Super Sloughs & Wacky Wetlands Classroom Activity Guide

Transcription

1 Super Sloughs & Wacky Wetlands Classroom Activity Guide The Embarcadero at Beach Street, San Francisco, CA

2 Super Sloughs & Wacky Wetlands Program Overview Summary: An engaging program in which students learn about various wetland ecosystems. Through fun and interactive activities, students will understand and appreciate the function of these indispensable habitats. An Introduction to wetlands: Students will be introduced to different types of wetlands and watersheds through an interactive multimedia presentation. California State Science Standards Addressed: 3. Adaptations in physical structure or behavior may improve an organism s chance for survival. b. Students know examples of diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlands. c. Students know living things cause changes in the environment in which they live: some of these changes are detrimental to the organism or other organisms, and some are beneficial. Grade 4: 3. Living organisms depend on one another and on their environment for survival. As a basis for understanding this concept: Mini wetlands: Students will create their own mini wetland and test how wetlands function as a filter. California State Science Standards Addressed: 3. Adaptations in physical structure or behavior may improve an organism s chance for survival. b. Students know examples of diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlands. c. Students know living things cause changes in the environment in which they live: some of these changes are detrimental to the organism or other organisms, and some are beneficial. Bird Migration and wetlands: Students role play migrating birds in a wetlands conservation activity. California State Science Standards Addressed: 3. Adaptations in physical structure or behavior may improve an organism s chance for survival. a. Students know plants and animals have structures that serve different functions in growth, survival, and reproduction. Grade 4: 3. Living organisms depend on one another and on their environment for survival. As a basis for understanding this concept: c. Students know many plants depend on animals for pollination and seed dispersal, and animals depend on plants for food and shelter. Conservation & Conclusion: Instructors lead a group discussion on conservation and provide age appropriate actions students can take to protect the environment. Guided Tour: Students will be guided through the Aquarium to apply concepts learned during the classroom portion.

3 Super Sloughs & Wacky Wetlands Background Information A wetland is a boundary area between land and water that has the properties of both aquatic and terrestrial habitats. Today we know that wetlands are a valuable habitat for many kinds of animals; they protect against erosion and flooding; they even filter pollutants from watersheds which helps ensure a safe supply of drinking water. In the San Francisco Bay Area, wetlands are invaluable for migrating birds, juvenile fish, and offer diverse recreational activities for all ages. The scientific criteria for a wetland are: The presence of water (at least seasonally). The presence of hydric soils. The mineral and chemical composition of soils is sometimes the best indication of a wetland when water is absent. The presence of hydrophytic plants literally, water-plants. Wetland plants usually have special adaptations that help them to be water tolerant. Around the San Francisco Bay the two most important kinds of wetlands are salt marshes and mudflats. They are home to species of unique plants, like pickleweed and salt grass, fish, birds, mammals and invertebrates. Because of the tide, these animals must be specially adapted to survive the transitory nature of intertidal wetland life, and many are not found in purely aquatic or terrestrial environments. However, not all of the animals found in our wetlands are residents: at low tide, a mudflat is a restaurant for migratory birds like the western sandpiper. They may look lifeless, but a mudflat s surface hides a smorgasbord of invertebrates like sand crabs and worms. Sadly, the loss of wetland habitat threatens animals like the saltmarsh harvest mouse and clapper rail, and the non-native bullfrog threatens to wipe out the native red-legged frog. The loss of wetland acreage and invasive species are two principal causes of the decline of native wetland species. Wetlands have a unique ecological function: they act like a giant filter between terrestrial storm runoff and large bodies of water. For example, rain water carries sediments and pollution downhill into low lying wetland areas, where dense vegetation prevents them from continuing to oceans, lakes and rivers. A consequence of wetlands filtering effect is that they are frequently polluted, and have at times served as the unofficial dumping grounds of American cities. On the other hand, when farmland or landfill replaces wetlands, the wetlands critical filtering effect is lost and more pollution accumulates in our rivers, the bay, and marine life. In turn, fish become less resistant to disease and parasites, causing overall populations to decline. These effects can be accompanied by changes in the marine food web, seafood shortages, and economic decline. We should not underestimate the importance of wetlands. In addition to providing hiking and many forms of recreation, wetlands protect against coastal erosion and reduce the effects of flooding; they are sponge-like in their ability to soak up excess water. Many communities have begun restoring coastal wetlands as a way to prevent relentless surf from claiming their homes. Wetlands deserve our care not only for their ecological and economic benefits, but also so that future generations can enjoy their recreational opportunities and natural beauty.

