Water Quality Slides Bundle G: Dissolved Oxygen Factors Indicators Lessons Tests
- Google Slides™
Description
This BIG BUNDLE on the Factors & Indicators
of Dissolved Oxygen
contains:
- 21 Lessons
- 149 Worksheets
- and Assessment up the a$$
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This G Bundle already contains
the 6 Water Quality sub-Bundles
A, B, C, D, E & F within it:
A) Water Temperature, Fertilizer, Eutrophication,
Algal Blooms, Aerobic Bacteria, B.O.D.,
Bioindicators and Dissolved Oxygen
B) Water Surface Agitation & Dissolved Oxygen
C) Water Turbidity & Dissolved Oxygen
D) Water Salinity & Dissolved Oxygen
E) Air Pressure, Elevation & Dissolved Oxygen
and
F) Dissolved Oxygen Verbal & Visual Tests
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Answer KEYS included
=======================
Note: Lesson Descriptions have been shortened
for TpT character limits.
See individual lessons for full details.
=======================
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 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
#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)
4) CONSTRUCT a CAUSE and EFFECT written Summary
of Fossil Fuel Combustion’s connection to Dissolved Oxygen
#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)
4) CONSTRUCT a CAUSE and EFFECT written Summary
of Vegetation Shade’s connection to 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)
4) CONSTRUCT a CAUSE and EFFECT written Summary
of Steam-based Powerplant Thermal Pollution's connection
to 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)
4) CONSTRUCT a CAUSE and EFFECT written Summary
of Urban Runoff’s connection to 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 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)
4) CONSTRUCT a CAUSE and EFFECT written Summary
of Fertilizer Runoff’s connection to Dissolved Oxygen
#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
#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
#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)
4) CONSTRUCT a CAUSE and EFFECT written Summary
of Water Temperature and Dissolved Oxygen’s connection
to Sensitive Bioindicators
#12 Water's Surface Agitation (Rapids or Calm)
Effect on Dissolved Oxygen
+ QUIZ
Students will:
1) Fill in 8 cells in a Data Trends Table
by writing one of two opposite statements
from 4 provided unique statement pairs,
for a total of 8 written statements
– all dealing with the analogy between
Road Surface Area & Car Contact
AND Water Surface Area & Air Contact
2) Use deductive reasoning and cause-and-effect logic
with their Data Trends Table, to derive and DRAW
9 generic Positive or Negative relationship Line Graphs
on pre-labeled simple axes containing the following
9 pairs of Dependent and Independent variables:
- Road Distance between Points A & B vs. Number or Height of Hills on Road
- Road Surface Area between Points A & B vs. Number or Height of Hills on Road
- Amount of Contact between Car & Road vs. Number or Height of Hills on Road
- Water Distance between Points A & B vs. Number or Height of Water Rapids
- Water Surface Area between Points A & B vs. Number or Height of Water Rapids
- Amount of Contact between Air & Water vs. Number or Height of Water Rapids
- Aeration or Aerification vs. Amount of Contact between Air & Water
- Diffusion & Absorption of O2 from Air into Water vs. Aeration or Aerification of Water
and
- Dissolved Oxygen vs. Water’s Surface Action
3) Answer a quiz featuring 24 multiple-choice questions
and 1 fill-in-the-blank question
4) Write a short-response to the BONUS question
explaining why replacing traditional riprap (or rip-rap)
with seawalls around a lake,
can cause a decrease in that lake’s Dissolved Oxygen
– using ONLY what they’ve learned
about Water’s Surface Agitation connection to dissolved oxygen
#13 Graph & Write Cause-Effect of
Water's Surface Agitation and Dissolved Oxygen
Students will:
1) READ 5 small selections of Informational Text (Quick Facts)
about various dependent and independent variables
associated with Water’s Surface Agitation & Area
and Dissolved Oxygen
2) CONVERT those verbal statements
into mathematical or graphical statements by DRAWING
5 generic Positive or Negative relationship Line Graphs
on pre-labeled simple axes containing the following
5 pairs of Dependent and Independent variables:
- Surface Area of Water in Contact with Air vs. Water Surface Action
