louisiana 2010 - 4-h science in urban communities

LOUISIANA

Wetlands Week Wetlands WeekPaul D. Coreil, Ph.D.

Vice Chancellor and Director, LSU AgCenter

Mark Tassin, Ph.D.Department Head, Louisiana 4-H, LSU AgCenter

Ashley MullensYouth Wetlands Program Director, Louisiana 4-H, LSU AgCenter

Hilary CollisManager, America’s WETLAND Conservation Corps, LSU AgCenter

Kiki Fontenot, Ph.D.School of Plant, Environmental and Soil Sciences, LSU AgCenter

Jonas AugustineAmanda Boudreaux

Marguerite FrentzAmber Latiolais

Jessica LedetTyra Starkey

Members: America’s WETLAND Conservation Corps

Dinah MaygardenUNO Coastal Wetlands Education

A school enrichment curriculum provided by

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Table of Contents General Wetlands Information...........................................................................................5

ABC’s of Louisiana Wetlands.............................................................................................22

Wet Soils and Water Loving Plants The Dirt on Soil ....................................................................................................................33

Losing Ground: Subsidence ................................................................................................43

Getting to Know a Plant ......................................................................................................55

Spanish Moss ........................................................................................................................81

The Wonders of Wetlands...................................................................................................86

Wetland Habitats Wetland Metaphors .............................................................................................................98

Wetlands Taste Test.............................................................................................................104

Habitat Loss..........................................................................................................................111

Wetland Webs ......................................................................................................................120

Article Wetland ....................................................................................................................130

Marsh Movers ......................................................................................................................138

Wetland Red Rover..............................................................................................................148

Water: Puts the Wet in Wetlands Watersheds ...........................................................................................................................155

Create Your Own Watershed .............................................................................................167

Ideal Filter ............................................................................................................................172

Category 5: The Eye of the Hurricane ...............................................................................179

Water REcycled ...................................................................................................................188

Density Dynamics.................................................................................................................210

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Wetlands Wildlife and Fisheries Animal Adaptations .............................................................................................................218

Wetlands Creative Writing .................................................................................................227

Frog Friendly Habitat..........................................................................................................238

Math Crabbing.....................................................................................................................245

Gone Fishin’ in Louisiana Wetlands ..................................................................................251

Backdoor Bioaccumulation .................................................................................................275

Wetlands and YOU Levees: The Good and the Bad ...........................................................................................288

Swamp Sweep .......................................................................................................................297

America’s Vanishing Treasure ...........................................................................................307

Great Marsh Dilemma.........................................................................................................314

Weaving our Economic Web...............................................................................................325

Wetland Promotions ............................................................................................................335

Ode to Levees: To Build or not to Build ............................................................................340

Wetland Day Trips...............................................................................................................351

Wetland Players ...................................................................................................................362

Louisiana Grade Level Expectations Table.......................................................................374

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ABCs of Louisiana Wetlands

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General Wetlands Information What Is a Wetland?

Official definition: Wetlands are "those areas that are inundated or saturated by surface or

groundwater at a frequency and duration sufficient to support and under normal circumstances do support a prevalence of vegetation typically adapted for life in saturated soil conditions." (Official U.S. Army Corp of Engineers definition of a wetland, according to the Clean Water Act)

Transitional land between dry land and deep water where the water table is at or near the surface of the land, periodically covered by shallow water.

Has three specific attributes: Hydrophitic Vegetation – Water-loving plants Hydric Soils – Waterlogged soils

Soils having little to no oxygen because they are saturated with water Soils are periodically or continually saturated.

Temporarily Wet = 1-4 months a year Seasonally Wet = 4-11 months a year Continually Wet > 11 months

Hydrology – High water table In essence – a Wet Land

Water is the dominant factor controlling the nature of the soil and thus the types of plants and animals living in and on the soil.

Why Are Wetlands Important?

1. Shoreline and Flood Protection Shoreline Protection

o Protect shoreline from erosion by acting as a buffer against wave actions o Coastal wetlands are the frontline defense against incoming storms. They help

minimize the impact of storms by reducing wind action, wave action and currents, while the roots of the plants help to hold the sediment in place.

Slow surging floodwater o Wetlands reduce flood damage by slowing floodwaters and act as a buffer

against storm surge. o Wetlands act as sponges by absorbing floodwater and then allowing the

excess water to move gradually downstream (thus reducing damage to homes and property).

o Store snow melt, rainfall and excess runoff

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2. Water Purification As water flow slows through a marsh, sediment and nutrients (nitrogen, phosphorus,

etc.) settle to the wetland floor. Marsh plants can use excess nutrients, which otherwise would pollute surface waters, for growth.

The ability of wetlands to recycle nutrients makes them critical in the overall functioning of earth. No other ecosystem is as productive or as unique in this conversion process.

Act as kidneys of the ecosystem because they are capable of filtering pollutants such as sewage, excess fertilizer runoff (nitrogen and phosphorus) and heavy metals from industrial waste.

3. Groundwater Recharge Serve as a link between surface water and underground drinking water Recharge groundwater aquifers – which supply half of the U.S. drinking water

4. Wildlife Habitat and Nursery Area Up to 43 percent of endangered species use wetlands for habitat for part or all of their

lives. Provide habitat for 75-90 percent of the nation’s commercial fish and shellfish Over 400 species of fish and birds are dependent on wetlands for their survival.

5. Recreation Recreational fishing involves more than 45 million people in the United States who

spend $24 billion annually on their hobby. Wetlands also have great potential for tourism, since people enjoy hiking, swimming,

photographing and bird watching in wetland landscapes and spend up to $98 million on their hobbies annually.

In Canada, Mexico and the United States, more than 60 million people watch migratory birds as a hobby and 3.2 million hunt ducks, geese and other game birds. Collectively, they generate more than $20 billion annually in economic activity.

Types of Wetlands: There are many different types of wetlands and ways to classify them. These are some of the major classifications defined by the U.S. Environmental Protection Agency (EPA):

Marshes 1. Tidal Marshes

Fresh Salt

2. Nontidal

Swamps 1. Bottomland Hardwood Swamps 2. Shrub Swamps 3. Mangrove Swamps

Northern Peat Lands

1. Bogs 2. Fens

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Marshes Marshes are defined as wetlands frequently or continually inundated with water and are characterized by emergent soft-stemmed vegetation (grasses) that are adapted to saturated soil conditions. There are many different kinds of marshes, ranging from the prairie potholes to the Everglades, coastal to inland, freshwater to saltwater. All types receive most of their water from surface water, and many marshes also are fed by groundwater. Nutrients are plentiful, and the pH usually is neutral, leading to an abundance of plant and animal life. Marshes can be divided into two primary categories: tidal and nontidal. Tidal Marshes – Salt Characterized, in part, by salinity (or the amount of salt dissolved in the water)

Salinity is measured in ppt = parts per thousand. o For example: 12 ppt means for every thousand parts of water, there are 12 parts of

salt. o The salinity of the ocean is 32 ppt. o Salinity breaks salt marsh types into four distinct categories: fresh marsh,

intermediate marsh, brackish marsh and salt marsh. The salinity chart below shows the distinctions:

Tidal marshes are among the most productive ecosystems in the world because in most

tidal salt marshes plants receive full sun and limitless water supplies and generally have access to very nutrient-rich sediments.

Have salinities that range from 2 ppt to 32 ppt Plants have adapted to the stresses of salinity (often by excreting salt through their

leaves), periodic flooding and extremes in temperature. Found in mid- and high latitudes along coastlines throughout the world

o In the United States, tidal marshes are found primarily on the East Coast and Gulf of Mexico.

Salt Marsh Ecology o The grasses and rushes that grow in salt marshes often aren’t direct food but

become a vital part of the food chain once they die and begin to decompose and the detritus (dead plant material) becomes food for bottom-dwelling scavengers

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like fish, worms, shrimp and crabs, who, in turn, become food for bigger predators.

o Bacteria, fungi and small algae also colonize the detritus and they can break down portions of the detritus that are not digestible by animals. This puts nutrients back into the system that allow for more plant growth.

o These regularly flooded marshes serve as critical habitat for most juvenile fish and a variety of invertebrates, including shrimp, fiddler crabs, marsh crabs, the marsh periwinkle and the Atlantic ribbed mussel.

o Many species use salt marshes as a nursery. Approximately 50 percent of offshore game fish begin life in a salt marsh.

Tidal Marshes – Fresh

Inland from tidal salt marshes but still close enough to be affected by tides Have salinities that range between 0 ppt and 2 ppt Vary in form and size from narrow fringing marshes of only a few square feet in size to

vast point marshes that cover hundreds of acres o Often develop along the interface between forests and rivers

Freshwater Marsh Ecology o Rely on sediment brought from upstream runoff, natural bank erosion and storm

tides to restore the marsh elevation and keep up with winter erosion within the marsh

o The diverse structure formed by the high number of plant species provides a good habitat for birds. At least 280 species of birds use these marshes as both migrating and nesting grounds.

o More than 100 species of reptiles are found to inhabit these marshes. Nontidal Marshes

Nontidal marshes are nonforested, nontidal wetlands dominated by grasses, sedges and other freshwater emergent plants. These marshes are far enough inland to not be affected by tide ranges.

There are many different kinds of freshwater marshes, and they tend to be classified by depth and duration of flooding.

