Let's Learn About Ponds!

**As a full class we are going to be exploring pond life.  We are going to learn about the ecosystem of a pond, teh animals and plants that live in and even take a trip to a local pond.  We are also going to discuss how we can keep our ponds and water systems clean.**

HELP WANTED!  I am seeking a full class of Junior Marine Biologists that can help me with a pond project.  As mayor of our beautiful community, I have decided it is time to put a pond in for everyone to enjoy at our local park, but I have no idea where to start.  I am not sure what kind of animasl (fish) I owuld put in it or the kind of plants that would survive around it.  Are there any plants or animals that might not survive in our weather and climate?  Water is a big part of our community with all our lakes, so  Iwould also like to learn a little more about pollution and how we can keep our water clean.  I need hlep finding facts and information about a pond's ecosystem and pond life in order to have a functional pond for everyone to enjoy.  How can we keep this pond safe, clean and enjoyable?  Are you the class to help me?

Create a proposal containing information about the life around a pond and how we can maintain a pond as a community.  We will be learning about the plants and animals found in ponds and how they can be a benefit to the pond.

You and your Jr. Biologist partner will be responsible for the following:

• Creating a pond journal
• Recording observations/findings in your journal throughout the week
  • Including while on the trip to the local pond
  • Identifying, photographing and drawing your findings in your journal
  • Presenting your findings to the classroom community.
    • You will do this through creating a poster presentation showing your findings that will also be on display in the school library for others to enjoy, as well.
    • JOBS:
      • Both of you will share the job of observer.  You will both be responsible for making observations and contributing new findings to your pond journal.
      • Partner 1: you will be the recorder.  This means you will be writing observations in the journal
      • Partner 2: you will be the artist/photographer.  This means you will be responsible for any sketches to be done in the journal.  You will also be in charge of photographing while we are on our trip to the pond.

Day 1: Introduction to a Pond 

Step 1: Begin your pond journal

• You and your partner are going to be filling out a POND JOURNAL.  In this journal you are going to be recording your finds and observations each day.  Today we are going to be focusing on an Introduction to Pond Life. 
• BE SURE TO INCLUDE NAMES, DATES, TITLES AND THE RESOURCES YOU USED FOR YOUR INFORMATION AN FACTS.

Step 2: Answer the first question

• What do you and your partner already know about ponds?

Step 3: Begin exploring resources provided below.

• Record andy new findings in your journal.  List at least 2 animals, 2 plants and 2 types of pollution in your journal.  Include at least 3 sketches.

Step 4: Share new findings.

Sources to Use:

http://www.slideshare.net/MakeMegenius/pond-ecosystem

http://kids.nceas.ucsb.edu/biomes/freshwater.html

https://ypte.org.uk/factsheets/ponds/what-is-a-pond#section

http://www.pklifescience.com/article/396/pond-habitatslogin?username=thealberta&password=library

Day 2: Pond Plants and Animals

• Step 1: With your partner list somethings you might already know about plants and animals that can be found in ponds.
  • This can come from research done yesterday in class. 
  • Step 2: Using the sources listed below, find out new information about the plants and animals that can be commonly found in ponds.  Record any new findings in your Pond Journal
• Be sure to identify at least 3 plants and 3 animals that can be found in a pond in our region and include sketches.
• REMEMBER: Keep in mind that we are wanting to find plants and animals native to our area since this information is going to benefit a community pond.  Be sure to find out about any possible invasive species.

SOURCES TO USE:

http://www2.dnr.cornell.edu/ext/wetlands/ponds/plant%20types.htm

https://aquaplant.tamu.edu/plant-identification/

http://www.lakeandpondsolutions.com/helpful-info/aquatic-plant-identification

http://www.zephyrus.co.uk/froghabitat.html          

http://www.cityofportsmouth.com/school/dondero/msm/pondlife/table.html

Day 3: Pollution and Keeping Ponds Clean

• Step 1: Using the sources below, learn about what can cause pollution in a pond and also how we can help put an end to the pollution.
  • Record your findings.
    • What is the most common cause of pollution in our area?
    • Are there any species considered invasive that we should not include in our pond?
• Step 2: Record some ways in which we can work as a community to keep our pond clean and prevent pollution.
  • Some things to consider:
    • Are there any plants that can help the problem?
    • Animals that could help the problem?
• Step 3: Looking to the future.  Think about what we could do to clean the pond if it were to fall victim to pollution. 