- Aeration or Aerification of Water vs. Surface Area of Water in Contact with Air
- Diffusion and Absorption of Oxygen vs. Aeration or Aerification of Water
- Dissolved Oxygen vs. Diffusion and Absorption of Oxygen
and
- Dissolved Oxygen vs. Water Surface Action
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 & 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)
4) CONSTRUCT a CAUSE and EFFECT written Summary
of Water’s Surface Agitation connection to Dissolved Oxygen
#14 Turbidity's Effect on Dissolved Oxygen
+ QUIZ
Students will:
1) Complete Note-taking (in class, with a group, or solo)
in 1 Graphic Organizer (Semantic Map) on:
- THREE Causes of High Turbidity
- THREE Measurements or Metrics for Turbidity: Jackson Turbidity Units (JTU), Secchi Disk Measurements and Nephelometric Turbidity Units (NTU)
and
- THREE Consequences for or Routes to Low Dissolved Oxygen from High Turbidity
2) Use their preceding Graphic Organizer to Narrate & finish illustrating
the 3 Routes to Low Dissolved Oxygen from High Turbidity
in a second Graphic Organizer,
complete with partial illustrations
and lined text boxes underneath each illustration
3) Fill in 24 cells in a Data-Trends or Variable-Relationships Table
by using their preceding Graphic Organizers/Semantic Maps
that connects Low, Moderate and High levels of Turbidity
to various levels of:
- The Amount of water at the surface or in a specific volume (the concentration of water)
- Absorption of Oxygen at the Surface and Holding Capacity for Oxygen
- Amount of Sunlight reaching Bottom or Benthic Plants
- Photosynthetic output of Oxygen from Bottom or Benthic plants
- Bottom/Benthic Plant Mortality and Aerobic Decomposer Bacteria population and activity
- Absorption of Sunlight by Suspended Solids
- Water Temperature
and
- Dissolved Oxygen
4) Use deductive reasoning and cause-&-effect logic
with their Data Trends Table, to derive and DRAW
11 generic Positive or Negative relationship Line Graphs
on pre-labeled simple axes containing the following
11 pairs of Dependent and Independent variables:
- Surface Amount of H2O vs. Turbidity
- Volume Concentration of H2O vs. Turbidity
- Surface Absorption of and Volume Capacity for Oxygen vs. Turbidity
- Sunlight reaching Bottom or Benthic Plants vs. Turbidity
- Bottom or Benthic Plant Photosynthetic Output of Oxygen vs. Turbidity
- Aerobic Bacterial Decomposition of Bottom Plants vs. Turbidity
- Biochemical Oxygen Demand (BOD) vs. Turbidity
- Solar Absorption by Suspended Solids vs. Turbidity
- Water Temperature vs. Turbidity
- Dissolved Oxygen vs. Turbidity
and
- Fish Mortality or Fishkills vs. Turbidity
5) Fill in 21 cells in a Data-Trends or Variable-Relationships Table
by using their preceding Graphic Organizer/Semantic Map,
Storyboard (or Comic Strip), and Trend Table
that connects 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
6) Answer a quiz featuring 50 multiple-choice questions
based on their preceding Calculations, Observations and Analysis
of the Relationship between Turbidity and Dissolved Oxygen
7) Write a short-answer response to the BONUS question,
explaining why replacing traditional riprap (also rip-rap)
with seawalls around a lake,
can cause a decrease in that lake’s Dissolved Oxygen
- using ONLY Turbidity as the cause
#15 Graph & Write Cause-Effect of
Water Turbidity and Dissolved Oxygen
Students will:
1) READ 16 small selections of Informational Text (Quick Facts)
about various dependent and independent variables
associated with Turbidity and Dissolved Oxygen
2) CONVERT those verbal statements into mathematical statements
by DRAWING 16 generic Positive or Negative relationship Line Graphs
on pre-labeled simple axes containing the following
16 pairs of Dependent and Independent variables:
- Surface and Volume Concentration of Water vs. Turbidity
- Oxygen Absorption and Capacity vs. Surface and Volume Concentration of Water
- Dissolved Oxygen vs. Oxygen Absorption and Capacity
and
- Dissolved Oxygen vs. vs. Turbidity [via a Lower Water Concentration or Less “room-for-oxygen” effect]
plus
- Solar Absorption vs. Turbidity
- Water Temperature vs. Solar Absorption
- Dissolved Oxygen vs. Water Temperature
and
- Dissolved Oxygen vs. Turbidity [via a Higher Temperature effect]
plus
- Sunlight penetration to Bottom vs. Turbidity
- Benthic Plant Mortality vs. Sunlight penetration to Bottom
- Photosynthetic Oxygen vs. Benthic Plant Mortality
