationship between the dependent and independent variable
within a graph by WRITING statements about that relationship in multiple ways.
6) Practice – with REPETITION – their skills of logic and reasoning
7) Be trained to understand the relationships
between the Dependent and Independent variable
– and the difference between Direct (or immediate)
and Indirect (or ultimate) relationships, causes and connections.
8) Be compelled to present their work in a neat & orderly format.
9) Be trained to methodically & systematically Explain
how & why Urban Runoff affects Dissolved Oxygen
#7 FERTILIZER RUNOFF, EUTROPHICATION, ALGAL BLOOMS,
BACTERIA and DISSOLVED OXYGEN
+ QUIZ
Students will:
1) Complete Note-taking (in class, with a group, or solo)
in 1 Graphic Organizer (Semantic Map)
on how Aerobic Decomposer Bacteria and Biochemical Oxygen Demand (BOD) affects Dissolved Oxygen from:
- Algal Blooms
- Yard Waste
- Biodegradable Garbage
- Sewage
- Livestock waste
and
- Pet Waste
2) Narrate (write) and illustrate the chain of events
from Fertilizer Runoff to a Fishkill,
by using a pre-fab storyboard (or comic strip)
containing spaces for illustrations
and lined text boxes underneath each illustration
3) Fill in 48 cells in a Data-Trends/Variable-Relationships Table,
by using their preceding Graphic Organizer and Storyboard
connecting Low, Moderate and High levels of Yard Waste,
Biodegradable Garbage, Sewage
and Livestock or Pet Waste to various levels of:
- Aerobic Decomposer Bacteria
- Biochemical Oxygen Demand or BOD
- Dissolved Oxygen
and
- Fishkills/Fish Mortality
4) Fill in 21 cells in a Data-Trends/Variable-Relationships Table by using
their preceding Graphic Organizer + Storyboard + Trends Table
connecting Low, Moderate and High levels of Fertilizer Nitrate + Phosphate Runoff
to various levels of:
- Eutrophication
- Algal Blooms
- Bottom-plant or Benthic plant Mortality
- Aerobic Decomposer Bacteria
- Biochemical Oxygen Demand or BOD
- Dissolved Oxygen
and
- Fishkills/Fish Mortality
5) Use deductive reasoning and cause-and-effect logic
with their Graphic Organizer, Storyboard and Trends Tables,
to derive and DRAW 6 generic Positive
or generic Negative relationship Line Graphs
on pre-labeled simple axes containing the following
6 pairs of Dependent and Independent variables:
- Algal Blooms vs. Nitrate and Phosphate Runoff
- Aerobic Decomposer Bacteria vs. Algal Blooms
- Biochemical Oxygen Demand or BOD vs. Aerobic Decomposer Bacteria
- Dissolved Oxygen vs. Biochemical Oxygen Demand or BOD
- Dissolved Oxygen vs. Algal Blooms
and
- Fishkills or Fish Mortality vs. Algal Blooms
6) Answer a quiz featuring 48 multiple-choice
and 2 fill-in-the-blank questions
based on their preceding Calculations, Observations
and Analysis of the Relationship between Fertilizer Runoff,
Algal Blooms, Aerobic Decomposer Bacteria and Dissolved Oxygen
7) Write a short to long-answer response explaining why
replacing traditional riprap (also rip-rap) with seawalls around a lake,
can cause a decrease in that lake’s Dissolved Oxygen
8) Be compelled to present their work in a neat & orderly format
9) Be trained to methodically & systematically Explain
how & why Fertilizer Runoff, Algal Blooms
and Aerobic Decomposer Bacteria affects Dissolved Oxygen
#8 GRAPH & WRITE CAUSE-EFFECT OF
FERTILIZER RUNOFF, EUTROPHICATION, ALGAL BLOOMS,
BACTERIA and DISSOLVED OXYGEN
Students will:
1) READ 8 small selections of Informational Text (Quick Facts)
about various dependent and independent variables
associated with Fertilizer Runoff, Algal Blooms,
Aerobic Decomposer Bacteria and Dissolved Oxygen
2) CONVERT those verbal statements into mathematical statements
by DRAWING 8 generic Positive or generic Negative relationship Line Graphs
on pre-labeled simple axes containing the following
8 pairs of Dependent and Independent variables:
- Dissolved Nitrates and Phosphates vs. Fertilizer Runoff
- Algal Blooms vs. Dissolved Nitrates and Phosphates
- Aerobic Decomposer Bacteria vs. Algal Blooms
- Biochemical Oxygen Demand or BOD vs. Aerobic Decomposer Bacteria
- Dissolved Oxygen vs. Biochemical Oxygen Demand or BOD
- Fish Mortality or Fishkills vs. Dissolved Oxygen
- Dissolved Oxygen vs. Fertilizer Runoff
and
- Fish Mortality or Fishkills vs. Fertilizer Runoff
3) TRANSLATE each of their 8 constructed mathematical facts
or graphs into 6 verbal statements
by WRITING (yes, writing) six SENTENCES below each graph
that explain the relationship
between the dependent and independent variable
– expressed in 6 different ways.
