IOWA 4-9 SCIENCE PROJECT

TEACHERS GUIDE for: Pond Life Kristi Oehlerich
Edited by Mark Schneider
ECOLOGY.470 Grades 4-7

CONCEPT OBJECTIVE
Through this activity students will develop an understanding
of the many forms of pond life.

PROCESS OBJECTIVE
Students will develop observing, hypothesizing, comparing,
collecting, and organizing data skills.

TEACHER NOTES
This activity is best done in groups of 3 or 4 students.
Since only the exploration is designed as a field trip, it
may be desirable to collect other specimens for later study.
When a class of younger-aged children collects samples, it
might be helpful to have one or two other chaperons along.
If it is impossible to arrange a field trip to a local pond
to collect the initial samples, an alternative would be for
the teacher to bring one large sample to school. Instruct
the students on the value of respect for the environment.
The field trip experience would also be an opportune time to
fulfill other environmental objectives in the curriculum.

MATERIALS
jars with lids
thermometers
microscope or microprojector and slides
dip net
garden trowel or spade
magnifying glass
plant, animal, and insect resource books

EXPLORATION
1. Arrange a field trip to a local pond to collect samples
of pond water to take back to school. While at the pond,
have the students make observations on animal, plant and
insect life surrounding the pond area.

2. Determine the temperature of the water at different
depths.

3. Have students list the organisms present at the site.
Let the students record their observations of each
organism's characteristics.

4. Encourage the students to map the pond area specifying
the locations where plant and animal life were found.

5. Have the students dig holes six inches deep in various
places around the pond noting the organisms found in the
soil.

6. When the students return to the school, have them use
microscopes to make observations of the microscopic plant
and animal life present in the pond water. If the children
have had no experience with a microscope, it might be
necessary to demonstrate proper microscope techniques before
doing this part of the exploration. If the school has
access to a microprojector, the microorganisms may be
projected onto a screen for all to see.

CONCEPT DEVELOPMENT
1. After all observations and data have been recorded by
the students, have each group of students decide on a
classification system for the organisms that were found.
Let each group share their classification scheme. Discuss
similarities and differences between the schemes used by
each group.

APPLICATION
1. Have the students independently survey and map ponds
they have access to. Let them bring in water samples from
these ponds to view under the microscope. Compare and
contrast these areas to the pond area used in the
exploration activity.

2. Have the students survey other types of aquatic areas
such as marshes, rivers and lakes. Again, have the students
collect water samples to compare with the pond samples.

3. Invite the naturalist from your county to your classroom
to serve as a resource person.

EVALUATION
The application activity is often the most valid appraisal
of what each student has learned. The teacher should
carefully observe each student's performance during the
application activity. Students' responses to individual
questions during the application activity is also a valid
appraisal.