- Dissolved Oxygen vs. Photosynthetic Oxygen
- Aerobic Decomposer Bacteria vs. Benthic Plant Mortality
- Biochemical Oxygen Demand (BOD) vs. Aerobic Decomposer Bacteria
- Dissolved Oxygen vs. Biochemical Oxygen Demand (BOD)
and
- Dissolved Oxygen vs. Turbidity [via a Less Photosynthesis and More Aerobic Decomposer Bacteria effect]
3) TRANSLATE each of their 16 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 16 graphs,
for a total of writing 96 statements (minus my single example)
4) CONSTRUCT three CAUSE and EFFECT written Summaries
of Turbidity’s connection to Dissolved Oxygen
#16 Salinity's Effect on Dissolved Oxygen
+ QUIZ
Students will:
1) ANALYZE Data Table A containing Maximum Dissolved Oxygen
(Maximum Solubility of Oxygen or 100% Oxygen Saturation) levels
for:
- Freshwater (Salinity approx. 0 pm)
and
- Saltwater (Salinity approx. 35 ppm)
at SIX different Celsius Temperatures
2) DRAW a Freshwater and Saltwater, double LINE GRAPH
of Dissolved Oxygen/Solubility of Oxygen
versus Temperature at TWO different Salinity levels,
by using the Data Table provided above the graph
to complete the pre-scaled & pre-labeled graph below that data
3) FILL-in the Dissolved Oxygen or Oxygen Solubility
for the Saltwater half of Oxygen Solubility Data
at SIX different Celsius Temperatures
in Data Table B
– by referring back to Data Table A
4) DRAW paired Vertical BAR GRAPHS
for Freshwater and Saltwater dissolved oxygen levels
at:
- 0
- 10
- 15
- 20
and
- 25 Celsius
(5 Celsius has been provided as a guide)
using the data from either Data Table A, or from Data Table B
in the pre-scaled & pre-labeled graph below Data Table B
5) USE deductive REASONING and cause-effect LOGIC
with their preceding Data Tables and Graphs
to DERIVE and DRAW
FOUR generic Positive or Negative relationship LINE GRAPHS
on pre-labeled simple axes, containing the following
FOUR pairs of Dependent and Independent variables:
- Surface and Volume Water vs. Salinity
- Oxygen Absorption and Capacity vs. Surface and Volume Water
- Dissolved Oxygen vs. Oxygen Absorption and Capacity
and
- Dissolved Oxygen vs. Salinity
6) FILL-in 9 cells in a Data-Trends/Variable-Relationships Table
for a River, Ocean and Estuary with:
- Type of Water as Fresh, Brackish or Saltwater
- Salinity as Low, Moderate or High
and
- Dissolved Oxygen as Low, Moderate or High
7) COMPLETE a Graphic Organizer that explains
how or why Salinity affects dissolved oxygen
by picking from and WRITING 2 pairs of opposite statements
for Freshwater, and 2 pairs of opposite statements for Saltwater
8) ANSWER a quiz featuring 25 multiple-choice questions
based on their preceding Calculations, Observations & Analysis
of the Relationship between Salinity and Dissolved Oxygen
#17 Graph & Write Cause-Effect of
Water Salinity and Dissolved Oxygen
Students will:
1) READ 4 small selections of Informational Text (Quick Facts)
about various dependent and independent variables
associated with Salinity and Dissolved Oxygen
2) CONVERT those verbal statements
into mathematical or graphical statements
by DRAWING 4 generic Positive or Negative relationship Line Graphs
on pre-labeled simple axes containing the following
4 pairs of Dependent and Independent variables:
- Surface and Volume Concentration of Water vs. Salinity
- Oxygen Absorption and Capacity vs. Surface and Volume Concentration of Water
- Dissolved Oxygen vs. Oxygen Absorption and Capacity
and
- Dissolved Oxygen vs. Salinity
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)
4) CONSTRUCT a CAUSE and EFFECT written Summary
of Salinity’s connection to Dissolved Oxygen
#18 Elevation & Air Pressure Effect on Dissolved Oxygen
+ QUIZ
Students will:
1) Analyze Data Table A containing Solubility of Oxygen in Freshwater
across 8 select Atmospheric Pressures
at 3 different Celsius Temperatures
2) Draw a Triple Line Graph of Dissolved Oxygen/Solubility of Oxygen
for the 3 different Celsius Temperatures
across the 8 given Atmospheric Pressures
by using the Data Table provided above the graph
to complete the pre-scaled & pre-labeled graph below that data
3) Analyze Data Table B containing Solubility of Oxygen in Freshwater
across 8 select Elevations (in Feet)
at 3 different Fahrenheit Temperatures
4) Draw a Triple Line Graph of Dissolved Oxygen/Solubility of Oxygen
for the 3 different Fahrenheit Temperatures
across the 8 given Elevations
by using the Data Table provided above the graph