That’s writing 6 unique sentences for each relationship in 8 graphs,
for a total of writing 48 statements (minus my single example)
[A fellow teacher once told me that WRITING something just once
is the equivalent of reading it 7 times]
4) CONSTRUCT a CAUSE and EFFECT written Summary
of Fertilizer Runoff’s connection to Dissolved Oxygen
by ANALYZING each of 8 completed graphs, then WRITING
“If A causes B . . . and B causes C . . . Then A leads to C . . .”
types of statements
5) Practice – with REPETITION – their mathematical (graphical) LITERACY
and verbal or written literacy, by translating what they READ
into DRAWING graphs – and then converting the mathematical statements
about the relationship between the dependent and independent variable
within a graph by WRITING statements about that relationship in multiple ways.
6) Practice – with REPETITION – their skills of logic and reasoning
7) Be trained to understand the relationships
between the Dependent and Independent variable
– and the difference between Direct (or immediate)
and Indirect (or ultimate) relationships, causes and connections.
8) Be compelled to present their work in a neat & orderly format.
9) Be trained to methodically & systematically Explain
how & why Fertilizer Runoff affects Dissolved Oxygen
and Fish Mortality or Fishkills,
by way of Algal Blooms, Aerobic Decomposer Bacteria
and Biochemical Oxygen Demand
#9 WATER TEMPERATURE, BACTERIA and
OXYGEN PERCENT SATURATION
+ QUIZ
Students will:
1) Analyze a Data Trends Table containing:
- Lake identity
- Season
- Water Temperature
- Theoretical Maximum Solubility of Oxygen
- Algae or Sewage level
- Aerobic Decomposer Bacteria level
- Biochemical Oxygen Demand or BOD level
- Experimental or Measured Dissolved Oxygen
and
- Oxygen Percent Saturation.
2) Calculate & Fill in Celsius Temperature in 8 cells,
from four given pairs of seasonal Fahrenheit water temperatures
3) Determine & Fill in the Aerobic Decomposer Bacteria and BOD level
as being Low, Moderate or High in 8 cells,
from given levels of Algae or Sewage
4) Calculate & Fill in Oxygen Percent Saturation in 8 cells,
given Experimental and Theoretical Max numbers
5) Calculate Relative Experimental Oxygen levels
3 times for Lake P vs. Lake Y
and, 3 times for Lake Y vs. Lake P
using a provided formula from another Data Table.
