1. Vital Signs is a community of citizens (students like you, teachers, people like your parents, grandparents) and professional scientists who are all connected by our online program where they collect and share data to help scientists answer shared research questions.

2. They are all focused on the question, “Where are invasive species in Maine? Where aren’t they?” Each scientist is interested in something very specific that relates to that big question.

3. Since 2009 this community has collected over 8000 observations
Since 2009 this community has collected over 8000 observations! Hopefully you all can add to that in the future.

4. Your Mission!
Today, we are going to focus on monitoring the health of our freshwater systems (lakes, streams, rivers, ponds).
How many of you live near or go to school near a body of water? Is it fresh or salt water? Pond, stream, river?
Well, Middle School students in Gorham have been monitoring the health of their school’s pond (Ram Pond - along Gully Brook), since Today, we are going to see if their pond is healthy or not and while we do this, you are going to practice some skills that will help you be ready to go out and be a VS citizen scientist too.

5. How do we monitor health?
Benthic macroinvertebrates aka BMIs
little critters that live in freshwater
tell us A LOT about how healthy the water is
Sensitive
Somewhat tolerant
Tolerant
We can monitor the quality of a body of freshwater by gathering and identifying benthic macroinvertebrates (BMIs). BMIs are tiny bugs, worms, and other gross kinds of creatures that live in and around freshwater.
Some BMIs are very sensitive to pollution. They will die right away if pollution is introduced to the water.
Other BMIs are more tolerant, they can withstand changes in the water.
Therefore, the types of BMIs that we find in the water will tell us about the water quality. For example, if I find lots of sensitive BMIs that are alive, what does that tell me about the water? (it must not be very polluted)

6. Fieldwork skill stations
Build the skills you need to assess water quality:
Spot the Difference: compare two species that look similar. Can
Prove it!: Is your species in the photo at the table? Prove it!
Explore Vital Signs Data: Is your species present at Ram pond?
At each station, you will develop skills needed to determine water quality
Comparing specimens that are really close to each other and finding the difference
Identifying your species
Looking at data to see whether other students have spotted your species.
These are things you can do in your classroom or your backyard

7. Field Work Skills Stations
Follow the directions at the table (on the yellow paper)
Take notes on your note sheet.
Use the ID card on your clipboard to help you identify your species (at Spot the Difference and Explore Data).
You will have 5 minutes at each station.
Stay at your station, working with your partner, until time is up.
If you have a question, re-read directions first, then ask your partner, then raise your hand for help.
Each station has directions.
Follow the directions at the station. Take notes on your note sheet.
Use ID card to help you at two stations
If you have a question, re-read directions first, then ask a classmate, then raise your hand.
You will have 5 minutes at each station, then we will rotate.
Don’t start until we say. Don’t rotate until we say.
Stay at your station, working with the people at your station (you will have time to share later )

8. Ask students to share about challenges, successes, and skills they developed in the skills stations. What did they learn that will help with their investigation?
Collect data that students gathered from Vital Signs to answer the question, “Is Ram Pond Healthy?”

9. Ram Pond Health Rating:
Sensitive
Found/Not Found
Number Found
Score
Caddisfly larvae 3
Dobsonfly larvae
Mayfly nymphs
Riffle beetles
Stonefly nymphs
Water penny larvae
Fairy shrimp
Somewhat
Tolerant
Cranefly 2
Dragonfly nymphs
Damselfly nymphs
Scuds
Sowbugs
Alderfly larvae
Watersnipe fly larvae
Tolerant
Found/Not Found
Number Found
Score
Aquatic worms 1
Black fly larvae
Leeches
Midge larvae
Other snails
Mosquito
Water scorpion
As students share, add the data to the table.
Have students look over the data. Make a decision and support it:
We think Ram Pond is healthy/not (Gorham)
When you are ready, hold up your clipboard showing your decision.
How did you decide? What is your evidence?
Optional: Calculate the health rating by multiplying the number of each species found by the score indicated in the table. Add the products to get an overall rating.
Do you want to change your answers once they see the health rating?
Why do you think that sensitive species get a higher score than tolerant ones?
Health ratings: < 12 = Poor = Fair = Good >23 = Excellent
Ram Pond
Health Rating:

10. YES / NO Is Ram Pond healthy? What evidence supports your decision?
How sure are you?
Not sure at all I have a lot of questions; I have some questions; Confident
Pretty unsure Pretty sure
Explain your answer:
Invite students to share thinking about why they are sure or not of their answers. Prompt students to think about what they want to know about the investigation. What information could they gather to be more sure?