Water Quality Slides Bundle G: Dissolved Oxygen Factors Indicators Lessons Tests

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

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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