4 Wetland Preservation Art Activity Description: As a culminating assignment, students will create art to express their feelings about wetland preservation. Objective: Students should be able to creatively express their feelings about the importance of wetland preservation and conservation. Grades: 3 rd 5 th California State Science Standards: 3a,3b,3c,3d Grade 4: 2b, 2c, 3a, 3c, 3d Vocabulary: preservation, restoration, migration, recreation, conservation Subjects: Science, Art, Conservation, Social Science Time: 1 hour or more (depending on the type of media used) Materials: Various art media (paint, paper, paper maché, markers, colored pencils, paper, etc) Wetlands video (optional) Activity Procedure: 1. Show a video (optional) and review the importance of wetlands (animal and plant habitat, filter, sponge, resting stop along migration routes). See the U.S. Environmental Protection Agency s web site on wetlands 2. Brainstorm and discuss with students (in small or large groups) how humans use wetlands (recreation, food, land development, etc) by creating a graphic organizer. See sample down below. 3. Explain to students that they are to create art that expresses their feelings or opinions about wetland preservation. The can create posters, sculptures, songs, etc. 4. Have students present their artwork when complete. Food Land Development Wetlands Recreation Other

5 Additional Suggestions: For younger students, organize an art gallery opening that features their work. For older students, focus on slogan and advertising techniques and design a bumper sticker or t-shirt. California State Science Standards: 3. Adaptations in physical structure or behavior may improve an organism s chance for survival. As a basis for understanding this concept: a. Students know plants and animals have structures that serve different functions in growth, survival, and reproduction. b. Students know examples of diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlands. c. Students know living things cause changes in the environment in which they live: some of these changes are detrimental to the organism or other organisms, and some are beneficial d. Students know when the environment changes, some plants and animals survive and reproduce; others die or move to new locations. Grade 4: 2. Living organisms depend on one another and on their environment for survival. As a basis for understanding this concept: b. Students know producers and consumers (herbivores, carnivores, omnivores, and decomposers) are related in food chains and food webs and may compete with each other for resources in an ecosystem. c. Students know decomposers, including many fungi, insects, and microorganisms, recycle matter from dead plants and animals. 3. Living organisms depend on one another and on their environment for survival. As a basis for understanding this concept: c. Students know many plants depend on animals for pollination and seed dispersal, and animals depend on plants for food and shelter. d. Students know that most microorganisms do not cause disease and that many are beneficial.

6 Working Wetland Relationships Activity Description: Students illustrate and explain the interaction between living and nonliving things in wetlands. Objective: Students will be able to identify the living and nonliving components of the wetland ecosystem. Students will be able to identify and explain how living and nonliving things interact in a wetland. Grades: 3 rd -5 th California State Standards: 3a,3b,3c,3d Grade 4: 2b, 2c, 3a, 3c, 3d Vocabulary: ecosystem, abiotic, biotic Subjects: Science, Language Arts, Creative Arts Time: video + 45 minutes Materials: Any wetlands video (Bill Nye, Wetlands Pictures of wetlands (one picture per group) Colored pencils, markers, crayons Copies of Working Wetland Relationships handout Activity Procedure: 1. Discuss the concept of an ecosystem and how living and nonliving things interact. Instruct students to make a list of living and non-living things in a wetland. 2. Watch a video about wetlands (optional). 3. Divide students into small groups and pass out a wetlands picture to each group. 4. Have students make a list of the living and nonliving things found in the picture (whole class or small groups). 5. Individually, have students choose examples of each relationship to illustrate and explain. Have students label the relationships (living-living, living-nonliving, nonliving-nonliving). Students can be creative by making a cartoon. Extension: Have students or small groups research different types of wetlands and complete the activity. California State Science Standards: 3. Adaptations in physical structure or behavior may improve an organism s chance for survival. As a basis for understanding this concept: a. Students know plants and animals have structures that serve different functions in growth, survival, and reproduction.

7 b. Students know examples of diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlands. c. Students know living things cause changes in the environment in which they live: some of these changes are detrimental to the organism or other organisms, and some are beneficial d. Students know when the environment changes, some plants and animals survive and reproduce; others die or move to new locations. Grade 4: 2. Living organisms depend on one another and on their environment for survival. As a basis for understanding this concept: b. Students know producers and consumers (herbivores, carnivores, omnivores, and decomposers) are related in food chains and food webs and may compete with each other for resources in an ecosystem. d. Students know decomposers, including many fungi, insects, and microorganisms, recycle matter from dead plants and animals. 3. Living organisms depend on one another and on their environment for survival. As a basis for understanding this concept: c. Students know many plants depend on animals for pollination and seed dispersal, and animals depend on plants for food and shelter. d. Students know that most microorganisms do not cause disease and that many are beneficial.

8 Working Wetland Relationships Wetland Relationship Example How do they interact? living - nonliving living - living non-living - non-living Name: