Sequence | Background | Objectives | Materials | Activity | Extensions | Evaluations

TOPIC-TITLE Marine & Aquatic Habitats Activities - Coastal Development AUTHOR Daisy Atalig Isacc Jackson Pepine Lauvao Stephie Kamakeeaina Eloise Manglona Bismark Febastian GRADE SUITABILITY Middle School High School SCOPE Coastal Environmental Changes: Coastal Development

Sequence This activity focuses on the anthropogenic practices that affect wetland ecology. Before this activity, address the following concepts and content areas: What is a wetland? Definition Types of organisms living in a wetland Types of wetlands (focus on those in your area) Mangroves Estuaries Saline wetlands Functions Nurseries Migration/Rest areas Food providers Breeding Protection Flood control < < go top

Background Summary A wetland is defined as a landform characterized by hydric soils, hydrophytic vegetation, and the presence of water. Wetlands are often the transition zones between upland meadows and forests and aquatic and marine environments (Slattery, 1995). There are a number of different wetland types: estuaries, mangroves, and freshwater swamps or bogs. Many different organisms use wetlands. Migrating birds often rest in wetland areas because of the vegetative cover and abundance of food. Small fish and crabs use the shallow waters characteristic of wetlands and the vegetative cover to avoid predation and because of the availability of abundant food sources. Raccoons, snakes, skunks, nutria, and other predators feed on many of the organisms found in a wetland. Unfortunately, wetlands are being lost at an alarming rate because of coastal development and habitat degradation. < < go top Objectives Students will be able to illustrate the changes that occur from a non-developed area to a developed area through a wall story. < < go top Materials Video/slides of area before and after development Pictures of area (old and new) Paper Paint and paint brushes Markers Resource person Crayons VCR/TV Cameras Film Glue Reference books < < go top Activity Discuss what the students know about the local area (also, any myths or stories associated with the area). Invite a guest speaker to discuss coastal development in the area and participate in a question and answer period with the students. Have a class discussion, focusing on the reactions to the information from the guest speaker. Creating the wall story: have the class choose a local wetland area to study. Divide the students into the following assignments: Reporters: Create a questionnaire to obtain information from people in the area. Researchers: Go to the library and obtain old pictures and information about the area and research information on past and current indigenous species. Artists: Start on the wall background; add pictures and information. Photographers: Take pictures of the study area, of indigenous flora and fauna, and of activities. Editors: collate the information and write the information for the wall story. (Note: Teacher must be actively involved with the students on this project.) < < go top Possible Extension Have the students write a paper from a plant's or animal's perspective about the development and destruction of its habitat. < < go top Teacher Evaluation Finished Wall Story (40%) Portfolio: students maintain a record of all the information gathered (10%) Participation: teacher monitors participation on a daily basis (10%) Reaction paper: includes what the student learned and his/her feelings about the changes (40%) < < go top