Objectives:
* Distinguish the difference between
a wetland and any other ecosystem.
* Explain the difference between
a niche and a habitat.
Set:
Students will be asked
to individually draw and color what they think of as a typical wetland.
At least five
species must be represented.
These species can include plants and animals. Drawings will be collected
and
discussed. What students
already know and misconceptions can be identified. An alternate activity
would
be to ask students
to take a few minutes to think of how a wetland is like a sponge? a river?
Content:
1. What is a wetland?
a. can be identified based on
three characteristics: water, soil, plants
amount
of water, flow and period present are important factors
permanent
or periodic flooding results in a special soil type, hydric soil
plants
are adapted to having more water and less oxygen
2. Niche vs. Habitat
a. niche: role or position a species
has in its environment
b. habitat: place where an organism
lives out its live
3. Plants and birds are important
organisms in a wetland setting. In fact, many plants and animals would
not
have a
suitable habitat without wetlands. These animals occupy a specific niche
in the wetland marsh, bog,
etc.
Possible Activities:
The following activities
can be applied to wetlands or any local ecosystem.
1. Have students examine magazines
or photographs of wetlands. Discuss the habitat and identify organism
niches.
Make a list of plants vs. animals and include any relevant information.
Compile a class list or do the
activity
using an overhead projector and transparencies of photographs.
2. Many of the country's wetlands
have been lost to development and conversion to other land uses. Have
students
use the Internet to find out if any wetlands have been lost in their state.
Ask students to find out
how many
and why. Are there any wetlands under construction or rehabilitation? What
do scientists have to
do to
conserve the special soil, plants and water flow which make up a wetland?
Students could also
compile
a list of good associated Internet sites.
3. Have students observe organisms
in their habitats, such as birds at a feeder. Ask student to list a few
examples
of how the organisms interact with other organisms and with their environment.
Then have
students
choose a wetland photograph or magazine cutting and describe it similarly.
4. Ask students to find the names
of five organisms that belong to the wetland community. Students could
identify
the organism by common name, genus and species. Allow students to draw,
using colored pencils,
and label
each organism. Write a brief paragraph explaining each organism's niche
and habitat. Compile a
class
booklet.
5. Have students make and care for a miniature ecosystem such as a terrarium or aquarium.
6. Ask students to consider the
school grounds as an ecosystem. Have them explain and give examples of
habitats
and niches.
Resources:
A list of related
web sites.
Various Assessments:
Assessment depends
on
which instructional
activities are chosen. Be sure that your assessment is aligned
with your instruction
and choice of activities.
Closure:
Watch a video on wetlands,
such as the Everglades, or invite a guest speaker, a naturalist or wildlife
resource officer who
specializes in wetlands or wetland conservation.