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

TOPIC-TITLE Marine & Aquatic Habitats Activities - Walk in the Wetlands AUTHOR Judy Ann Larmouth GRADE SUITABILITY Upper Elementary and Middle School SCOPE Environmental Education Habitat Study

Sequence The students should have completed units on plant and animal life and the "Operation Pathfinder" units on marine and Aquatic Resources and Pollution. A unit on salt water wetlands and life in the oceans should follow this activity. < < go top

Background Summary In the earlier part of the 20th century, wetlands were often viewed as a hindrance to expansion and construction. They were perceived as insect infested wastelands that needed to be drained, filled, and covered. Only recently has the public been made aware of the value of wetlands as a means of flood control, nursery areas, and feeding and resting areas for migrating animals, as a means for retaining sediment, and as natural filters. < < go top Objectives Students will be able to do the following: Identify the various types of fresh water wetlands. Identify the common animal and plant life in these ecosystems. Understand and appreciate the varied uses of wetlands and the need to protect them. < < go top Materials Modeling clay Plastic trays Science notebooks Florist foam Grass and other natural materials Field guides, encyclopedias, and other reference materials < < go top Activity Divide the class into cooperative learning groups. Have the students research the four major types of fresh water wetlands. Assign one student in each cooperative learning group to become the "expert" on one type of wetland (for example: a marsh expert). Tell all experts representing the same wetland to form a new, temporary group. Students will use the resources listed, encyclopedias, dictionaries, and other media center resources to learn about their wetland. Have each member of the temporary group share his or her findings with each other, and each member will record the information in order to help remember important facts about the other members' soil, water, plants, animals, and uses of their wetlands. Tell the students to use their notes at home to prepare a short presentation for their original groups. They may use visual aids such as wetland models. The following day, have each group listen to the presentations by each member of the group. Circulate among the groups and with them select a representative speaker on each wetland. Students selected will share their presentations with the entire class or other classes. < < go top Possible Extension The students will visit a local wetlands and conduct field research. The students will conduct a mock trial similar to the one found in Nature Scope, "The Great Swamp Debate." < < go top Teacher Evaluation Give the students pre-and posttests. Evaluate them on what they have learned. Evaluate group participation and cooperation. Have the students write a letter to a local, state, or federal legislator expressing the need for conservation and responsible management of wetlands and why the students believe this is important. < < go top