Brocci Bundle Water Qual H: Dissolved Oxygen Factors & Indicators BIG Bundle

Brocci Bundle Water Qual H: Dissolved Oxygen Factors & Indicators BIG Bundle
Brocci Bundle Water Qual H: Dissolved Oxygen Factors & Indicators BIG Bundle
Brocci Bundle Water Qual H: Dissolved Oxygen Factors & Indicators BIG Bundle
Brocci Bundle Water Qual H: Dissolved Oxygen Factors & Indicators BIG Bundle
Brocci Bundle Water Qual H: Dissolved Oxygen Factors & Indicators BIG Bundle
Brocci Bundle Water Qual H: Dissolved Oxygen Factors & Indicators BIG Bundle
Brocci Bundle Water Qual H: Dissolved Oxygen Factors & Indicators BIG Bundle
Brocci Bundle Water Qual H: Dissolved Oxygen Factors & Indicators BIG Bundle
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Product Description
Spun-off from my popular series of
Bossy Brocci Math & Big Science Workbooks on Amazon,
this BIG Bundle covering the Factors that affect Dissolved Oxygen,
and the Indicators of Dissolved Oxygen levels contains:
21 Lessons
149 Worksheets
- and Assessment up the a$$!
=====================================================
This BIG Bundle contains ALL 7 Water Quality sub-Bundles
A, B, C, D, E, F, & G within it.
A The Water Temperature, Fertilizer, Algal Blooms, Aerobic Bacteria, Bioindicators and Dissolved Oxygen Bundle
B The Water’s Surface Action (Turbulence & Calmness) and Dissolved Oxygen mini Bundle
C The Water Turbidity and Dissolved Oxygen mini Bundle
D The Water Salinity and Dissolved Oxygen mini Bundle
E The Air Pressure, Elevation and Dissolved mini Oxygen Bundle
F The Dissolved Oxygen Factors Cause & Effect Graphs Bundle
and
G The Dissolved Oxygen Cumulative Tests mini Bundle
=====================================
Individual cost would be $55.00,
but the Bundle price is just $30!

You just saved 25 bucks!

Yowza!!
=============================================
372 slides are printed as
186 LaNdScApE
DOUBLE-SIDED sheets of paper,
with the flip being along the 'SHORT' side or edge.

To get the Bundles & Lessons directly connected or related to this product,
just copy & paste the following URL into a new Tab:

https://www.teacherspayteachers.com/Store/Bossy-Brocci-Math-And-Science/Category/Water-Quality-Dissolved-Oxygen-315931

and

https://www.teacherspayteachers.com/Store/Bossy-Brocci-Math-And-Science/Category/Chemical-Reactions-Physical-Chemical-Properties-Changes-202536

================================================
Most ELA, Math and Science teachers don't have
more than 100 State Tests on their shoulders
- and they enjoy anywhere from 60 to 90 minutes to teach their class.
But I've been whipping the State
while teaching an average of 110 students per year
- and with only about 38 minutes for science class!

It's a matter of public record:
I've crushed the State by 17 to 32 points, and by an average
of 23 points over a 5-year stretch.

And I'm North Carolina's 2016 Top-Scoring Science Teacher.

I've done this in a
High-Poverty, Title 1 school
in the Appalachian Mtns.
with:
No Teaching Assistants,
No Tutors,
No Remediation Class,
and
No Test-Prep books or programs.

So what are my kids doing???

Bossy Brocci worksheets
================================================
Because of TpT’s character limitations, if you want more info on what your kids will be doing, simply pull up each individual Lesson that’s listed below, in another tab or window.
=====================================================
Note:
In the Cause & Effect GRAPHS Lessons,
you will have finally found the elusive antidote
to the kid (usually a boy) who flies through everything.
You know the type:
the kid who half-a$$es his way through your quizzes, tests,
and even breathing - just to get ‘em done.
This is the kid who – after he’s just raced through yet another assignment,
and then been punished for that early & care-less finish
with instructions to go read 57 pages in his textbook –
miraculously returns to your desk six minutes later
- - - proclaiming he’s finished that too.
You know who I’m talking about.
Don’t deny it.
He’s the reason you've been longing for a Housecall - - -
from Dr. Kevorkian.