Examples of nontidal freshwater marshes: o Prairie Potholes and Nebraska Sandhills – usually small marshes that originated in

millions of depressions formed by glacial action o The Everglades – largest single marsh system in the United States, located in

southern Florida. o Vernal Pools – Found in the western United States (especially western

California); shallow, intermittently flooded, wet meadows. o Riverine Marshes – located adjacent to rivers, serve as a flood plain. o Playas – Found in the high plains of northern Texas and eastern New Mexico;

small basins that contain clay or fine sandy loam soils. Have many of the same characteristics of tidal freshwater marshes but without the daily

water fluctuations due to tidal changes Can be isolated basins, fringes around lakes or sluggish streams and rivers

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Swamps A swamp is any wetland dominated by woody plants. There are many different kinds of swamps, ranging from the forested red maple, (Acer rubrum) to the swamps of the Northeast to the extensive bottomland hardwood forests found along the sluggish rivers of the Southeast. Swamps are characterized by saturated soils during the growing season and standing water during certain times of the year. The highly organic soils of swamps form a thick, black, nutrient-rich environment for the growth of water-tolerant trees such as cypress (Taxodium spp.), Atlantic white cedar (Chamaecyparis thyoides) and tupelo (Nyssa aquatica). Some swamps are dominated by shrubs, such as buttonbush or smooth alder. Plants, birds, fish and invertebrates such as freshwater shrimp, crawfish and clams require the habitats provided by swamps. Many rare species, such as the endangered American crocodile, depend on these ecosystems, too. Swamps may be divided into three major classes, depending on the type of vegetation present: forested swamps, shrub swamps and mangrove swamps. Bottomland Hardwood Swamps (Forested Swamps)

Have standing water for most, if not all, of the growing season. The depth of flooding, and its duration, influences the types and density of trees in the swamp. The primary tree species in southern swamp forests are bald cypress and water tupelo.

Primary wildlife inhabitants of swamp forests are reptiles, amphibians, fish, birds, raccoons, opossums, wild pigs and invertebrates

Found primarily in the Coastal Plain of the southeastern United States Cypress trees, a common swamp species, have "knees" that extend from the root system

to well above the average water level. The functions of the knees have been an issue of speculation for the past century. Some scientists believe they anchor the tree, while others think they are a means of respiration for the tree. Perhaps they do both.

Occur along rivers and streams o Characterized by periodic overbank flooding from adjacent rivers or major

streams Occasionally flooded but are often dry during various times of the growing season Also referred to as “Riparian Forested Swamps” Bottomland hardwood forests have a diverse collection of tree species because of the

complex topography and the occurrence of flooding during the growing season. Shrub Swamps Shrub swamps are similar to forested swamps except that shrubby vegetation, such as buttonbush, willow, dogwood (Cornus sp.) and swamp rose (Rosa palustris), predominates. In fact, forested and shrub swamps often are found adjacent to one another. The soil often is waterlogged for much of the year and covered at times by as much as a few feet of water, because this type of swamp is found along slow-moving streams and in floodplains. Mangrove Swamps

They are found in tropical and subtropical climates (between the latitudes of 32 degrees north and 38 degrees south).

o In the United States, they are found primarily in the Gulf States but are moving north as the Earth’s temperatures increase.

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The name refers to both the wetland and the salt-tolerant trees that inhabit the area and have also been called the “rainforests by the sea.”

Made up of diverse, salt-tolerant trees and other plant species that thrive in intertidal zones of sheltered tropical shores, barrier islands and estuaries.

Ecology o The forest detritus, consisting mainly of fallen leaves and branches from the

mangroves, provides nutrients for the marine environment and supports immense varieties of sea life in intricate food webs associated directly through detritus or indirectly through the algae food chains.

o The shallow intertidal reaches offer refuge and nursery grounds for juvenile fish, crabs, shrimps and mollusks. Mangroves also are prime nesting and migratory sites for hundreds of bird species.

Mangrove Trees o Dominate the ecosystem because they can survive in fresh and salt water o Adaptations

ii. Lenticles – small pores on the roots of red mangroves. Roots grow above the waterline and pull in oxygen through the lenticles.

iii. Pneumatophores – “air roots” found in black mangroves; roots that protrude out of the mud and water around the main root of a mangrove tree and are exposed at low tide; studded with lenticles that allow oxygen to enter the roots

o Mangrove trees have specially adapted aerial and salt-filtering roots and salt-excreting leaves that enable them to occupy the saline wetlands where other plant life cannot survive.

Northern Peatlands

Two major types: bogs and fens Found primarily in Wisconsin, Michigan, Minnesota and the glaciated Northeast Many were formed by the last glaciation. They are characterized by spongy peat deposits, acidic waters and a floor covered by a

thick carpet of sphagnum moss. Receive all or most of their water from precipitation rather than from runoff, groundwater

or streams o As a result, they are low in the nutrients needed for plant growth, a condition that

is enhanced by acid forming peat mosses. Bogs Bogs are one of North America's most distinctive kinds of wetlands. They are characterized by spongy peat deposits, acidic waters, and a floor covered by a thick carpet of sphagnum moss. Bogs receive all or most of their water from precipitation rather than from runoff, groundwater or streams. As a result, bogs are low in the nutrients needed for plant growth, a condition that is enhanced by acid forming peat mosses. There are two primary ways a bog can develop: bogs can form as sphagnum moss grows over a lake or pond and slowly fills it (terrestrialization), or bogs can form as sphagnum moss blankets dry land and prevents water from leaving the surface. Over time, many feet of acidic peat deposits build up in bogs of either origin. The unique and demanding physical and chemical

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characteristics of bogs result in the presence of plant and animal communities that demonstrate many special adaptations to low nutrient levels, waterlogged conditions and acidic waters, such as carnivorous plants. Fens Fens are peat-forming wetlands that receive nutrients from sources other than precipitation – usually from upslope sources through drainage from surrounding mineral soils and from groundwater movement. Fens differ from bogs because they are less acidic and have higher nutrient levels. They are therefore able to support a much more diverse plant and animal community. These systems often are covered by grasses, sedges, rushes and wildflowers. Some fens are characterized by parallel ridges of vegetation separated by less productive hollows. The ridges of these patterned fens form perpendicular to the downslope direction of water movement. Over time, peat may build up and separate the fen from its groundwater supply. When this happens, the fen receives fewer nutrients and may become a bog. Like bogs, fens are mostly a northern hemisphere phenomenon – occurring in the northeastern United States, the Great Lakes region, the Rocky Mountains and much of Canada. They generally are associated with low temperatures and short growing seasons in areas where ample precipitation and high humidity cause excessive moisture to accumulate.

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Identifying Wetlands The table below summarizes the major wetland types that were outlined in the section above.

Wetland Type Location Water Source Common Plants

Bogs Where glaciers have left a

depression in the earth. Mostly found in northern latitudes

Precipitation

Sphagnum moss, larch, black spruce, cotton grass, sedge,

horsetails, peat, Labrador tea, bog rosemary

Fens Northern latitudes; similar to bogs

Groundwater

(Less acidic than bog water)

Similar to bogs but also have sedges, grasses, shrubs and

mosses that are different from those found in bogs

Freshwater Marsh

Depressions in the landscape which fill with open water; Central

and Southern Alberta

Groundwater or surface water

Emergent plants such as reeds, rushes and sedges; these vary

depending upon location

Shallow Waters (Potholes)

Small wetlands in the rolling hills of the prairies in depressions left

behind by glaciers; usually a transition between marshes and nearby lakes but isolated from

other marshes

Surface water such as rain,

snow, streams, etc.

Grasses and emergent plants

Swamp Forested areas that are flooded seasonally

Flooded by surface water

runoff

Variety of trees and shrubs; Florida cypress and mangroves are examples; Alberta trees do not do well in standing water

Tidal Saltwater Marsh

Near ocean shores and other saltwater tides Flooded by tides Cordgrass, black grass, sea

lavender, glasswort

Tidal Freshwater Marsh

Near tidal saltwater marshes but further inland so little or no salt content in the water; those with

salt content are called "brackish"

Flooded by tidesMore varied plant life than

saltwater marshes; may include brightly colored flowering plants

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Wetland Changes/Loss:

53 percent of the wetlands in the United States have been lost since the 1700s. The United States loses about 60,000 acres of wetlands each year.

Major Causes of Wetland Loss and Degradation

http://www.epa.gov/owow/wetlands/vital/epa_media/mining.jpg

Human Actions Natural Threats - Drainage - Erosion - Dredging and stream channelization - Subsidence - Deposition of fill material - Sea level rise - Diking and damming - Droughts - Tilling for crop production - Hurricanes and other storms - Levees - Logging - Mining - Construction - Runoff - Air and water pollutants - Changing nutrient levels - Releasing toxic chemicals - Introducing nonnative species - Grazing by domestic animals

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Ecology of Louisiana’s Coastal Wetlands

The wetlands of Louisiana span almost all the wetland types listed earlier in the General Wetlands Information section. There are tidal salt marshes along the coast that move inland to freshwater marshes and cypress swamps that extend all the way to the northern border of the state. All the wetlands found in Louisiana provide unique and important habitats, but the wetlands of coastal Louisiana are disappearing at a rapid rate. Current estimates hold that Louisiana’s coastal land loss is equal to losing wetlands the size of a football field every 38 minutes. The following section will discuss how Louisiana’s coastal wetlands were formed and why they are disappearing at such a rapid rate. Loss of Wetlands Over Time:

Historically, the Average Wetland Loss Was About 350 Acres a Year. From 1930 to 1990 the Average Wetland Loss Increased to About 11,500 Acres a Year. Current Wetland Loss is Estimated at About 16,000 to 22,000 Acres a Year.

Mississippi River Drainage

(http://www.lpb.org/education/tah/Workshop111905_files/slide0034_image009.jpg)

The Mississippi River drains 41 percent of the continental United States. This area includes 21 U.S. states and two Canadian provinces. The Mississippi River drains 2.4 million square miles. About 55 percent of the total fresh water entering the Gulf of Mexico comes from the

Mississippi River. Formation of Coastal Louisiana In addition to discharging fresh water into the Gulf of Mexico, the Mississippi River deposits sediment along the coast. Approximately 200 million metric tons of sediment are discharged annually and settle along the coastal zone of Louisiana.

