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(Performance Task) Hydrology – Calculating the Biotic Value of Water by- Alison Gryga

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Grade Level Grades 3-5
Resource Type Activity
Standards Alignment
State-specific
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About This Lesson

In this performance task, students will determine the biotic value. The biotic value is an indicator of water quality, the higher the value the fewer pollutants presents. Students in grades 3-5, will collect a water stream sample and count out 100 indicator species (note if water access is not available the teacher can create hypothetical water samples allowing students to still practice counting). Next, students will graph their findings using a plot graph. Students will calculate the biotic value of their sample using the biotic index chart provided. Finally, students will compare their biotic values with other groups and discuss whose sample was the least polluted? Most polluted? Students will need to give evidence to support their answers.

Science, Technology, Engineering, and Mathematics: Science and Mathematics Career Pathway

  • Possible careers: Hydrologist, Marine Biologist, Mathematician etc.

For more careers please continue to the following link: https://cte.careertech.org/sites/default/files/CCFrame-STEM.pdf

Resources

Files

Hydrology _Counting biotic value of water_ AG.pdf

February 13, 2020
111.68 KB

Standards

Use multiplication and division numbers up to 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem).
Fluently multiply and divide numbers up to 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
Explain the classification of data from real-world problems shown in graphical representations including the use of terms range and mode with a given set of data.
Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.
Explain the classification of data from real-world problems shown in graphical representations including the use of terms mean and median with a given set of data.
asking questions, predicting, observing, describing, measuring, classifying, making generalizations, inferring and communicating.
observing, measuring and collecting data from explorations and using this information to classify, predict, and communicate.
answering, “how do you know?” questions with reasonable answers.
supporting their ideas with observations and peer review.

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