Well . . .
don't pick up that phone (or Ouija board) just yet,
because the apathetic juggernaut “Little Jimmy” just met his match.
Little Jimmy and the rest of your students will have to translate a graphed relationship between two variables, and then write about that relationship by choosing to use: ‘increase’ ‘increases’ ‘raises’ ‘higher’ ‘decrease’ ‘decreases’ ‘drops’ ‘lowers’ ‘lower’ etc. in 6 complete sentences!
If you’re worried Little Jimmy can write these sentences any which way he can just to get it over with - - -
well . . . he CAN’T.
Little Jimmy won’t have it “finished” until he follows the rules
- - - MY rules.
And that’s because I’ve already prescribed a template for how each and every sentence is to be worded and written – right down to the very order & grammar for every sentence.
That means even apathetic Little Jimmy’s wrong answers must be correctly written before he can turn ‘em in.
And until he does that???
- - - Little Jimmy won’t be “done” with squat.
=========================================================
This Dissolved Oxygen BIG Bundle contains the following Lessons and Student Tasks:

WATER QUALITY INDICATORS and DISSOLVED OXYGEN GRAPHIC ORGANIZERS

Students will:
1) Complete Note-taking and illustrations (in class, with a group, or solo) in 3 Graphic Organizers (Semantic Maps) on:
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 Action’s effect on Dissolved Oxygen


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 and 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 and 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 and Trend Table, to derive and 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


FOSSIL FUELS, WATER TEMPERATURE and DISSOLVED OXYGEN Cause and Effect GRAPHS

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 or graphical 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)
[A fellow teacher told me that WRITING something just once is the equivalent of reading it 7 times]
4) Construct a Cause and Effect written Summary of Fossil Fuel Combustion’s connection to Dissolved Oxygen by ANALYZING each of 5 completed graphs, then WRITING “If A causes B . . . and B causes C . . . Then A leads to C . . .” types of statements


RIPARIAN BORDER OR SHORELINE SHADE, WATER TEMPERATURE and DISSOLVED OXYGEN Cause and Effect GRAPHS

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 or graphical 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)
[A fellow teacher told me that WRITING something just once is the equivalent of reading it 7 times]
4) Construct a Cause and Effect written Summary of Vegetation Shade’s connection to Dissolved Oxygen by ANALYZING each of 3 completed graphs, then WRITING “If A causes B . . . and B causes C . . . Then A leads to C . . .” types of statements


POWERPLANTS, WATER TEMPERATURE and DISSOLVED OXYGEN Cause and Effect GRAPHS

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 or graphical 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)
[A fellow teacher told me that WRITING something just once is the equivalent of reading it 7 times]
4) Construct a Cause and Effect written Summary of Vegetation Shade’s connection to Dissolved Oxygen by ANALYZING each of 3 completed graphs, then WRITING “If A causes B . . . and B causes C . . . Then A leads to C . . .” types of statements


URBAN RUNOFF, WATER TEMPERATURE and DISSOLVED OXYGEN Cause and Effect GRAPHS

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 or graphical 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)
[A fellow teacher told me that WRITING something just once is the equivalent of reading it 7 times]
4) Construct a Cause and Effect written Summary of Vegetation Shade’s connection to Dissolved Oxygen by ANALYZING each of 4 completed graphs, then WRITING “If A causes B . . . and B causes C . . . Then A leads to C . . .” types of statements


FERTILIZER RUNOFF, 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 and illustrate the chain of events from Fertilizer Runoff to a Fishkill, by using a pre-fab storyboard (or comic strip) – complete with spaces for illustrations and lined text boxes underneath each illustration
3) Fill in 48 cells in a Data-Trends or Variable-Relationships Table – by using their preceding Graphic Organizer/Semantic Map and Storyboard (or Comic Strip) – that connects 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 or Variable-Relationships Table – by using their preceding Graphic Organizer/Semantic Map, Storyboard (or Comic Strip), and Trends Table – that connects Low, Moderate and High levels of Fertilizer Nitrate and 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 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
8) Be compelled to present their work in a neat & orderly format
9) Be trained to methodically & systematically Explain how & why Fertilizer Runoff, Algal Blooms and Aerobic Decomposer Bacteria affects Dissolved Oxygen