SOURCES TO USE:

http://www.tetra-fish.com/Pond/pond-information-center/how-to-control-green-pond-algae-in-pond-water.aspx

http://homeguides.sfgate.com/use-plants-keep-pond-clean-50106.html

http://www.wisconsinlpr.com/pond-and-soil-erosion-concerns/

http://dnr.wi.gov/topic/Invasives/what.html

https://ypte.org.uk/factsheets/ponds/what-is-a-pond#section

Day 4: Trip to the Pond

**Today we will be taking a class trip to a pond in our own community.**

• Step 1: Each of you will be assigned a specific area of the pond, such as animals or plants, to observe.  We will spend 30 minutes making observations.
• Step 2: with your partner make observations of either the plants or animals (whichever your pair is assigned). 
  • Record observations, along with sketches, in your pond journal. 
  • Take photographs of your findings to be printed and included on your poster for your presentation.
  • Step 3: when we are back at the classroom, we will share some of our observations with the rest of the class.

 Day 5: Build Your Own Pond

Step 1: As a class we will discuss what natural resources will be in the area of the pond to be constructed in the park such as: trees, pond animals, and plants.  We will brainstorm ideas as a class of ways we can keep our pond and park clean and it’s natural resources safe.  Some ideas that we will specifically focus on are: no cutting down trees, no removing the fish from the pond along with no adding of unknown fish to the pond.

Step 2: Begin Pond Construction

• You and your partner are going to construct your own pond with the materials provided.   With your partner, you are going to come up with different ways to conserve your pond and the area around it, based on sources provided and our class discussion.
• Along with the pond you and your partner are going to write a paper explaining your pond.
• In this paper you will need to include: materials used to make pond, at least one kind of plant and 3 facts about this plant; 1 animal (hypothetically) and 3 facts about it AND the kind of food it eats.  Also, include the general geogprahy of the area around your pond such as trees, field area, park area, etc.  Include: at least one way in which you and your partner plan to conserve the pond and how we would impletment this plan into our park.  Use sources to find supporting details.
• Paper must be 2 pages in length.  Be sure to double check that you have included all required information listed above.  Also, double check for any spelling and grammar errors. PAPER WILL REMAIN YOUR POND JOURNAL.

Sources: 

http://sfenvironmentkids.org/resources/natural5.htm

http://www.conservationtechnology.com/pond_water.html

Day 6: Posters and Presentations

Step 1: Using your recorded information that you have gathered throughout the week, construct an informative poster. 

• Remember this poster is going to be on display for the community to see in order to understand the pond’s life and ecosystem and how we can keep it clean.  Put your best effort forward to create a beautiful product. 
• Poster should include at least 2 plants you have identified that would survive in our region, 2 animals you have identified that would survive in our region, 4 fun facts about a pond and information from what you and your partner observed during our trip to a pond.  All should be labeled. 

Step 2: Class presentation.  Before putting our posters and pond journals on display, we will present our discoveries to the class.  We will see what others have found on our trip to the pond, along with what they discovered throughout the week. 

EVALUATION: Students will be graded on a point system.  Each section (pond journal, poster and presentation) is worth up to 15 points, giving a total of 45points for the entire week.

CONGRATULATIONS, JR MARINE BIOLOGISTS!  You have all demonstrated an outstanding knowledge of a pond’s ecosystem and also provided enough information for me to make an informed decision about the life around the new community pond at the park.  Now, those in the community will be able to enjoy a new pond all thanks to all of you!

Resources used throughout week: 

http://www.slideshare.net/MakeMegenius/pond-ecosystem 

http://kids.nceas.ucsb.edu/biomes/freshwater.html

https://ypte.org.uk/factsheets/ponds/what-is-a-pond#section

http://www.pklifescience.com/article/396/pond-habitatslogin?username=thealberta&password=library

http://www2.dnr.cornell.edu/ext/wetlands/ponds/plant%20types.htm

https://aquaplant.tamu.edu/plant-identification/

http://www.zephyrus.co.uk/froghabitat.html

http://www.cityofportsmouth.com/school/dondero/msm/pondlife/table.html

http://www.freedrinkingwater.com/resource-guide-to-pond-animals-creatures.htm

http://www.tetra-fish.com/Pond/pond-information-center/how-to-control-green-pond-algae-in-pond-water.aspx

http://homeguides.sfgate.com/use-plants-keep-pond-clean-50106.html

http://www.wisconsinlpr.com/pond-and-soil-erosion-concerns/

http://dnr.wi.gov/topic/Invasives/what.html

http://sfenvironmentkids.org/resources/natural5.htm

http://www.conservationtechnology.com/pond_water.html

Thank you to all these websites for providing adequate facts and information to be used this week for our pond activity!

WebQuest by: Marissa Vyskocil

College Student

This webquest is intended to have students think about the plants and animals living in the same region they do.  It is also intended to get them thinking about how pollution can affect these plants an animals, along with their habitiat.  

WebQuest is intended to last the duration of one week of class.