to complete the pre-scaled & pre-labeled graph below that data
5) Use deductive reasoning and cause-effect logic
with their preceding Data Tables & Graphs to derive & DRAW
3 generic Positive or Negative relationship Line Graphs
on pre-labeled simple axes containing the following
3 pairs of Dependent and Independent variables:
- Atmospheric Pressure or Air Pressure vs. Elevation
- Dissolved Oxygen vs. Atmospheric Pressure or Air Pressure
and
- Dissolved Oxygen vs. Elevation
6) Answer a quiz featuring 50 multiple-choice questions
based on their preceding Calculations, Observations and Analysis
of the Relationship between Atmospheric Pressure or Air Pressure,
Elevation and Dissolved Oxygen
7) Write a short to long-answer response to the BONUS question,
explaining the different Elevation distribution of Brook Trout (Speckled Trout)
and Brown Trout
#19 Graph & Write Cause-Effect of
Elevation & Air Pressure and Dissolved Oxygen
Students will:
1) READ 3 small selections of Informational Text (Quick Facts)
about various dependent and independent variables
associated with Elevation, Air Pressure and Dissolved Oxygen
2) CONVERT those verbal statements into mathematical statements
by DRAWING 3 generic Positive or Negative relationship Line Graphs
on pre-labeled simple axes containing the following
3 pairs of Dependent and Independent variables:
- Atmospheric Pressure or Air Pressure vs. Elevation
- Dissolved Oxygen vs. Atmospheric Pressure or Air Pressure
and
- Dissolved Oxygen vs. Elevation
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)
4) CONSTRUCT a CAUSE and EFFECT written Summary
of Elevation's connection to Dissolved Oxygen
#20 Verbal Test on Water's Dissolved Oxygen
Factors & Indicators
Students will:
1) Answer a 100-question Test
featuring 97 multiple-choice and 3 fill-in-the-blank questions
about factors that affect and indicators of dissolved oxygen,
including:
- Oxygen Percent Saturation
- Water Temperature [and its influences such as Riparian Buffer or Shoreline Shade, Global Cooling, Global Warming, Urban
- Runoff, Powerplant Effluent and Solar Absorption]
- Aerobic Decomposer Bacteria
- Biochemical Oxygen Demand (BOD)
- Nitrates and Phosphates
- Fertilizer Runoff
- Algal Blooms
- Sunlight Penetration
- Bottom Plant Mortality
- Benthic Photosynthesis
- Sewage
- Livestock Waste
- Pet Waste
- Grass Clippings
- Biodegradable Waste
- Water’s Surface Agitation (Turbulence or Calmness)
- Water Surface Area
- Water’s Surface Absorption of Oxygen
- Water Aeration or Aerification
- Erosion
- Suspended Solids
- Turbidity
- Salinity
- Atmospheric Pressure or Air Pressure
- Elevation
- Sensitive Bioindicators
- Insensitive Bioindicators
- Pollution-tolerant organisms
- Pollution-intolerant organisms
- Hypoxic Water
- Anoxic Water
and
- Fishkills or Fish Mortality
#21 Visual/Graph Test on Water's Dissolved Oxygen
Factors & Indicators
Students will:
1) Answer a Test featuring 100 "This-or-That"
visual/graphed multiple-choice questions:
For each question,
students must be able to interpret the meaning of
and pick from a choice of 2 graphed relationships.
The Factors that Affect Dissolved Oxygen
and the Indicators of Dissolved Oxygen covered in this Test include:
- Water Temperature [and its influences such as Riparian Buffer or Shoreline Shade, Fossil Fuel Combustion, Atmospheric Carbon Dioxide, The Greenhouse Effect, Global Cooling, Global Warming, Urban Runoff, Powerplant Effluent and Solar Absorption]
- Aerobic Decomposer Bacteria
- Biochemical Oxygen Demand (BOD)
- Nitrates and Phosphates
- Fertilizer Runoff
- Algal Blooms
- Sunlight Penetration
- Bottom Plant Mortality
- Benthic Photosynthesis
- Sewage
- Livestock Waste
- Pet Waste
- Yard Waste
- Biodegradable Waste
- Water Rapids and Waves
- Water’s Surface Agitation (Turbulence or Calmness)
- Water Surface Area
- Water-Air Contact
- Water’s Surface Absorption of Oxygen
- Water Aeration or Aerification
- Suspended Solids
- Turbidity
- Water Clarity or Transparency
- Water Opacity
- Salinity
- Atmospheric Pressure or Air Pressure
- Elevation
- Sensitive Bioindicators
- Severity of Hypoxia
and
- Fishkills or Fish Mortality
=====================
Now THAT’s what I call 'putting the w-o-r-k
back in WORKsheets!’
=====================
Printing: 372 slides are printed as
186 LaNdScApE
DOUBLE-SIDED sheets of paper,
with the flip being along the 'SHORT' side or edge.
Blank slides included for double-sided printing