FERTILIZER RUNOFF, ALGAL BLOOMS, BACTERIA and DISSOLVED OXYGEN Cause and Effect GRAPHS

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 or graphical 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)
[A fellow teacher told me that WRITING something just once is the equivalent of reading it 7 times]
4) Construct a Cause and Effect written Summary of Fertilizer Runoff’s connection to Dissolved Oxygen by ANALYZING each of 8 completed graphs, then WRITING “If A causes B . . . and B causes C . . . Then A leads to C . . .” types of statements


WATER TEMPERATURE, BACTERIA and OXYGEN PERCENT SATURATION + QUIZ

Students will:
1) Analyze a Data Trends Table consisting of Lake identity, Season, Water Temperature, Theoretical Maximum Solubility of Oxygen, Algae or Sewage level, Aerobic Decomposer Bacteria and Biochemical Oxygen Demand or BOD level, Experimental or Measured Dissolved Oxygen and Oxygen Percent Saturation.
2) Calculate and Fill in Celsius Temperature in 8 cells, from four given pairs of seasonal Fahrenheit water temperatures
3) Determine and 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 and 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


WATER TEMPERATURE, BACTERIA, DISSOLVED OXYGEN and BIOINDICATORS + QUIZ

Students will:
1) Complete Note-taking (in class, with a group, or solo) in a Graphic Organizers (Semantic Map) on:
Pollution-Tolerant or Insensitive Bioinidcators, and Pollution-Intolerant or Sensitive Bioindicators, containing:
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 and 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 Graphic Organizer on Bioindicators
4) Use deductive reasoning and cause-and-effect logic with their Graphic Organizer and Data Trends Table, 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:
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


WATER TEMPERATURE, BACTERIA, DISSOLVED OXYGEN and BIOINDICATORS Cause and Effect GRAPHS

Students will:
1) READ 8 small selections of Informational Text (Quick Facts) about various dependent and independent variables associated with Water Temperature, Bacteria, Aerobic Decomposer Bacteria, Dissolved Oxygen and Bioindicators
2) Convert those verbal statements into mathematical or graphical 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:
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)
[A fellow teacher told me that WRITING something just once is the equivalent of reading it 7 times]
4) Construct a Cause and Effect written Summary of Water Temperature and Dissolved Oxygen’s connection to Sensitive Bioindicators by ANALYZING each of 8 completed graphs, then WRITING “If A causes B . . . and B causes C . . . Then A leads to C . . .” types of statements


WATER’S SURFACE ACTION and 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 generic 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 to long-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 what they’ve learned about Water’s Surface Action connection to dissolved oxygen


WATER’S SURFACE ACTION and DISSOLVED OXYGEN Cause and Effect GRAPHS

Students will:
1) READ 5 small selections of Informational Text (Quick Facts) about various dependent and independent variables associated with Water’s Surface Action and Dissolved Oxygen
2) Convert those verbal statements into mathematical or graphical 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:
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 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)
[A fellow teacher told me that WRITING something just once is the equivalent of reading it 7 times]
4) Construct a Cause and Effect written Summary of Water’s Surface Action connection to Dissolved Oxygen by ANALYZING each of 5 completed graphs, then WRITING “If A causes B . . . and B causes C . . . Then A leads to C . . .” types of statements


WATER TURBIDITY and 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 and 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-and-effect logic with their Data Trends Table, to derive
and DRAW 11 generic Positive or generic 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 and 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 to long-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


WATER TURBIDITY and DISSOLVED OXYGEN Cause and Effect GRAPHS

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 or graphical statements by DRAWING 16 generic Positive or generic 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]

Solar Absorption vs. Turbidity
Water Temperature vs. Solar Absorption
Dissolved Oxygen vs. Water Temperature
and
Dissolved Oxygen vs. Turbidity [via a Higher Temperature effect]

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)
[A fellow teacher told me that WRITING something just once is the equivalent of reading it 7 times]
4) Construct THREE Cause and Effect written Summaries of Turbidity’s connection to Dissolved Oxygen by ANALYZING each set of 4, 4 and 8 completed graphs, then WRITING “If A causes B . . . and B causes C . . . Then A leads to C . . .” types of statements


