Wetlands, Love'em and Leave'em: Curriculum Module

WETLANDS

LOVE ‘EM and LEAVE ‘EM

An Intermediate Curriculum Module

Developed by Karen Luckett

Summary

This module will introduce a study of ecology and biomes, focusing on wetlands. It will demonstrate to the student the importance, values, and functions of wetlands to mankind and the ecology system.

Connection to the Curriculum

This module integrates ecology, language arts, and co- operative learning processes.

Time

This module will take approximately 3 weeks depending on the amount of class

time allotted for individual activities.

Season

This module can be used throughout the school year.

Materials

Outline - background material (included)

Poster boards

Markers

Pictures of wetlands (Magazines such as Texas Monthly, Texas Parks & Wildlife)

Map - U.S. Percentage of wetland acreage Lost, 1780s - 1980s (Internet)

Pre-bound blank books

Video - " The Wealth in Wetlands" (Available 1-800-825-5547 - $10)

Internet access for student research

Optional activity: Project Wild Activity Guide

Objectives

-student will define ecology, ecosystem, habitat, biotic, abiotic, biome, wetlands

-student will complete Internet research on wetlands

-student will interact in a group to complete a project

-student will write a poem about wetlands

-student will author and illustrate a book about wetlands

-student will be exposed to positive values and functions of wetlands

Procedures

Introduction:

1. Define ecology - study of organisms in their habitats

- composed of 3 relationships

how organisms affect each other

how non-living factors of habitat affect organisms

how organisms affect non-living factors of environment

Define habitat - area where an organism lives

Define ecosystem - limited area where living/non-living interact

- 2 components

biotic - living organisms

abiotic - non-living /physical environment

Define biome - large geographical area that contains a particular group of animals and plants and has specific physical /abiotic environment

2. Brainstorm as a class to list biotic and abiotic factors.

- Make a chart on poster board to list/illustrate factors.

Abiotic factors: air, light, temperature, water, soil, weather, other - fire, volcanoes

Biotic factors: animals (consumers), plants (producers)

. - Make a list of 4 basic needs of all living organisms: air, water, food, shelter

- Co-operative interdependency activity - Habitat Lap Sit - Project Wild p.33

- Re-enforcement activity - Habitat Rummy - Project Wild p.42

3. Introduce Wetlands

- Use this activity as a springboard to introduce values and functions of wetlands

- Have class prepare by having a pencil and paper ready

- Have class close their eyes and picture themselves standing swamp or marsh with insects, water plants, etc.

- Think about sounds, temperature/humidity, physical appearance - Imagine!

- You have just inherited this land - QUICK- first response, write what you will do will this land

- Share responses. Hopefully, the majority will be negative in nature since most are not familiar with the functions and values of wetland

- Show/discuss "Wetland Acreage Lost, 1780- 1980" map

- Collect papers and SAVE for use later in module

4. Define wetland - area where water is the primary factor controlling the environment

- Review what we have learned about biotic and abiotic factors

- Divide class into groups to "compete" to list as many positive factors as they can about a wetland

- Share responses, add missing factors, and expand factors/definitions

fish and wildlife habitat

1/3 endangered species wetland habitat

ground water recharge

water quality

flood control

storm abatement

hunting and fishing/recreation

agriculture (rice)

aesthetics - have pictures of wetlands to prove!

5. Divide class into 4 groups. Have each group categorize positive factors or function/value of wetland with the analogies of kidney, sponge, home, shock- absorber. Share/discuss answers:

kidney (filter water/water quality), sponge (ground water recharge/flood control), home (habitat/endangered species), shock- absorber (storm abatement - hurricanes)

Each group will design and draw a poster to illustrate 1 analogy with its function /value of wetland. Display posters in classroom.

6. Watch video "The Wealth in Wetlands" /Discuss

Hand back papers on inherited wetland first response

Discuss change in viewpoints/initial impressions of wetlands’ value

7. Assign or schedule time in computer lab to research Wetland resources on the Internet to expose students to the "wealth of information" about wetlands. Each student must find 5 or more resources on the Internet to use in writing their poem and/or book. Specific topics may be assigned to insure a variety of resources. This may also be used for research in an Expanding the Lesson activity. Keep a Resource List of all titles and addresses for classroom use.

8. Write a poem about wetlands - have the following poem on a poster as an example:

A habitat is where it’s at.

Keep them so the ducks can quack,

The marshes filter the water’s dirt,

They’re homes for many who we don’t

Want hurt.

Save the Wetlands.

Another for inspiration:

In a green place lanced through

With amber and gold and blue - -

A place of water and weeds,

and roses pinker than dawn

And ranks of lush young reeds

And grasses straightly withdrawn

From graven ripples of sands.

The still blue heron stands.

"The Blue Heron" by Theodore Goodridge Roberts

9. Write and illustrate a book on an elementary (1st - 3rd) grade level explaining the values/functions of wetlands.

Schedule times to read the books to younger children/Answer questions.

This is an excellent review or could be used as an evaluation for comprehension of the material instead of a test.

Questions

What are some consequences of losing wetlands?

If wetlands are so valuable and have so many important functions, why has the U.S. lost 1/2 of its wetland acreage since 1780s?

What can man do to prevent further loss of wetlands?

Does society need to compensate land owners for "service" to the community by preserving and restoring wetlands?

Whose responsibility is it to preserve wetlands; individuals, communities, or government?

What has the government done? (Internet research)

Expanding the Lesson

Many research projects, using the Internet, are well suited for this subject:

-Report on a wetland species/interdependency/ food web

-Interview the organism and write a news article for a newspaper or video "live" for a TV news report.

-Write an autobiography: birth, life, death, from wetland species viewpoint.

Describe your interaction with abiotic and biotic factors in your environment. Tell about your daily routine.

Identify a park in a wetland ecosystem.

Write to a State or National Park Service requesting brochures, maps, information about climate, wildlife, recreational opportunities, and man’s influence on the ecosystems at the park. Supplement with Internet research.

Student will then report (written or oral):

-as a travel agent who designs a promotional campaign convincing class to book their summer vacation in that park.

-as a park ranger giving a comprehension tour of the park to a group of . tourists from a large city.

Resources

Paul J. DuBowy, Ph.D (Lecture)

Department of Wildlife and Fisheries Sciences
Texas A & M University
Wetland Quotes
http://earth1.epa.gov/docs/OW/facts/fact2.html

Access Excellence, Activities Exchange
Biomes in a Box
http://outcast.gene.com/ae/AE/AEPC/WWC/1991/biomes.html

U.S. Environmental Protection Agency
Office of Wetlands, oceans, watershed
http://www.epa.gov/OWOW/wetlands

Map - Percentage of Wetlands Acreage Lost, 1780s - 1980s
http://www.epa.gov/OWOW/wetlands/wetland2.html

Texas Wetland Information Network
http://www.twdp.state.tx.us/pub/glo/incoming/wetnet

Texas General Land Office
Coastal Division
Texas Wetland Species
http://www.glo.state.tx.us/wetnet/species.html

RRBIN Wetland Task Force
http://www.cfa.org/rrbin/projects/wetlands

The Wetland Regulation Center - Federal
http:/www.wetlands.com/

Project Wild Activity Guide
Western Regional Environmental Education Council
P.O. Box 18060
Boulder, CO. 80308-8060
303-444-2390

WOW! The Wonders of Wetlands
Environmental Concern, Inc.
P.O. Box P
St. Micheals, MD 21663
406-994-5392

"The Wealth of Wetlands" video
National Conservation Institute
P.O.Box 855
League City, Tx. 77574-0855
1-800-825-5547

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