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Where the sediment flows out at the mouth of the Mississippi River it forms a delta – an area of land that forms when sediment from a river is deposited along the coast. Over long periods of time, the sediment builds up and forms a substantial unit of land. Mississippi River Delta

Plays a large role in the formation of land in coastal Louisiana The entire area of the Mississippi River delta is a product of sediment deposits from the

Mississippi River forming various “lobes” of land. A single lobe eventually reaches an elevation that is so high that the Mississippi River can’t overcome it and reach the Gulf of Mexico. To combat this, the river would switch directions and begin forming a new lobe. As a new delta lobe was built the older one would recede. This ebb and flow of the land of coastal Louisiana shaped the unique habitats found on the coast.

o As the old delta lobes retreated, water from the Gulf would move inland, forming lakes, bays and sounds.

After a delta lobe is abandoned, the primary supply of fresh water and sediment to the area was cut off. The area would then undergo compaction, subsidence and erosion.

(http://www.nationmaster.com/encyclopedia/Mississippi-River-Delta)

Until the industrial revolution (around the turn of the 20th century), land along the coast of Louisiana had consistently risen. Since the early 1900s, Louisiana has continually lost land. Primary Causes on Land Loss in Coastal Louisiana There a number of reasons Louisiana’s wetlands have been degrading. The following section will touch on causes of wetland loss in Louisiana: levees along the Mississippi River, digging channels and canals, saltwater intrusion, subsidence rates (plus sea level rise) and invasive species. 1. Levees Levees are designed for protection, flood control and agriculture, as well as to aid with shipping and navigation. But levees also create a wall on both sides of the Mississippi River that

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keeps the sediment that once built up the land from being dispersed across coastal Louisiana. With no new sediment input, the coastline is subject only to forces that erode it away. More than 160 million tons of sediment that could be used to help build up Louisiana’s coastline are instead transported off the continental shelf each year. 2. Canals and Channels Canals often are dug in the wetlands to aid in oil and gas exploration, and shipping channels are designed to open waterways for ship traffic. These all play an important role in the economy of Louisiana, but canals and channels also have a devastating effect on our wetlands for two primary reasons: they alter the elevation of the surrounding marsh and they open up waterways that allow saltwater intrusion into freshwater marshes. Canals cut through large areas of Louisiana and convert it to open water. In addition to the direct problem caused by the canals, the extra sediment that is dig out to form a canal is deposited on the sides of the canal (this is called a spoil bank). The spoil banks adjust the elevation of the marsh and inhibit the overland flow of water following rain or flooding events. If the water can’t flow from one area to another because of the spoil banks, it becomes trapped and converts the marshland to open water. Anther negative aspect to the canals is that they cut direct lines between the Gulf of Mexico and the inland freshwater marshes. This allows salt water to flow freely into the marshes and leads to a problem known as saltwater intrusion. This problem will be discussed in the next section. 3. Saltwater Intrusion Saltwater intrusion is the movement of salt water into another environment, such as a freshwater marsh. This intrusion may occur as the result of a natural process like a storm surge from a hurricane. More often, however, saltwater intrusion results from human activities such as construction of shipping channels or dredging oil field canals. These channels and canals provide conduits for salt water from the Gulf of Mexico to reach deep into interior marshes. Saltwater intrusion can be detrimental to marshes because the high salt concentration in the water coming into the freshwater marshes can kill the existing vegetation. When the vegetation dies off, the root structure of the plants also is killed and breaks down. The roots of plants act as an underground net and hold sediment and land in place. Without the roots of plants to hold the surrounding land in place, the land begins to erode away. After this occurs, there is nothing but open water left where a wetland once existed. 4. Subsidence

Subsidence is a natural process of compaction and sinking of soil. This is a completely natural process that has been happening along the coast of Louisiana for centuries, but until the early 1900s, this process was always offset by sediment that was deposited across the landscape from the Mississippi River when it flooded. This created a cycle of land deposits that looked like this:

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The graphic above shows the natural process of depositing sediment and subsidence. Once the levees were constructed, however, the first two parts of this equation were shut off. Sediments could no longer flood across the wetlands. This drastically slowed down the sediment input to the marshes, but subsidence rates remained the same. With only subsidence occurring on the coastal marshes, the land began to open up and erode.

No Sediment Input + Subsidence = Land Loss

Subsidence + Sea Level Rise = Increasing the Problems Sea level rise is a problem across the world, but when combined with subsiding land in Louisiana, it leads to a compound problem. Eustatic Sea Level Rise (defined as the rise in sea level worldwide) is estimated to be 1-2 millimeters per year. Relative Sea Level Rise (the estimate of sea level rise in Louisiana plus the loss of coastline from subsidence) is estimated to be 2.1-9.4 millimeters per year. 5. Invasive Species Invasive species are species that have been introduced to an environment (thus are not native to the area) and often have a detrimental effect on the environment because they can outcompete the species that naturally occur in the area. Invasive species can be both plants and animals, and they can have detrimental effects on the wetland landscape. Below are a few examples of invasive species that are doing damage to Louisiana’s wetlands.

1. Nutria (Myocastor coypus) Nutria were first brought to Louisiana in the 1930s for fur farming and were later introduced (intentionally or accidentally) to the coastal marshes. Nutria are herbivores that feed on marsh grass. They cause a problem because they not only eat the stem of the grass but also dig into the sediment and eat the root system. When the roots of the plants are killed off, there is nothing left to hold the land in place, and the wetlands erode away. A single nutria can eat up to 2.5 pounds of marsh grass in a day. Nearly 50,000 acres of Louisiana marshes are affected by nutria.

2. Chinese Tallow Tree (Triadeca sebifera) This is a non-native tree that originated in China and was reportedly brought to the United States in 1772 by Benjamin Franklin. It was brought to the Gulf are in the early 1900s to

1. Annual flooding of the Mississippi River deposits sediment and nutrients

across the wetlands

2. River sediments and nutrients settle out across the coastal wetlands.

3. Plants rapidly grow in the nutrient-rich sediment and then die off, decay and add to the sediment

4. The weight of the built-up soil layers begin to compact the sediment below.

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help establish local sap industries. Chinese tallow trees take over an area and can overshadow and kill off the lower lying native grasses and degrade important wetland habitats. Hurricane Impacts on Wetlands A hurricane is a powerful storm that forms over the ocean and generates winds that blow more than 75 miles per hour. When hurricanes come ashore they can do considerable damage to homes, cities, livestock and the environment. Wetlands are an important factor in helping reduce the effects hurricanes may have once they make landfall, because wetlands act as a buffer against a hurricane’s winds and storm surge. When a hurricane comes across a wetland, the vegetation helps slow down the storm surge and thus reduces the damage the hurricane can do when it reaches a populated area. Most researchers believe that for every 1 mile to 2.7 miles of vegetated wetland that a hurricane crosses, the storm surge of the hurricane is reduced by 1 foot by each section of wetland. Nearly 50 percent of Louisiana’s population lives in coastal parishes and is subject to direct hits when hurricanes come ashore. As the wetlands continue to erode, the protection they offer to these residents when hurricanes hit the coast is continuously decreasing. It has been said that if Hurricane Katrina had struck in 1945, when there was a larger acreage of coastal wetlands, the storm surge that reached New Orleans would have been as much as 5-10 feet lower. Effects of Hurricanes Katrina and Rita

Devastated breeding grounds for marine mammals, brown pelicans, turtles and fish, as well as migratory bird species

Caused closure of 16 national wildlife refuges Caused substantial beach erosion About 20 percent of the local marshes were permanently overrun by water 90 percent of crude oil production in the continental United States was shut down, which

led to increased gas prices nationwide The chart below shows the effects these hurricanes had on Louisiana’s economy

Effects of Hurricanes Karina and

Rita on Louisiana’s Economy Industry Estimated Loss of

Revenue Forestry $839,933,224

Agronomic Crops $357,854,629

Fruits/Nuts/Vegetables $41,951,686

Livestock $75,580,644

Aquaculture $58,330,115

Fisheries $176,280,625

Wildlife/Recreational $40,803,977

TOTAL $1,590,734,900

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Economic Values of Louisiana’s Wetlands In addition to the aesthetic value, recreational value and hurricane protection Louisiana’s wetland provide, they also provide a good source of revenue for the state. If Louisiana continues to lose its wetlands at the current rate, approximately $103 billion in assets will be in jeopardy from flooding along the coast. 1. Wildlife and Fisheries

Fisheries is a $3.5 billion a year industry. o Louisiana is the nation’s largest producer of shrimp, oysters and blue crabs. o The state’s coastal zone provides nearly a third of fish (by weight) harvested in

the lower 48 U.S. states. Waterfowl trip expenditures = $53.5 million per year. Alligator harvests = $20.8 million per year. Fur harvest = $1.3 million per year.

2. Employment

Fisheries industries provide jobs for more than 40,000 Louisiana citizens. Refineries employ 97,000, who spend $8 billion annually in Louisiana. In Louisiana’s coastal parishes, the lodging and food-service industries employ close to

110,000 people – about 13 percent of workers in the coastal zone or 6 percent of total state employment.

3. Industrial

Four of the nation’s 10 largest ports are in Louisiana and carry 492 million tons of waterborne commerce and 16 percent of foreign waterborne commerce.

The only superport receives 13 percent of the nation’s daily crude imports and has pipeline connections to nearly 33 percent of U.S. refining.

4. Oil and Gas Production

Louisiana is No. 1 in the nation in crude oil production. Louisiana is No. 2 in the nation in petrochemical production, total energy production,

natural gas production and refining capacity.