And write those 6 total relative oxygen concentration statements
in the provided text boxes
6) Draw 3 sets of triplet Vertical Bar Graphs
for Theoretical Maximum Lake P and Lake Y oxygen levels
in the Winter, Summer and Fall seasons (Spring has been provided as a guide)
on a pre-scaled & pre-labeled graph,
using the data from their preceding Tables
7) Draw 3 sets of paired Vertical Bar Graphs
for Lake P and Lake Y oxygen Percent Saturations levels
in the Winter, Summer and Fall seasons (Spring has been provided as a guide)
on a pre-scaled & pre-labeled graph,
using the data from their preceding Tables
8) Answer a quiz featuring 47 multiple-choice
and 3 fill-in-the-blank questions
based on their preceding Calculations, Observations and Analysis
of the Relationships between Water Temperature,
Aerobic Decomposer Bacteria,
Biochemical Oxygen Demand
and Dissolved Oxygen
9) Use deductive reasoning and cause-and-effect logic
with their Data Trends Tables and Graphs to derive and DRAW
5 generic Positive or generic Negative relationship Line Graphs
on pre-labeled simple axes
containing the following 5 pairs of Dependent and Independent variables:
- Dissolved Oxygen vs. Temperature
- Algae vs. Nitrates and Phosphates
- Aerobic Decomposer Bacteria vs. Algae or Sewage
- Biochemical Oxygen Demand or BOD vs. Aerobic Decomposer Bacteria
and
- Dissolved Oxygen vs. Biochemical Oxygen Demand or BOD
10) Write a BONUS Location and Algae-Based explanation
for Lake Y’s seasonal variations in its Aerobic Decomposer Bacteria
and Biochemical Oxygen Demand (BOD) levels
11) Write a BONUS Location and Sewage-Based explanation
for Lake Y’s seasonal variations in its Aerobic Decomposer Bacteria
and Biochemical Oxygen Demand (BOD) levels
12) Write a BONUS Bacteria and BOD-Only explanation
for Lake P’s seasonal variations in its Oxygen Percent Saturation Levels
13) Be compelled to present their work in a neat & orderly format
14) Be trained to methodically & systematically
Calculate Oxygen Percent Saturation
and Explain how & why Water Temperature
and Aerobic Decomposer Bacteria affects Dissolved Oxygen
#10 WATER TEMPERATURE, BACTERIA, DISSOLVED OXYGEN
and BIOINDICATORS
+ QUIZ
Students will:
1) Complete Note-taking (in class, with a group, or solo)
in a Graphic Organizer (Semantic Map) covering
Pollution-Tolerant or Insensitive Bioindicators
and Pollution-Intolerant or Sensitive Bioindicators, including:
- Macroinvertebrate examples
- Fish examples
- Amphibian examples
and
- Conclusions to draw based on which type of bioindicator is present
2) After being given either “Low” or “High” for Organic Matter & Temperature,
fill in 8 cells in a Data Trends Table with either “Low” or “High” for:
- Aerobic Decomposer Bacteria level
- Biochemical Oxygen Demand
- Dissolved Oxygen
and
- Overall Water Quality
3) List the bioindicator species that could be present
based on their designation for Dissolved Oxygen and Water Quality
in 2 text boxes on that same Data Trends Table,
with the assistance of their preceding Organizer on Bioindicators
4) Use deductive reasoning and cause-and-effect logic
with their Graphic Organizer and Data Trends Table, to derive & DRAW
6 generic Positive or generic Negative relationship Line Graphs
on pre-labeled simple axes containing the following
6 pairs of Dependent and Independent variables:
- Biochemical Oxygen Demand or BOD vs. Aerobic Decomposer Bacteria
- Dissolved Oxygen vs. Biochemical Oxygen Demand or BOD
- Dissolved Oxygen vs. Water Temperature
- Sensitive Bioindicators vs. Dissolved Oxygen
- Sensitive Bioindicators vs. Aerobic Decomposer Bacteria
and
- Sensitive Bioindicators vs. Water Temperature
5) Answer a quiz featuring 50 multiple-choice questions
6) Be compelled to present their work in a neat & orderly format
7) Be trained to methodically & systematically
Identify, Distinguish and Define Bioindicators
and their relationship to Dissolved Oxygen,
by way of Bacteria and Water Temperature levels
#11 GRAPH & WRITE CAUSE-EFFECT OF
WATER TEMPERATURE, BACTERIA,
DISSOLVED OXYGEN AND BIOINDICATORS
Students will:
1) READ 8 small selections of Informational Text (Quick Facts)
about various dependent and independent variables
associated with Water Temperature,
Aerobic Decomposer Bacteria,
Dissolved Oxygen
and Bioindicators
2) CONVERT those verbal statements into mathematical statements
by DRAWING 8 generic Positive or Negative relationship Line Graphs
on pre-labeled simple axes containing the following
8 pairs of Dependent and Independent variables:
- Aerobic Decomposer Bacteria vs. Algal Blooms or Biodegradable Waste
- Biochemical Oxygen Demand or BOD vs. Aerobic Decomposer Bacteria
- Dissolved Oxygen vs. Biochemical Oxygen Demand or BOD
- Dissolved Oxygen vs. Water Temperature
- Sensitive Bioindicators vs. Dissolved Oxygen
- Dissolved Oxygen vs. Algal Blooms or Biodegradable Waste
- Sensitive Bioindicators vs. Algal Blooms or Biodegradable Waste
and
- Sensitive Bioindicators vs. Water Temperature
3) TRANSLATE each of their 8 constructed mathematical facts or graphs
into 6 verbal statements by WRITING (yes, writing)
six SENTENCES below each graph that explain
the relationship between the dependent and independent variable
– expressed in 6 different ways.
