Here is my modification to this module in QUBESHub. This modification includes t-tests and interpretation, graphing, and writing a lab report, and some notes on inclusion. https://qubeshub.org/publications/2025/1

This modification was developed to increase inclusion and accessibility to the module and also emphasizes using macroinvertebrates and nutrients as landscape indicators. https://qubeshub.org/publications/1877/1

This message was edited by srcotey on June 29, 2020 at 12:56 pm.

This modification differs from the original module in several ways, while retaining the overall learning objective of analyzing human impacts on streams locally and nationally. This modification has students work individually on their own time to complete the lab, making it suitable for asynchronous online classes. The modification also includes pilot data from Alaska, to make it more relevant for Alaskan students. Link to modified materials: https://qubeshub.org/qubesresources/publications/1851/1

I adapted this lesson to go along with local sampling and connect to the history of a particular watershed in the Southeast https://qubeshub.org/qubesresources/publications/1878/1

This adaptation includes more detailed introduction to nutrient pollution, bioindicators, and quantitative tools. Students use a web-based app to develop boxplots (instead of developing them on their own) and focus their analysis on two regions they choose. https://qubeshub.org/qubesresources/publications/1883/1

I modified this module to be more inclusive and accessible for online classes, as well as investigate projections of landscape change. It can be found here: https://qubeshub.org/qubesresources/publications/1868/1

This message was edited by megmaclean on June 10, 2020 at 3:17 pm.

A Team-based Learning activity, ‘A Tough Choice in Watershed Management,’ is an adaptation for this module that was designed to promote inclusivity. Students work in teams, playing the role of natural resource managers who must decide in which region to invest limited funding for nutrient reduction in streams. Students base their decision on analyses using data and supplements already provided for this module. The student handout, answer key and schedule for the activity are at: https://qubeshub.org/qubesresources/publications/1826/1

This resources was modified by Catherine Sughrue Etter (cetter@post.harvard.edu) on June 2019. I added a field trip and four labs, microscope, bacteria, phosphate, and nitrate. https://qubeshub.org/qubesresources/publications/1095/1 .

This resource was modified by Michelle Phillips (mp7@hawaii.edu) for students to examine water quality (including fertilizer residue, nutrients, soil erosion, and invasive plants) on a Hawaiian fishpond ecosystem. It is for use in a majors Introduction to Biology laboratory course but could easily be adapted for lower levels. My modification helps students to learn ecological data collection for water quality, analyze the data, and create a laboratory report while learning about Hawaiian fish ponds, water quality, and effects of humans on nearshore water resources. The modification can be found at: https://qubeshub.org/qubesresources/publications/1226/1

My version of Investigating human impacts on stream ecology begins with a few assessment questions on stream ecology posed to the class as a whole. Answers are discussed and then students are shown a ecoregion map with land cover information. Various biogeochemical processes and land-use practices are discussed. Human impacts and consequences of nutrient pollution (i.e. algal blooms) in general are explored. Once a general understanding of the topics of stream ecology and biogeochemical processes and human impacts on streams is established, students are asked to formulate a hypothesis about two different ecoregions that most likely differ in their nutrient concentrations in their streams based on land cover etc. Students are then shown data and asked to analyze whether or not the data supports their hypothesis. This exercise then includes a discussion on using local databases in the Hudson Valley (New York) as resources. The exercise ends with students collecting data their own data on the databases once they have developed a hypothesis and answering questions.  The modified exercise can be found at: https://qubeshub.org/qubesresources/publications/1249/1

I modified this module to incorporate beginner introduction to R for use in an upper division Environmental Science 2 hour activity session. https://qubeshub.org/qubesresources/publications/1144/1

I modified this module for use in a non-majors, general education Introduction to Environmental Science course. My modification helps students to learn map-reading skills, understand the importance of topography and climate on stream dynamics, introduces them to online data sources, and has students predict changes to local Hawaiian streams based on future climate scenarios. The modification can be found at: https://qubeshub.org/qubesresources/publications/1222/1