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References: Alberta Environmental Education: Wetlands – Webbed Feet Not Required. http://environment.gov.ab.ca/edu/posting.asp?assetid=6278&audience=Teachers&searchtype=asset&txtsearch=wetland&head=ED America’s WETLAND Foundation. www.americaswetland.com Mitsch, W.J. and J.G. Gosselink. Wetlands. John Wiley & Sons, New York, 2000. Newton, G. (editor). “Water Marks. Louisiana Coastal Wetlands Planning, Protection, and Restoration News.” Various Volumes. www.lacoast.gov/watermarks The Ramsar Convention on Wetlands. “Wetlands Values and Functions.” http://www.ramsar.org/info/values_intro_e.htm Environmental Protection Agency http://www.epa.gov/owow/wetlands/ The Biodiversity Partnership (for info on LA invasive species) http://www.biodiversitypartners.org/state/la/invasive.shtml The Louisiana Department of Natural Resources http://dnr.louisiana.gov/ Barataria Terrebone National Estuary Program (BTNEP) www.btnep.org The Ramsar Convention on Wetlands http://195.143.117.139/info/values_recreation_e.htm Coastal Wetlands Planning, Protection and Restoration Act (CWPPRA) Website – LA Coast. www.lacoast.gov Louisiana Dept. of Wildlife and Fisheries Nutria Website http://www.nutria.com/site.php United State Geological Survey (USGS) – “Chinese Tallow: Invading the Coastal Plane.” USGS FS-154-00. October, 2000. http://www.nwrc.usgs.gov/factshts/154-00.pdf

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ABCs of Louisiana Wetlands

21

ABCs of Louisiana’s Wetlands

Teacher Instructions

Focus/Overview This lesson will offer students the chance to gain or expand their knowledge and vocabulary of wetland terms. These are a variety of activities designed to allow students to become more familiar with wetland terminology before participating in other Youth Wetlands Education lessons. Learning Objective(s) The students will:

Understand the definition and use of 26 common wetland vocabulary words, each beginning with one of the 26 letters of the alphabet.

Be able to use these vocabulary words to better complete and understand a variety of lessons within the Youth Wetlands Education curriculum.

Background Information Knowledge of basic wetland terminology will allow students to have a better understanding of the more detailed lessons found in the Youth Wetlands Education curriculum. There are many misunderstood terms associated with wetlands. In order to properly defend the wetlands, one should be familiar with a vast range of wetland vocabulary and understand how to use those words correctly. Proper knowledge is very important when communicating with others concerning any particular subject. As related to wetlands, it is very important that students have an understanding of wetland loss and that they can discuss the need for protection of and restoration of those wetlands. Definitions See the wetland flashcards provided in Activity 1 of the student worksheet for a list of vocabulary words and their definitions. Advance Preparation

1. Review the ABCs of wetlands vocabulary list and become familiar with the words. 2. Review the three activities provided for the vocabulary words. Choose which one (or all)

of the ABCs of wetlands activities you will have your students participate in and review the procedures for the lessons you plan to use.

3. Make enough copies for each student of the student worksheets for the lessons you chose.

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Procedure 1. Tell students how important it is to have knowledge of basic wetland terminology.

Explain to them how this will make future lessons more understandable, as well as make them better advocates for Louisiana wetlands.

Activity 1 – Wetland Word Matchup 1. Before beginning this activity, print out one copy of the flashcards and separate the words

and the definitions. Shuffle the two stacks. 2. Hand out one card to each student. Half the students will have a word, and half the

students will have a definition. 3. Tell the students they have 5 minutes to find their “mate” – meaning the card that

matches. Once they think they have the correct match, tell them to show you the pair. If they are correct, have them stand aside. Tell the pair that they will have to come up with a sentence that uses the vocabulary word.

4. If the students bring you an incorrect match, have them continue looking for the “mate.” 5. When the group gets small enough that the students need help, please give clues as

needed. 6. Once all matches have been found, have each pair read off their word and the correct

definition and the sentence they created using the word. 7. Optional – once the students have all found their matches, hand out the word lists to each

student and let them make flashcards. Activity 2 – Wetland Crossword Puzzle

1. Pass out copies of the crossword puzzle to teach student or to preassigned groups. 2. Give the students time to fill out the crossword.

Activity 3 – Wetland Art Project

1. If the students have not participated in any of the other activities, print out the wetland flashcards from Activity 1 and go over the vocabulary words and definitions with the students.

2. Have the students choose two to five words (your choice) that they found interesting or didn’t know before the day began.

3. Tell the students that they will be creating a “Wonder of Wetlands” poster. Give the students time to brainstorm, and, if necessary, research Louisiana wetlands and the vocabulary words they chose.

4. Have the students use materials from the classroom and their desks to create their posters. 5. Finally, have the students discuss their posters – to reinforce their knowledge of

wetlands. Make sure the students explain how they incorporated their vocabulary words into the posters.

Blackline Masters 1. Wetland Flashcards 2. Wetland Crossword Puzzle

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Resources LA Coast – Glossary – http://www.lacoast.gov/education/fragilefringe/glossary.htm Merriam-Webster Online – http://www.merriam-webster.com

Project WET Foundation Curriculum, Vocabulary List . Wikipedia—The Free Encyclopedia – http://www.wikipedia.org WOW! Wonders of Wetlands Curriculum, Vocabulary List

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ABC’s of WetlandsStudent Activity SheetStudent Activity Sheet

Youthh

Name

Wetlands WeekWetlands Week

Wetland FlashcardsThese cards can be handed out so the students can make fl ashcards or they can be used for Activity 1 – Wetland Word Match Up

AQUATIC PLANTS

Plants that have adapted to living in or on aquatic environments. Also called hydrophilic plants or hydrophytes

BRACKISH

Containing a mix of fresh and salt water; somewhat salty

CARRYING CAPACITY

How many of a particular species an area can support

DELTA

A land form created by sediment deposits at the mouths of rivers or tidal inlets

ESTUARY

The mouth of a river where the fresh water mixes with the salt water from the ocean

FRESH WATER

Water which does not contain a signifi cant concentration of salt; not salty

GROUND WATER

Water beneath the land surface and in the pore spaces of rock and sedimentary material; also called percolating water

HYDROLOGY

Study of the properties, distribution, and circulation of water in the atmosphere, earth’s surface and underground

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Youthh

Name


INVASIVE PLANT

A plant that moves in and takes over an ecosystem to the detriment of other species

JEOPARDIZED

To put at risk of losing

KNEES (CYPRESS TREE)

Part of a cypress tree’s root system that juts out of the ground and above the water; helps with the tree’s strength

LEVEE

A raised embankment that prevents river fl ow and helps control fl ooding

MARSH

A wetland characterized by soft, wet, low-lying land, marked by herbaceous vegetation

NONPOINT SOURCE POLLUTION

Indirect sources of pollution that enter wetlands through processes like drainage and runoff from fi elds and urban areas.

ORGANIC MATERIAL

Matter that has come from a once-living organism, the product of decay, or matter that is composed or organic compounds

POINT SOURCE POLLUTION

Pollution that originates from a single place/point such as pipes, ditches, wells and containers.

QUADRAT

An approximately square or cubical area, used when measuring land and vegetation for wetland studies

(continued)

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Youthh

Name


RESTORATION

The process of reestablishing the original condition of a degraded environment

SALINITY

The degree of saltiness, usually referring to water

TURBIDITY

Thickness or opaqueness made by the stirring up of sediment

UPLANDS

Land that is neither a wetland nor covered with water

VERNAL POOL

Temporary freshwater pond that exists in the spring

WETLAND

A land form characterized by the presence of water, hydric soils and hydrophytic vegetation

XYLEM

The vascular (woody) tissue of a plant through which water fl ows

YOUTH WETLANDS WEEK

One fi ve-day school week designed to educate youth on the importance of wetlands

ZEBRA GRASS

Type of freshwater grass in which the blades are green with lighter green stripes (resembling zebra stripes)

(continued)

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Youthh

Name


Wetland Crossword PuzzleDirections – Below are the defi nitions of the wetland vocabulary words. Use them to fi ll in the Wetland Crossword Puzzle.

Across7. the study of the Earth’s water9. the process of bringing back to existence10. neither a wetland nor covered with water12. a wetland characterized by soft, wet, low-lying land14. have adapted to living in or on aquatic environments15. a landform created by alluvial deposits16. a raised embankment that prevents river fl ow17. a type of freshwater grass18. often the transition zone between upland and deep-water environments20. matter that has come from once living organisms21. part of a cypress trees’ root system that juts out of the ground24. moves in and takes over26. the vascular tissue of a plant

Down1. temporary freshwater pond that exists in the spring2. not salty3. containing a mix of fresh and salt water4. to put at risk of losing5. an approximately square or cubical area6. water that is beneath the surface of the land8. designed to educate youth on the importance of wetlands11. the lower course of a river where the current is met by ocean tides13. thickness made by stirring up sediment19. how many of a particular species an area can support22. pollution that originates from a single place/point such as pipes, ditches and wells.23. how salty water is25. indirect sources of pollution that enter wetlands through processes like drainage and runoff

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Youthh

Name


Wetland Crossword PuzzleUsing the clues provided, fi ll in the crossword puzzle with the correct wetland vocabulary words.

(continued)

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Youthh

Name


Optional Word BankThis is an optional sheet of the wetland vocabulary words that goes along with the crossword puzzle. This can be handed out to students to assist them with the crossword puzzle.

Word Bank

Aquatic PlantsDeltaGroundwaterJeopardizedMarshPoint Source PollutionSalinityVernal poolYouth Wetlands WeekBrackishEstuaryHydrologyCypress kneesNonpoint Source PollutionQuadratTurbidityWetlandZebra grassCarrying CapacityFreshwaterInvasive plantLeveeOrganic materialRestorationUplandsXylem

(continued)

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ABCs of Louisiana’s Wetlands

Answer Key to Wetland Crossword Puzzle

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Wet Soils and Water Loving

Plants

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Grade Level Upper Elementary Junior High Duration One class period Setting The classroom Vocabulary Organic Inorganic Hydric Soils See GLE table in the index

The Dirt on Soil Teacher Instructions

Focus/Overview This lesson focuses on the many factors contributing to wetland loss in Louisiana. Although natural processes have led to wetland loss, various human factors have expedited the problem. Learning Objectives The students will:

Discover what and where soil comes from and why soil is important in Louisiana wetlands

Distinguish the difference between inorganic and organic materials

Observe differences in wetland and upland soils Materials List

Organic objects – sticks, leaves, tree bark, feather, earthworms, flowers, fruits and vegetables (teacher provides)

Inorganic objects – rocks, foam, plastic bag, marbles, crayons, markers and envelope (some provided in box but more can be added to this collection)

Small plastic zipper-seal bags Flour (teacher provides) Sugar (teacher provides) Crayon Scissors Three soil samples (one with a high sand content, one with a high clay

content and one with a high organic content) Index cards Hole punch Tape Magnifying glasses Writing utensils

Background Information Learning about soil is important to many people. Farmers and gardeners need to know what nutrients are in the soil to determine what will best grow there. Construction companies and homebuilders need to understand the soil to know how to best build roads, buildings and homes so they will not sink or slide. Soil scientists and water scientists need to understand things like how much water can move through the soil into the groundwater and what can be added to the soil to improve its makeup.