That’s writing 6 unique sentences for each relationship in 8 graphs,
for a total of writing 48 statements (minus my single example)
[A fellow teacher once told me that WRITING something just once
is the equivalent of reading it 7 times]
4) CONSTRUCT a CAUSE and EFFECT written Summary
of Water Temperature and Dissolved Oxygen’s connection
to Sensitive Bioindicators
by ANALYZING each of 8 completed graphs,
then WRITING “If A causes B . . . and B causes C . . . Then A leads to C . . .”
types of statements
5) Practice – with REPETITION – their mathematical (graphical) LITERACY
and verbal or written literacy, by translating what they READ
into DRAWING graphs – and then converting the mathematical statements
about the relationship between the dependent and independent variable
within a graph by WRITING statements about that relationship in multiple ways.
6) Practice – with REPETITION – their skills of logic and reasoning
7) Be trained to understand the relationships
between the Dependent and Independent variable
– and the difference between Direct (or immediate)
and Indirect (or ultimate) relationships, causes and connections.
8) Be compelled to present their work in a neat & orderly format.
9) Be trained to methodically & systematically Explain
how & why Temperature and Aerobic Bacteria
affects Dissolved Oxygen and Sensitive Bioindicators
=====================
Now THAT’s what I call 'putting the w-o-r-k
back in WORKsheets!’
=====================
Printing: 174 slides are printed as
87 LaNdScApE
DOUBLE-SIDED sheets of paper,
with the flip being along the 'SHORT' side or edge.
Blank slides included for double-sided printing
=======================
For WORKsheet Lessons & Bundles related to this product:
For all sorts of Brocci Bundles:
And for my FREE product that connects Ocean Pollution to Global Warming:
=======================
Author Creds:
- B.A. History, B.S. Chemistry, M.S. Organic Chemistry
- 124 Credits of University Science
- 27 Credits of University Mathematics
- Phi Beta Kappa, Summa Cum Laude
- Tieszen Award for Calculus, Chemistry, & Physics
- Albertus Magnus Award for Best Instructor at Univ. Maryland, Dept. of Chemistry & Biochemistry
- 4-time North Carolina Top 3 Science Teacher
- 2-Time NC Top Science Teacher [2010 & 2019]
=======================
Questions from the Author:
Have parents [or Principals] up your a$$
about 'challenging' or 'enriching' the kids?
Need something for extra-credit
or a time-killer for fast-finishers?
Ensure that your students leave your class
having written an expository essay/research paper
- - - complete with
proper punctuation,
good grammar,
and correct syntax.
Bossy Brocci's EZ-Writer will automatically
help your students produce anywhere from a:
5 Paragraph/2 Section paper
up to an
11 Paragraph/5 Section paper.
Yes . . . AUTOMATICALLY.
You don't do or teach a thing.
My EZ-Writer does it all:
It teaches students proper
writing, punctuation, grammar
and syntax for you!
It's hot off the presses and submitted
for Copyright registration
in October 2019.
Get the EZ-Writer and tell your Math, ELA
and Social Studies friends about it:
======================
