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| WV State Standards: |
Math:
M.O.A1.2.1, M.O.A12.2, M.O.A1.2.3, M.O.A1.2.5,
M.O.A1.2.16, M.O.A1.2.17, M.O.A1.2.20,
M.O.CM.5.2, M.O.CM.5.5, M.O.CM.5.8
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Science:
A1.2.1, A1.2.2, A12.3, A1.2.4, A1.2.5,
A1.2.17, A1.2.18, A1.2.19, A1.2.20,
AM1.2.1, AM2.2.11, CM.5.2, CM.5.5, CM.5.8,
AM1.2.5, AM1.2.6 , AM1.2.13, AM1.2.16
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Technology:
TEC.9-12.1.1, TEC.9-12.1.2, TEC.9-12.3.1,
TEC.9-12.3.2, TEC.9-12.3.4, TEC.9-12.5.2,
TEC.9-12.6.1
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| National Standards: |
Math:
1, 2, 3, 4, 5, 6, 7, 8, 9
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Science:
1, 2, 6, 7, 10, 11, 12, 13
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Technology:
1, 2, 3, 4, 5, 6
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| Blooms Taxonomy:
Knowledge,
Comprehension, Application, Analysis, Synthesis |
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21st Century Skills:
Creativity and
intellectual curiosity
Critical thinking and systems thinking
Problem identification, formulation, and
solution
Thinking and problem-solving skills
Communication skills
Information and media literacy skills
Interpersonal and collaborative skills
Social responsibility
Self-direction
Accountability and adaptability |
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Objective(s)
Students will learn to measure temperature and
dissolved oxygen according to the GLOBE Program protocol, and
evaluate a given set of environmental factors utilizing
mathematics. Students must also determine the best solution for the size, shape and
capacity of the fish hatchery they envision. Specifically, students will
calculate some or all of the following:
- size of fish based on temperature of
water
- conversion of weight to length using
condition factor
- efficiency of hatchery based on energy
in/out using feed conversion
- the appropriate level of food delivery
using feeding rate
- the best shape for their raceways given a
(teacher assigned) slope of the landscape
- expected size of fish based on the
limitation of dissolved oxygen
- carrying capacity of their fish farm
based on kg of fish and dissolved oxygen present
- rearing density of the fish farm in terms
of the size of their raceways
- their preferred method of re-aeration
(adding oxygen) from a list of gravity fed devices and based
again on their limitation of slope of their site
Time Required
One 90 minute period plus homework and field
trips
Pre-Requisite Skills
High school algebra (Regression Coefficient
needs to be covered in order to complete this lesson) and
chemistry are recommended.
21st Century Tools (Technology Tools)
Measuring temperature can be performed with a
simple alcohol thermometer, but an electronic temperature probe
is recommended. Dissolved oxygen is a titration best done with a
kit from LaMott. For performing the mathematical calculations,
students can use Excel or another spreadsheet application. If
desired, Auto CAD or similar computer aided design software can
be used in the design of the races.
Instructional Materials
Background and procedures for field measurements are from the GLOBE
Program protocols.
Temperature Protocol
and
Dissolved Oxygen Protocol. For all mathematical calculations,
students will use
handout 2. Additional resources for fish farming can be found at
the
WVU Extension Services Website.
Description
The field component of this lesson is for students to
learn the
measurement process for dissolved oxygen and to realize the inverse
relationship between temperature and DO. This can be done in the
field (preferably) by comparing two bodies of water with different
characteristics such as a pond and stream. The quantitative component
of this lesson is the most stringent in the unit and teachers can
decide if they wish for their students to complete all or some of
the calculations in preparation for their fish hatchery. The
assessment for this lesson is a proposal diagram plan for their
hatchery and all of the mathematical computations required.
Procedure
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To get
the students engaged, it is suggested to visit a fish
hatchery and see how it works.
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Students
should review the GLOBE Program protocols for
Temperature and
Dissolved Oxygen and perform an analysis on two
types of water (in the classroom you can use very cold water
and previously boiled water to compare) such as a stream and
a pond. The goal is for students to determine what factors
lead to higher concentrations of DO (colder temperatures
and aeration.)
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Each
student team must be provided with their environmental
constraints in terms of amount of land area and the slope of
the land, temperature of their water, and outflow in
gallons/minute by the teacher.
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Teams
need to utilize the
handout 2 to perform the assigned calculations. They can
perform all or some of the following:
-
size
of fish based on temperature of water
-
conversion of weight to length using condition factor
-
efficiency of hatchery based on energy in/out using feed
conversion
-
the
appropriate level of food delivery using feeding rate
-
the
best shape for their raceways given a (teacher assigned)
slope of the landscape
-
expected size of fish based on the limitation of
dissolved oxygen
-
carrying capacity of their fish farm based on kg of fish
and dissolved oxygen
-
rearing density of the fish farm in terms of the size of
their races
-
their
preferred method of re-aeration (adding oxygen) from a
list of gravity fed devices and based again on their
limitation of slope of their site
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Each team
must create their series of races which will vary depending
on the constraints given by the teacher. Auto CAD or similar
computer aided drawing software is suggested.
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Teams
will submit for evaluation, a copy of their proposed
hatchery, the completed calculations that were assigned,
their temperature, and DO data and graph.
Differentiated Instruction
Varying this lesson for special needs students can be done by
changing the amount of math and chemistry required. If you don't
have access to, or time for the actual field measurements, you
can skip those steps. Learners with disabilities could be given
roles in a team that focused on strengths, not
requiring them to perform activities that are beyond their
ability. Software for computer access such as Jaws or Kurzweil
may also be used to make the materials more accessible.
Collaboration
Chemistry and
biology are closely tied with this mathematics lesson. It is
suggested that the class work with a biological or
environmental science teacher to learn accurate measurement
techniques for temperature and dissolved oxygen.
Author's Comments
This lesson illustrates how
closely aligned mathematics and natural sciences are. Without
the math background, planning a fish hatchery would be
impossible. Teachers may want to have students reflect on what
surprises they have had with regards to the role of an environmental
engineer in planning a hatchery.
21st Century Assessment/Evaluation
Each team will
be assessed on their ability to measure dissolved oxygen and
temperature and explain the relationship(s) between the two. The
fish race plan will be assessed on feasibility given their
constraints and the accuracy of their calculations. Overall,
assessment will be determined by the productivity of the team's hatchery (i.e., they don't run out of oxygen or tank
space, thus killing their fish).
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