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So what is the difference between soil and dirt? Dirt is soil out of place! It is the dead stuff that you find under your fingernails, on the bottom of your shoes and on your car tires. Soil is ALIVE with lots of solids, liquids and living organisms that help plants to grow. Soil is considered the protective layer that covers the Earth, made up of minerals (inorganic matter), organic matter (produced by plant and animal decay), air and water. Mineral soils are made up of inorganic material that generally is thought to come from a type of rock. The material from which the soil forms determines the physical properties of soil, including color, texture and structure. Soil texture is determined by the amount of sand, silt or clay found in the soil. The size of the particle determines soil type. Sand is the largest particle, feels gritty and is known to many because it is found on the beach. Silt particles are the middle size and feel like flour. They can hardly be seen without a microscope. Clay particles are the smallest, are invisible to the naked eye and feel slick and gummy when wet. The amount of each of these particles in soil determines the amount of water the soil can hold. Some soils are better able to absorb and hold moisture than others. Most people think all soils are brown, but that is not true! Soils vary in color depending on their makeup and where they are found. The color is simply the coating on the soil particles – similar to the colored shell of an M&M candy. Soil color is one of the easiest physical soil properties to see and helps determine whether or not an area is considered a wetland habitat. Wetland soils, also called hydric soils, are waterlogged for several months during the year and only allow specially adapted plants to grow there. There are two major types of wetland soils: organic (contain more than 10 percent of decomposed plants and animals) and mineral (contain little or no decomposed plants and animals). Wet, organic soils look like black or dark-brown muck. Mineral soils usually are gray, greenish or bluish-gray. By reading the color of the soil, scientists can tell how long or how many times an area has been wet. Follow these hints when looking at wetland soils:

Reddish/brown colors indicate little waterlogging; probably soils found in more upland areas.

Black mucky soils indicate there is a lot of organic matter that has not completely broken down due to the presence of water.

Grayish and greenish soils indicate a lot of waterlogging.

Splotchy soils indicate varying wet and dry periods, meaning some water has been there but you must explore more to determine whether or not this is a wetland area.

Definitions:

Organic – pertaining to or derived from living organisms

Inorganic – not composed of organic matter; not living

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Hydric soil – soil that formed under conditions of saturation, flooding or ponding long enough during the growing season to develop anaerobic (no oxygen) conditions in the upper part

Advance Preparation 1. Make copies of worksheets for students. 2. Gather organic and additional inorganic materials for Part 1. 3. Make texture bags as follows:

a. Use three sandwich-size, zippered-seal bags: i. Pour 1 tablespoon of sugar into a bag and seal it (this represents

sand). ii. Pour 1 tablespoon of flour into another bag and seal it (this

represents silt). iii. Pour 1 tablespoon of flour and 1 tablespoon of water into the third

bag. Mix the flour and water and seal the bag (this represents clay). Procedure Part 1

1. Review with class the background information on soils. 2. Pass out the Organic Versus Inorganic worksheet to each student. 3. Show students the table of materials you have set up at the front of the class with

various objects. 4. Tell the students you will hold one of these items at a time for everyone to see. 5. As you hold the item, have students write whether they think the object is organic

(is alive or was alive) or inorganic (is not alive and never was alive). 6. Once you have been through all of the objects and every student has completed

his or her worksheet, discuss why the students chose the categories they did. Feel free to challenge the students if there are varying opinions!

Part 2 1. Review the background information about soil textures with the class. 2. Pass around the bags of the different soil “textures.” Tell students to close their

eyes and feel the samples through the bags. a. For a messier option, you also can allow them to reach into the bag if you

choose to do so. 3. Discuss what differences they feel and why those differences might be important

to Louisiana wetlands. The following questions can help in this discussion: a. Ask students which particle they think is largest? (Sand) Smallest? (Clay) b. Which particles do they think would hold more water? (Clay because of

the smaller particles that absorb more) c. What particle do they think would stay put during a hurricane? (Clay soils

are heavy and are not easily lost to erosion) d. What particle do they think would be washed away with large waves or a

hurricane? (Sandy or silty soils tend to wash away easier) Part 3

1. Review with students the background information on soil colors and what they help us to identify.

2. Pass out Soil Color Worksheet. 3. Have students color in the circles with the specific colors listed on top of the

circle. These colors are separated by wetland and upland soils. 4. Students should then cut out the dark circle from the middle of the chart.

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5. Tell students that they are now going to examine different soils to determine whether or not the soils are from a wetland area.

6. Break off small sample(s) of each soil that was provided. Pass sample(s) around to each student and have them place the sample behind the hole that was cut out of the chart.

7. Holding the chart in one hand and the sample in the other, students should try to match the soil color to one of the colored circles on their charts.

a. If the color matches the top of the chart, it is a wetland soil. b. If the color matches the bottom of the chart, it is not a wetland soil.

8. Feel free to collect soils from your area to provide students with more samples to match. Pick upland and wetland soils to allow more options.

9. Once everyone has matched the soil colors, pass out three index cards to each student.

10. Students should use a hole punch to make a small circle in the center of three index cards.

11. Students should cover one side of the hole with clear tape then turn the card so the sticky side of the tape is facing up.

12. Each student should label the cards A, B and C. 13. Using the soils provided (or any others collected locally), sprinkle a small amount

of each sample on the sticky side of the tape and place another piece of tape over the sample – making one slide.

a. Repeat this for all soil samples. 14. Then have students use a magnifying glass to carefully examine each soil sample. 15. Students should record observations on each slide and determine which one they

think is from a wetland area. Blackline Masters

1. Inorganic Versus Organic 2. Soil Colors

Resources Do you dig wetland soil? WOW!: The Wonders of Wetlands. 2003: Environmental Concern Inc and The Project WET International Foundation. What is in a wetland soil? Wetland Stewards Program Lesson 2. http://www.fitzwerc.org/wlinks/mslessons.htm#Less2

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The Dirt On SoilStudent Activity SheetStudent Activity Sheet

Youthh

Name


Inorganic Versus OrganicDirections: Examine each item the teacher holds up and decide which is organic and which is inorganic. List each item below in the column that you choose for it.

Organic Items(is alive or was alive)

Inorganic Items(is not alive and was never alive)

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The Dirt On SoilStudent Activity SheetStudent Activity Sheet

Youthh

Name


Soil Colors Directions: Use crayons to color the circles below with the colors listed next to the circle. When you are fi nished, fold the rectangle in half and cut out the black circle. To determine if the soil sample comes from a wetland area, hold the chart in one hand and the soil sample in the other. Place the soil sample behind the hole and try to match the color to one of the circles you colored on the chart. If it matches the top colors, it is a wetland soil!

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The Dirt on Soil in the T-3 Format

What You Say What You Do What The Students Do

Today we will be learning about soils and why are they important. Lead a discussion with questions like:

Can anyone tell me the difference in soil and dirt?

Where does soil come from?

Does anyone know the difference between organic and inorganic?

Can anyone name three types of soil textures?

Use the information at the beginning of the lesson and the General Wetlands Information at the front of the curriculum binder to fully explain soils, specifically wetland soils.

Talk about what they know about soils and those soils found in wetlands.

We are going to play a little game to determine what you know about where soils come from. Everyone should have received the Organic Versus. Inorganic worksheet.

Pass out Organic Versus Inorganic worksheet (Activity No. 1.)

Take worksheet.

At the front of the class you will see a table full of various objects from nature, around the house, around school and so forth. As I hold up these items one at a time, you need to determine whether it is considered an organic object or inorganic object.

Point to table at front of class and answer any questions about organic and inorganic (using background information).

Listen and observe table with objects.

Write the object under the column where you think it belongs – based on whether it is inorganic or organic.

Hold up objects one at a time and allow time for students to observe and record their answers.

Look at items and fill in correct columns on worksheets.

Now that we have gone through all of the items, let’s go through your answers all together. Be sure to tell us why you chose the column you did.

Hold up items again one at a time and solicit answers from the class.

Look at items and provide organic or inorganic answer for each one.

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So, if soil comes from different materials (inorganic and organic items), do you think some soils feel different from others?

Lead a discussion on soil textures using background information.

Talk about what they know about soils and soil textures.

Can anyone tell me the three different soil textures?

Which one is the smallest particle? Largest? Middle?

I am going to pass around “soil” bags so you can feel the difference in these three textures. Close your eyes when you feel the bags so you can really imagine you are working in the field trying to determine what type of soil you have.

Pass around soil bags and have students feel the different textures.

Close their eyes and feel the soil bags.

Now, tell me what differences you felt in the three soil textures.

See Procedural Step No. 3 (in Part 2) for questions to lead a discussion on soil textures and the importance to Louisiana wetlands.

Discuss differences in textures and answer questions.

So now we know where soil comes from and what it feels like, but there is one more difference you might notice in different soils? COLOR!

Use background information to discuss soil color and the importance to Louisiana wetlands.

Talk about what they know about soils and soil colors.

As I pass out the Soil Color Worksheet, everyone should read the instructions at the top and then select the correct crayons to color in the circles on the sheet.

Pass out the worksheet and direct students to art supplies with crayons.

Take worksheet and select crayons to color the circles.

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As you start to color the circles, observe the differences in the top and bottom of the sheet. The top colors represent soil colors you would find in wetland soils, and the bottom colors represent those soils found in nonwetland areas.

Assist students in coloring their sheets.