WATER SALINITY and 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 and pre-labeled graph below that data
3) FILL-in the Dissolved Oxygen or Oxygen Solubility
for the Saltwater half
of Fresh & Saltwater 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
just above the pre-scaled and pre-labeled graph below Data Table B
5) USE deductive REASONING and cause-and-effect LOGIC with their preceding Data Tables and Graphs
to DERIVE and DRAW
FOUR generic Positive or generic 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 or 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 and Analysis of the Relationship between Salinity and Dissolved Oxygen
9) Be compelled to present their work in a neat & orderly format
10) Be trained to methodically & systematically Explain how & why Salinity affects Dissolved Oxygen


WATER SALINITY and DISSOLVED OXYGEN Cause and Effect GRAPHS

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 generic 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)
[A fellow teacher told me that WRITING something just once is the equivalent of reading it 7 times]
4) Construct a Cause and Effect written Summary of Salinity’s connection to Dissolved Oxygen by ANALYZING each of 4 completed graphs, then WRITING “If A causes B . . . and B causes C . . . Then A leads to C . . .” types of statements


AIR PRESSURE, ELEVATION and 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 and 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 and pre-labeled graph below that data
5) Use deductive reasoning and cause-and-effect logic with their preceding Data Tables and Graphs to derive
and DRAW 3 generic Positive or generic 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 (or Speckled Trout) and Brown Trout


AIR PRESSURE, ELEVATION and DISSOLVED OXYGEN Cause and Effect GRAPHS

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 or graphical 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:
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)
[A fellow teacher told me that WRITING something just once is the equivalent of reading it 7 times]
4) Construct a Cause and Effect written Summary of Elevation's connection to Dissolved Oxygen by ANALYZING each of 3 completed graphs, then WRITING “If A causes B . . . and B causes C . . . Then A leads to C . . .” types of statements


WATER’S DISSOLVED OXYGEN VERBAL TEST: PERCENT SATURATION, FACTORS and INDICATORS

Students will:
1) Answer a 100-question Test featuring 97 multiple-choice and 3 fill-in-the-blank questions about Oxygen Percent Saturation, Factors or Effectors and Indicators [see Lesson WQ 21 for a list of these Factors & Indicators]
2) Practice – with REPETITION – their skills of logic and reasoning
3) Be trained to understand the relationships between the Dependent and Independent variable – and the difference between Direct (or immediate) and Indirect (or ultimate) relationships, causes and connections


WATER’S DISSOLVED OXYGEN GRAPHICAL TEST: FACTORS and INDICATORS

Students will:
1) Answer a Test featuring 100 multiple-choice questions.
For each question, Students must be able to interpret the meaning of and pick from a choice of 2 graphed relationships
All the graphs or relationships feature the Independent or influencing leader/Action variable on the x-axis, and the Dependent or disciple/reaction variable on the Y-axis – with higher levels or amounts at the outer ends
These relationships can be either Direct (a.k.a. Immediate) or Indirect (a.k.a. Ultimate) – and can represent either a tight or a loose/approximate connection
These graphs are intended only to depict a generic Positive (slanted upwards) or generic Negative (slanted downwards) relationship between two variables - NOT necessarily a mathematically linear relationship

[see Lesson WQ 22 for a list of these Factors & Indicators]

Note: There are NO question-marks; it’s a choice of statements, as expressed in a Graphed relationship. A few relationships appear more than once, when necessary, in order to tell the “full story” or explanation behind each factor to the student. For example, Turbidity’s depressive effect on Dissolved Oxygen culminates through 4 unique routes: A) The Lower Water Concentration or Less “room” effect; B) The Higher Temperature effect; C) The Less Benthic Photosynthesis route; and D) The More Aerobic Decomposer Bacteria route.

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Now THAT’s what I call ‘putting the w-o-r-k back in WORKsheets!’
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Printing should be done in LANDSCAPE and Double-Sided, with the flip being along the 'SHORT' edge
============================================================
Total Pages
372 pages
Answer Key
Included
Teaching Duration
N/A
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