Students visit the ponds to map, sample, collect, count, draw, describe, identify, compare, and classify animals and plants from the ponds to document levels of diversity. Students need to be prepared for the visits, so that we can make the most of our time. Therefore, we review the information about retention ponds before we go. We use a pond visit checklist to prepare, track, and return necessary equipment.

Built (as opposed to naturally occurring) ponds can be of different types from ornamental to practical. All serve various functions. There are two types of built ponds that we are concerned with, both of which are intended to handle storm run-off. The first is a detention pond. It is dry most of the time, except when there has been a major storm event and a great deal of water has to be diverted into specific areas to avoid flooding of streets, homes, and businesses. The second type is a retention pond. Retention ponds were built to hold storm run-off also, but they hold the water for much longer periods, slowly draining it off. In fact, retention ponds always have water in them. Because they always have water, they have water creatures and plants that thrive in that environment.

During our trips to the ponds, have several questions in mind that you want to explore. Write them down in your notebook along with the basic information for a nature journal entry. Here are some possibilities:

Who (animal) is there? What do they look like? How do they act? Are they all alike or different? How do you know? Where do they live? How will you document them (draw, describe, count, classify, etc.)?

1. Are there fish? Why?
   
2. Are there animals here that you don't see? How do you know (evidence)? How will you document them (draw, describe, count, classify, etc.)?
   
3. What (plant) is there? Where do they live? What do they look like? How will you document them (draw, describe, count, classify, etc.)?
   
4. What is a pond? Are there different kinds? Why? What makes them different?
   
5. What is the purpose of ponds? How are ponds formed? Can one be made and kept? How?
   
6. What is the purpose of ponds? What contribution(s) do ponds make? Good? Bad?
   
7. What makes ponds healthy or not healthy? Is this pond healthy? How do you know (evidence)?
   
8. Where does the water come from, specifically? Where does it go?
   
9. How will you document the entire area?
   
10. How much water is in the pond?
    
11. What happens to the plants and animals in winter? Is there change in either by season? How do you know?

• Lesson Directions and Pond Checklist
  
• Children's Thinking