Ephemeroptera

Author’s Name: Elizabeth Owen

Title of lesson: The Illusive Plecoptera

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 Plecoptera Larvae

· Explain the importance of Ephemeroptera

· Analyze the tolerance of Plecoptera

Resources, materials and supplies needed:

For the class:

Pictures of Plecoptera

Specimens of Plecoptera

Worksheet

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

“What characteristics to y’all see?”

Gills on the thorax Gills underneath the legs Caudal Filaments Three definite segments of the body etc

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

1) List two diagnostic attributes of Plecoptera (there are four): 2) In what type of environment will Plecopteran larvae be found? 3) Why would Plecopteran larvae need running water? 4) What type of metabolism do Plecoptera have? 5) Why are Plecoptera so illusive? 6) What is the significance of Plecopterans?

Gills on the thorax, gills under the legs, two tarsal claws, two cerci, very widely separated eyes Pristine, lotic, cool, running water, under rocks They need running water in order to gather oxygen Hemimetabolous They are very sensitive to pollution and are therefore only found in environments that are pristine Good biomonitering insect, very intolerant to pollution, fish eat them, break up CPOM

Explain:

Have students give answers in class

Time: 5 minutes

Extend / Elaborate:

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

Time: 20

Evaluate:

Pick up Worksheet

Time: 1 minute