Color circles using crayons.

Once you have finished coloring all the circles on your sheet, cut out the black circle found in the middle of the chart.

Pass out scissors and assist with cutting.

Cut out dark circle in middle of chart.

We are now going to examine some different soils to determine whether or not they are from a wetland area. This is the same procedure used by soil scientists when they are in the field It is a technique known as the Munsell Color Chart.

Break off small samples of each soil provided and pass them out to a few students at a time.

Take soil sample.

You should hold the chart in one hand and the sample in the other and place the sample behind the circle that you just cut out of the chart.

Help students correctly hold sample and chart.

Place sample behind cutout circle.

Now, try to match the soil sample color to one of the colored circles on the chart. If the color matches one at the top, then it is a wetland soil. If it matches one at the bottom, then it is not.

Help students correctly hold sample and chart. Pass out new soil samples, as needed.

Use chart to determine if soil is from a wetland.

Now that we have all had a chance to observe the different soil colors, we are going to take a closer look.

Pass out three index cards to each student.

Listen and take index cards.

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Everyone should have three index cards. Use the hole puncher to punch a hole in the middle of each card. Then place one piece of scotch tape over the hole. Flip the card upside down so that the sticky side of the tape is facing up.

Assist students with punching holes and placing tape.

Punch holes and place tape over hole.

Label the cards A, B and C (and so on if you provided more soil samples).

Label the cards.

Using a very small pinch of soil, sprinkle the soil onto the sticky piece of the tape. Then place another piece of tape on top of the soil. You have just made a slide!

Assist students with soil sample and applying second piece of tape.

Sprinkle soil samples onto tape. Then place second piece of tape over it.

Once you have made all three (or more) of your slides, use a magnifying glass to examine the soil sample. What do you see? Write your observations about the soil on your card next to the sample.

Assist with magnifying glasses and pass them around, as needed.

Examine soil with magnifying glass and record observations on index card slides.

Which soils do you think came from a wetland area?

Where might you find some of these soil samples?

Lead discussion to finish activity and allow students to take their slides home.

Talk about what they learned today about where soils come from, soil texture and soil color.

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Grade Level Upper Elementary Junior High High School Duration One class period Setting The classroom Vocabulary Sea Level Sea Level Rise Subsidence Relative Sea Level Rise Soil Compaction Displacement See GLE table in the index

Losing Ground: Subsidence Teacher Instructions

Focus/Overview This lesson focuses on the loss of Louisiana wetlands to a process known as subsidence – the sinking of the land. Although this is a natural process, various human factors have exaggerated the problem. Learning Objectives The students will:

Distinguish the manmade and natural causes of sediment loss. Define sea level and sea level rise and determine why this is

important to the state of Louisiana. Define subsidence and the effect on Louisiana, resulting in

relative sea level rise. Identify extraction of products from the ground as a cause of

increased subsidence. Materials List

“Vanishing Wetlands, Vanishing Future” Video Plastic cups (two for each group of two students) Ice cubes (teacher provides) Wooden sticks/Popsicle sticks (two for each group of two

students) Permanent marker Ruler (one for each group of two students) Clear plastic jug (one provided but each student should bring one from home) Soil Scissors Balloon

Background Information Sea Level The ocean is not flat. Water is influenced by many forces, including winds, tides, large and small waves, glacier melt and rainfall, which determine height of the sea around the world. Generally speaking, sea level is the point where the ocean meets the land – or the level of the ocean surface. Because of all the contributing factors listed above, sea level is not a constant number. By understanding sea level, we can determine if the oceans are rising or falling over time. It is thought that a worldwide rise in sea level has been occurring for the past several decades. Although

43

this is a natural process, the concern is that global warming and other weather changes caused by humans might be exacerbating this rise in sea level. Global warming causes sea level to rise by expanding ocean water, melting mountain glaciers and eventually causing polar glaciers to melt or slide into the oceans. Subsidence Land subsidence is a gradual settling or sudden sinking of land caused by the underground movement of Earth’s materials. Subsidence is due to soil compaction and a loss of support below ground. In other words, when water is taken out of the soil, the soil collapses, compacts and drops. Historically in Louisiana, subsidence was offset by the accumulation of new sediments into the wetlands during flooding from the Mississippi River. Because the levee system was constructed to eliminate these floods, new sediments do not accumulate, and subsidence gains the advantage. Subsidence rates vary locally and regionally. In the United States alone, an area roughly the size of New Hampshire and Vermont combined has been directly affected by subsidence. Although a natural process, land subsidence often is exacerbated by human activities, such as the removal of groundwater and petroleum from under the Earth’s surface. This certainly is true in Louisiana. The amount of canals dug for oil and gas exploration in coastal Louisiana is thought to speed up this process of subsidence. Because of the difficulty in separating the effects of subsidence and sea level rise on Louisiana wetlands, scientists have combined the two rates into a term known as "relative sea level rise." Average rates in other parts of the world are 1-2 millimeters per year. Due to the combined sea level rise and subsidence rates, however, Louisiana is sinking at a greater rate of 2.1 to 9.4 millimeters per year. This is a concern in Louisiana, because coastal areas will be flooded, people will lose their homes, some freshwater resources will become too salty to use and habitat loss will occur. See General Wetlands Information at the front of the binder for more information on subsidence. Definitions: Sea level – The ocean surface; the mean level between high and low tides. Sea level rise – Long-term increases in mean sea level. Subsidence – Sinking or settling of soils so that the surface is disrupted. Relative sea level rise – the combined rates of sea level rise and subsidence in Louisiana. The effects of subsidence and relative sea-level change are the most critical environmental and cultural issues facing southeastern Louisiana. Soil compaction – air pockets in the soil collapse under the weight of the soil above. Displacement – occurs when an object is immersed in a fluid, pushing it out of the way and taking its place

44

Advance Preparation 1. Have “Vanishing Wetlands, Vanishing Future” video set to sediment loss section. 2. Gather all materials and make copies for students.

Procedure Part 1

1. View the “Sediment Loss” section of the “Vanishing Wetlands, Vanishing Future” video. 2. Pass out the Causes of Sediment Loss student activity sheet. 3. After students have completed the concept map, have students share their maps and discuss

what they now know about levees, spoil banks and sediment loss. 4. Lead students in a discussion about the concepts learned in this activity.

Part 2 1. Break students into groups of two and pass out a student activity sheet to each group. 2. Give each group two plastic cups and have them label the cups like this:

a. One cup should have two ice cubes in it and be labeled sea ice. b. The other cup should be left empty and be labeled glacier ice.

3. Students should fill both cups half full with water and make sure the water level is even in both cups.

4. Mark the water level of both cups on the side with a marker. 5. Have the students place two wooden sticks (not touching) across the top of the cup with no

ice, labeled glacier ice. 6. Ask the students to place two cubes of ice on top the sticks. 7. On their worksheets, have students predict the outcome and suggest reasons for the outcomes

they predict. 8. Let the ice cubes begin to melt and have students check the water level every five minutes

and record this on their activity sheet (a clock or stopwatch must be visible). 9. At the end of 30 minutes, have students mark the new elevations. 10. Teacher Information:

a. The water elevation in the cup that that initially had the ice cubes in it (labeled sea ice) should not have changed. This represents ice already existing in the water, such as an iceberg, that would not affect sea level if it melted.

b. The water elevation in the cup that had the ice cubes later added to it (glacier ice) should have changed. These cubes represent glaciers that are located on the land (above the water) that would contribute to sea level rise when they melted.

11. Lead a discussion about rising sea level due to global climate change using the following questions:

a. Why might we in Louisiana be concerned about sea level rise? (People living in coastal areas could lose their homes, cities could flood, salt water intrusion could damage freshwater ecosystems, etc.)

b. Using what you know on the water cycle, does increased rainfall add to sea level rise? Why or why not? (Rainfall is part of the water cycle. As water evaporates from oceans and rises into the atmosphere, it cools, condenses, forms clouds and eventually precipitates, falling back to Earth as rain, snow, sleet, etc. Ultimately, the water that evaporates from the Earth will return to the Earth. Thus, sea levels will not rise as a result of precipitation.)

c. What can we do to help slow the process of global warming and sea level rise? (This refers to human use of fossil fuels – some answers might be to take public transit

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instead of driving; eat local foods; turn off lights and electrical equipment when not in use; plant a tree; and reduce, reuse and recycle.)

Part 3 1. Review with the class the background information about subsidence. Explain to students that

subsidence can be related to the removal of underground materials, such as oil and gas. 2. Divide students into groups of two. 3. Give each group a plastic jug with the top quarter of the bottle cut off. 4. Cut a small hole (large enough for the tip of a balloon to fit through) about 2 inches above

the bottom of the jug. 5. Fill the bottom of the jug with soil until the soil is just below the hole cut out on the side. 6. Partially blow up the balloon to a size that can fit inside of the jug. DO NOT TIE THE

BALLOON. 7. Place the balloon into the jug and put the mouthpiece of the balloon through the hole.

(Someone must continuously pinch the mouth of the balloon to keep the air from escaping.) 8. Add approximately 4 more inches of soil to the jug (on top of the balloon, until it is

completely buried). 9. Mark the level of the top of the dirt on the jug. 10. Release the air from the balloon and observe. 11. Mark the resulting level of dirt. 12. Explain to students that the air in the balloon represented a natural gas/oil deposit under the

Earth’s surface and what they just demonstrated is what happens to Louisiana wetlands when these deposits are removed.

13. Have the students suggest possible effects on coastal Louisiana since oil and gas exploration began in the early 1900s. (These answers will vary but should have information about increased subsidence; pollution; damage to wetland habitats, plants and animals from oil spills; and damage to land from the digging of canals)

Extension Have older students read the article from National Geographic titled “Gone with the Water” and discuss as a class. This article can be found at http://ngm.nationalgeographic.com/ngm/0410/feature5/ Blackline Masters

1. Causes of Sediment Loss 2. Sea Level Rise

References

My Science Box. Katrina Case Study. Accessed July 15, 2009. www.mysciencebox.org The Fragile Fringe: A Guide for Teaching About Coastal Wetlands. USGS NWRC. Accessed July 19, 2009. www.nwrc.nbs.gov/fringe/ff_index.html Water Science for Schools. USGS NWRC. Accessed August 1, 2009. http://ga.water.usgs.gov/edu/gwsubside.html.

