Ephemeroptera

Author’s Name: Elizabeth Owen

Title of lesson: The Mighty Ephemeroptera

Date of lesson:

Grade level: High school

Source of the lesson: An Introduction to Aquatic Insects of North America by R. Merritt and K. Cummins 3^rd edition

TEKS addressed:

§112.44. Environmental Systems.

(c)  Knowledge and skills.

(4)  Science concepts. The student knows the relationships of biotic and abiotic factors within habitats, ecosystems, and biomes. The student is expected to:

(A)  identify indigenous plants and animals, assess their role within an ecosystem, and compare them to plants and animals in other ecosystems and biomes;

(B)  make observations and compile data about fluctuations in abiotic cycles and evaluate the effects of abiotic factors on local ecosystems and biomes;

(C)  evaluate the impact of human activity such as methods of pest control, hydroponics, organic gardening, or farming on ecosystems;

(D)  predict how the introduction, removal, or reintroduction of an organism may alter the food chain and affect existing populations; and

(E)  predict changes that may occur in an ecosystem if biodiversity is increased or reduced.

(5)  Science concepts. The student knows the interrelationships among the resources within the local environmental system. The student is expected to:

(A)  summarize methods of land use and management;

(B)  identify source, use, quality, and conservation of water;

(C)  document the use and conservation of both renewable and non-renewable resources;

(D)  identify renewable and non-renewable resources that must come from outside an ecosystem such as food, water, lumber, and energy;

(E)  analyze and evaluate the economic significance and interdependence of components of the environmental system; and

(F)  evaluate the impact of human activity and technology on land fertility and aquatic viability.

(6)  Science concepts. The student knows the sources and flow of energy through an environmental system. The student is expected to:

(A)  summarize forms and sources of energy;

(B)  explain the flow of energy in an ecosystem;

(C)  investigate and explain the effects of energy transformations within an ecosystem; and

(D)  investigate and identify energy interactions in an ecosystem.

Performance or learner outcomes:

Students will be able to:

· Identify Ephemeroptera Larvae

· Explain the importance of Ephemeroptera

· Analyze the tolerance of Ephemeroptera

Resources, materials and supplies needed:

For the class:

Pictures of Ephemeroptera

Specimens of Ephemeroptera

Worksheet

Engage: Show pictures of Ephemeroptera Ask the students what they see Time: 5 minutes

“What characteristics to y’all see?”

Gills on the abdomen Caudal Filaments Three definite segments of the body etc

Explore: Slideshow of information on Ephemeroptera Worksheet Time: 20 minutes

List two diagnostic attributes of ephemeroptera (there are three): 2) What is unique to ephemeropteran metabolism? 3) What does an ephemeropteran’s larval body tell us about its’ environment? 4) What type of metabolism do ephemeropterans have? 5) Compare and contrast the subimago and imago life stages. 6) What is the significance of ephemeropterans?

Abdominal gills, 3 caudal filaments, 1 tarsal claw on each tarsus Two adult stages. Subimago and imago stages Flat – under rocks Rounded – burrower Hemimetabolous Subimago – dull, cloudy wings, cilia on wing tips, not sexual, flying, adult body Imago – clear wings, no cilia, reproductive, flying, adult body Good biomonitering insect, very intolerant to pollution, fish eat them, important in food chain

Explain:

Have students give answers in class

Time: 5 minutes

Extend / Elaborate:

Have students look at specimens of Ephemeroptera, write down differences between the species

Time: 20

Evaluate:

Pick up Worksheet

Time: 1 minute