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Losing Ground: Subsidence

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Student Activity SheetStudent Activity SheetCauses of Sediment Loss

I. Read the following passage.

Several factors have led to the decrease in sediment being carried to south Louisiana by the Mississippi River. Locks and dams on the Missouri, Ohio and upper Mississippi rivers have created a situation that allows less sediment from other parts of the country to fl ow down-stream. Also, agricultural interests in other states have implemented conservation measures to prevent their soil from being eroded. This means less sediment reaches the Mississippi River. Land clearing also has been reduced to preserve forested areas. This also means less sediment reaches the river.

Closer to home, leveeing of wetlands, navigation canals, spoil banks from dredging and upstream diversions of the Mississippi River are causes of reduced sediment fl ows. None of these sediment-loss causes would be a big problem if it were not for the natural sinking of land, called subsidence. Compaction of loose sediments causes the land to sink, or subside. In the past, sediments built the land at a rate greater than the rate of subsidence and kept the land above the level of the sea. However, due to sediment loss, many areas are sinking faster than they can be replenished with sediment and are slowly sinking under water. To a lesser degree, man has also contributed to subsidence by extracting minerals, ground-water and petroleum from the ground, draining wetlands for development, and urbanizing. The more weight we place on the land and the more we take out of the land, the faster the land will compact and subside.

II. Draw a concept map below showing the causes of sediment loss. Be sure to clearly distinguish manmade and natural causes.

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Student Activity SheetStudent Activity SheetSea Level RiseDirections:Using your ruler to measure, record your observations of “sea level” change in the tables below. As soon as your teacher says you are ready to begin, take a measurement of the water level in each cup and write these readings in the “start” column. You will be recording measurements in both cups every fi ve minutes over a 30-minute period.

Predict the outcome and explain why you predict that outcome: ________________________________________________________________________________________________________________________________________________________________________________________________________________________

A. Sea Ice

Water level Start 5 min 10 min 15 min 20 min 25 min 30 min

B. Glacier Ice

Water level Start 5 min 10 min 15 min 20 min 25 min 30 min

Questions

A. Sea Ice1. Did the water level change as the sea ice melted?

2. How can you explain this?

B. Glacier Ice1. Did the water level change as the glacier ice melted?

2. How can you explain this?

C. Comparing Sea Ice and Glacier Ice 1. Did the ice melt at different rates? Describe what you saw.

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Answer Key to Sea Level Rise

Questions

A. Sea Ice 1. Did the water level change as the sea ice melted? No

2. How can you explain this? Answers should include something based on the following: Ice already in the ocean does not contribute to sea level rise. The ice already took up the space in the water, so when it melted, it just filled in that space. This is called displacement.

B. Glacier Ice 1. Did the water level change as the glacier or continental ice melted? Yes

2. How can you explain this? Glaciers are formed on land (above the water). When glaciers break off into the ocean they displace existing water (just as a person displaces water when they enter a bathtub). So when these glaciers melt, they add additional water to the system, causing the sea level to rise.

C. Comparing Sea and Glacier Ice 1. Did the ice melt at different rates? Describe what you saw. Student answers will vary.

2. Did this experiment support your original hypothesis? Why or why not? Student answers will vary.

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Losing Ground in the T-3 Format


Today we will be learning some of the reasons we are losing ground in Louisiana wetlands.

Does anyone know what a wetland is?

Can anyone explain what sea level is?

What about sea level rise? Did you know that the coastal marshes of Louisiana actually are sinking under the water? This is a process known as subsidence.

Use the information at the beginning of the lesson and the General Wetlands Information at the front of the curriculum binder to fully explain why we are losing Louisiana wetlands. Focus on the effects of sea level rise and subsidence.

Talk about what they know about Louisiana wetlands, why we are losing them, sea level rise and subsidence.

We are going to watch a short video about the sediment loss in Louisiana.

Play the “Sediment Loss” section of the “Vanishing Wetlands, Vanishing Future” video.

View the sediment loss section of the video.

As I pass out the Causes of Sediment Loss worksheet, everyone should read more about the causes of sediment loss and identify manmade and natural causes. Then you will draw a concept map.

Pass out the student activity sheet titled Causes of Sediment Loss.

Read the passage and draw concept map.

Now that everyone has drawn their concept maps, who would like to volunteer to tell me what they learned about sediment loss?

Solicit answers. Discuss what they learned and show their concept maps to the class.

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Now we are going to break into groups to learn more about sea level and sea level rise. I am passing out a worksheet that will help you with this activity.

Break students into groups of two and have each one go to a station with all the materials on it. Pass out one worksheet to each group.

Break into groups; go to correct station and take worksheet.

Each group should have two cups at its station. Using a permanent marker, label one cup sea ice and one cup glacier ice.

Label both cups correctly.

I am passing out two ice cubes to each group. These cubes should be placed in the cup measured sea ice. The other cup should remain empty.

Pass out 2 ice cubes to each group.

Take ice cubes and place in cup labeled sea ice.

Now, fill your cups halfway up with water and make sure the water level is even in both of the cups.

Show students where they can go to fill their cups and assist them.

Go to allowed area to fill cups with water.

Once back at your stations, mark the water level of each cup on the side with a permanent marker.

Mark water levels on the side of each cup.

On the cup labeled glacier ice – the one with no ice cubes in it – lay the two wooden sticks across the top. Be sure the sticks are not touching but are close enough to rest the ice cubes on both.

Assist students in placing sticks.

Lay sticks across top of cup labeled glacier ice.

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I am now going to pass out two more ice cubes to each group. These cubes should be placed on top of the sticks sticks.

Pass out two ice cubes to each group.

Take ice cubes and place them on top of sticks.

Now that everyone has their ice placed on the sticks, take a moment to predict what you think the outcome will be and write this on your worksheet.

Discuss with group and fill out predicted outcome on worksheet.

Stand your ruler next to the cup and measure the water level in inches (or whatever you choose). Record this number in the START column for both cups.

Assist students with measuring water level.

Use rulers to measure water level and record on worksheet.

When I say GO, the clock will start and each of your groups will take a reading every 5 minutes for the next 30 minutes. I will call out TIME, and that is when you should take your reading. Record any important observations you want to discuss at the end of the experiment.

Say GO when you are ready for the clock to start. Every 5 minutes, yell TIME and assist students in recording their water levels. This should continue for 30 minutes, and then you should stay TIME to finish experiment.

Observe changes in water level and record measurements every 5 minutes for 30 minutes.

Now, as a group, answer the remaining questions on your worksheets.

Answer questions on worksheets.

Once everyone is finished with the worksheet, tell me what did everyone see? Was your predicted outcome correct?

Use Procedural Steps No. 10 and No. 11 to lead discussion about what the students observed and about the rising sea level and what students can do to slow down this process.

Talk about what they learned and what they can do to help slow the rising sea level.

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Sea level rise is happening everywhere but is a huge problem in Louisiana when combined with another natural process that occurs here, subsidence.

Can anyone tell me what subsidence is?

Why would this increase sediment loss in Louisiana wetlands?

Use background information to discuss subsidence.

Talk about what they know about subsidence in Louisiana.

In your same groups of two, we are going to conduct an experiment on sediment loss due to subsidence.

At each station should be the following materials: clear jug, balloon, scissors and soil. Discuss the sinking or settling of soil so that the surface is disrupted, creating a shallow hole and, in turn, contributing to the altering of the coastline.

Using these materials, we are going to determine how extracting materials from underground affects the surface elevation of the land by doing an experiment.

Demonstrate how the jugs need to be cut a quarter of the way from the top and how a 2-centimeter-diameter hole needs to be cut about two-thirds from the bottom.

Students cut their jugs in the same fashion.

Fill bottom of container with soil until it is just below the hole.

Fill bottom of container with soil until it is just below the hole.

Blow up the balloon to a size that fits in the jug, but do not tie the balloon. Hold the mouthpiece and insert it in the hole with balloon inside the jug. Be sure to keep the balloon sealed; don’t let the air out yet. Then fill the remainder of the jug with soil

Blow up the balloon to a size that could fit in the jug ( do not tie the balloon ). Hold the mouthpiece and insert it in the hole with balloon inside the jug. Then fill the remainder with enough soil to bury the balloon. Mark the soil elevation on the side of

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so the balloon is buried. Mark the soil elevation on the side of the jug with a permanent marker.

the jug with a permanent marker.

Watch what happens as you release the air slowly. Mark the new soil elevation on the side of the jug with a permanent marker.

Release air from balloon, observe and mark new elevation.

How does this activity model extracting minerals and petroleum from the ground?

Initiate discussion about the effects of extracting minerals.

Answer and discuss.

How does this type of extraction increase the rate of subsidence?

Initiate discussion about how subsidence is affected by extraction.

Discuss subsidence rate.

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Grade Level Upper Elementary Duration One class period Setting The classroom Outdoors Vocabulary Dichotomous Key Scientific Name Genus Species See GLE table in the index

Getting to Know a Plant Teacher Instructions

Focus/Overview This lesson is designed to introduce students to the parts of a plant and to how these parts function. Using a dichotomous key, students will learn how to identify wetland plants that are frequently used in Louisiana wetland restoration projects. Learning Objectives The students will:

Identify the parts of a plant and learn how they function Understand the use of a dichotomous key Identify unknown wetland plants using a dichotomous key Learn key wetland restoration plants used in Louisiana

Materials List

White paper Crayons/markers/colored pencils Plant parts cards – provided in the student worksheet section Small garden shovel (teacher provides)

Background Information Like people, every plant has unique characteristics that can be used for identification purposes. For example, you may know that your friend is short and has blond hair and a birthmark. Based on these features, you are always able to pick your friend out of a photograph or a crowd of students. The same is true for plants. Every plant has unique characteristics that allow someone to identify the plant. A dichotomous key (DI-COT-TO-MUS) is a tool that can be used to identify plants. This type of key is used for all sorts of plants, ranging from trees to flowers, as well as for animals, rocks, fish and more! A dichotomous key contains a series of choices that lead the user to the correct name of something. "Dichotomous" means "divided into two parts." Therefore, a dichotomous key will always give two choices in each step. Eventually, when enough questions have been answered, the identity of the plant, animal or object is revealed. When identifying plants, most plants have both a common name and scientific name. This may be a little confusing, but the system of giving scientific names to plants resulted from the fact that scientists also were confused. So many plants had different common names. People in different places or people who spoke different languages referred to the same plants by different common names. In 1758, Carl Linnaeus, a Swedish biologist, proposed a universal system for naming all living things. That system provides two names for a species: a family name (generic name or genus name), which always has a capital letter as the first letter, and a personal name (specific name), which is always in lower case letters – both are underlined or italicized.

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Even people have a common and scientific name – each member of a family has a last name (surname) that identifies the family and a first name (specific or personal name) that identifies an individual member of the family. The identification of plants by this scientific name is essential in determining whether or not an area can be called a wetland habitat. Wetland plant species are different from plants located in other areas because they are specially adapted to survive in areas with water and low levels of oxygen. Before students determine if a plant resides in a wetland habitat, however, they must first be able to identify each part of a plant. The three most familiar parts of a plant are the roots, stems and leaves. Stems are used to support the plant and transport water and food throughout the plant. Leaves are the “factories” of the plants – where raw materials (such as sunlight and water) are changed into usable food for a plant (through photosynthesis). Blades are individual parts of a leaf. The roots of the plant are the vegetative parts that grow primarily underground and are used to transport water from the surrounding ground to the rest of the plant. The primary root is the first root that is produced by the germinating seed. Lateral roots extend horizontally from the primary root and allow for more water uptake. The nodes of the plant are where the leaves latch onto the stem. Internodes are like nodes; but they hold buds that will grow into leaves. The petiole is the small stalk that attaches the leaves to the stems. Finally, the apical bud is the primary bud of the plant; all other buds are produced below the apical bud. Definitions: Dichotomous key – a tool used for the identification of organisms (and some objects) based on a series of choices between alternative characters Scientific name – the Latin name given to an organism, consisting of a genus and species Genus – the major subdivision of a family or subfamily in the classification of organisms Species – a class of individuals having some common characteristics or qualities Advance Preparation

1. Gather materials and copy activity sheets for students. 2. Before beginning Activity 2, conduct a walk around your school grounds to locate an

area outside that has a variety of plants. If available, locate a wetland-like area around the school to perform this activity.

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Procedure Part 1

1. Review with your class the background information on wetlands (see the General Wetlands Information in the front of binder), plants and a dichotomous key.

2. Pass out Parts of a Plant sheet. 3. Ask students to study the Parts of a Plant activity sheet and guess the role of each

plant part. Write important points from this discussion on the board. 4. Using the background information, share with students what each plant part is used

for and why it is important. 5. Ask students to give their opinions about what plant part they think is the most

important (there is not one correct answer). 6. After this discussion, allow students to fill in the blanks of each part on their

worksheets and review them as a class. Part 2

1. Pass out a blank sheet of white paper and a writing utensil to each student and prepare students to go outside for this portion of the activity. (If you have selected to use garden shovels, bring these along, too.)

2. As a class, walk to your selected area outside and have each student pick a plant from the area. Encourage students to pick other species besides grasses! If a student selects a plant growing in the ground, he or she may dig up the plant but must collect the roots as well as the body of the plant.

3. Once everyone has collected a plant, return to the classroom. 4. Using colored pencils or markers, have each student draw his or her plant on a piece

of paper and write down three reasons why he or she selected that plant. 5. Have the students label the parts of their plants as best they can. 6. Using the background information, explain to students what a dichotomous key is and

how it is used. 7. Pass out Plant Collection Dichotomous Key sheet. 8. Using one student’s plant as an example, review with the class how to use a

dichotomous key. 9. Let students use the dichotomous key worksheet to classify their plants. 10. After everyone is finished keying out their plants, ask for volunteers to present their

plants, tell why they chose them and go over the parts of their plants. Part 3

1. Divide class evenly into 13 groups. 2. Pass out one Plant Identification Sheet to each group. 3. Tell the students to look at the picture of the plant and then read the plant’s description. 4. Based on information found on the Plant Identification Sheet, tell students to use the

Dichotomous Key sheet to find the plant’s scientific name. a. Students must capitalize the genus name and underline both the genus and species

name (ex. Spartina alterniflora). 5. If time permits, allow students to trade cards to identify as many plants as they can. 6. Have the groups stand and describe their wetland plants to the class.

Blackline Masters

1. Parts of a Plant 2. Plant Collection Dichotomous Key 3. Dichotomous Key 4. Plant Identification sheets

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Resources Echkhardt Slattery, Britt. WOW! The Wonders of Wetlands. St. Michaels: Environmental Concern Inc., 2005. Print. http://www.kckpl.lib.ks.us/schlagle/LESSONS/KEY2TREE.HTM http://www.educationworld.com/a_lesson/02/lp259-01.shtml

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Getting To Know a PlantStudent Activity SheetStudent Activity Sheet

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Parts of a PlantDirections: Examine the picture of the plant below. Fill in the blanks by matching the parts of the plant with their defi nitions.

Fill in the Blank. Using the plant chart above, fi ll in the blanks below with the parts of the plant.

(1)___________ are used to support the plant and transport water and food throughout the plant. Most of a plant’s food is made in its (2) ____________, where plants capture and use sunlight to produce food. (3) ___________ are individual parts of a leaf. The roots of the plant are used to transport water from the surrounding ground to the rest of the plant. The (4) ____________ is the fi rst root that is produced by the germinating seed. A (5) ___________ extends horizontally from the root and allow for more water uptake. The (6) _________ of the plant are where the leaves latch onto the stem. (7) __________ are like nodes, but they hold buds that will grow into leaves. The (8)___________ is the small stalk that attaches the leaves to the stems. Finally, the (9)___________ is the primary bud of the plant; all other buds are produced from this part of the plant.

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Plant Collection Dichotomous Key Directions:After you have drawn your plant on a blank sheet of paper, use the following dichotomous key to identify what type of plant you have collected.

Start at number 1 and answer the questions until you discover what type of plant you have found.

1. Are stems or other parts of the plant woody and rigid like a tree? Yes……………………………………Go to 2. No…………………………………….Go to 6.2. Is the plant growing above the ground but leaning on other plants? Yes……………………………………It is a VINE. No…………………………………….Go to 3.3. Is the plant growing above the ground and standing on its own? Yes……………………………………Go to 4.4. Is the plant 20 feet tall or taller? Yes…………………………………….It is a TREE. (Stop Here) No……………………………………..Go to 5.5. Does the plant have more than one main stem? Yes…………………………………….It is a SHRUB. (Stop Here) No……………………………………..It is a sapling (young) TREE. (Stop Here)6. Is the plant a soft (herbaceous) plant like grass? Yes…………………………………………..Go to 7. No…………………………………………..Start over.7. Is the plant growing in open water that is always there, such as a pond, lake or permanent stream? Yes…………………………………………Go to 8. No………………………………………….Go to 10.8. Is the plant growing completely under water, freely fl oating on the surface or does it have fl oating leaves? Yes………………………………………..It is an AQUATIC PLANT. (Stop Here) No………………………………………...Go to 10.9. Is the plant growing with roots and part of the stem under water but the rest sticking up above the surface? Yes……………………………………….It is an EMERGENT PLANT. (Stop Here) No……………………………………….. Go to 10.10. Is the plant growing in soil that is saturated, wet, spongy or appears to have been wet at one time (remember that wetlands are not always covered by water)? Yes……………………………………….It is an EMERGENT PLANT. (Stop Here)

The plant type I found was __________________________________

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Dichotomous Key

Directions:After you have drawn your plant on a blank sheet of paper, use the following dichotomous key to identify what type of plant you have collected!

1. Are stems or other parts of the plant woody and rigid like a tree? Yes……………………………………Go to 2. No…………………………………….Go to 6.2. Is the plant growing above the ground but leaning on other plants? Yes……………………………………It is a VINE. No…………………………………….Go to 3.3. Is the plant growing above the ground and standing on its own? Yes……………………………………Go to 4.4. Is the plant 20 feet tall or taller? Yes…………………………………….It is a TREE. (Go to #13) No……………………………………..Go to 5.5. Does the plant have more than one main stem? Yes…………………………………….It is a SHRUB. (Go to #16) No……………………………………..It is a sapling (young) TREE.6. Is the plant a soft (herbaceous) plant like grass? Yes…………………………………………..Go to 7. No…………………………………………..Start over.7. Is the plant growing in open water that is always there, such as a pond, lake or permanent stream? Yes…………………………………………Go to 8. No………………………………………….Go to 10.8. Is the plant growing completely under water, freely fl oating on the surface or does it have fl oating leaves? Yes………………………………………..It is an AQUATIC PLANT. (Go to #11) No………………………………………...Go to 10.9. Is the plant growing with roots and part of the stem under water but the rest sticking up above the surface? Yes……………………………………….It is an EMERGENT PLANT. (Go to #22) No……………………………………….. Go to 10.10. Is the plant growing in soil that is saturated, wet, spongy or appears to have been wet at one time (remem-ber that wetlands are not always covered by water)? Yes……………………………………….It is an EMERGENT PLANT. (Go to #19)11. Are leaves 1 inch to 2 inches long? Yes………………………………………. Go to 12 No……………………………………….. Go to 15 12. Are leaves kidney-shaped? Yes………………………………………. It is Water pennywort (Hydrocotyle spp.) No………………………………………… Go to 1513. Are the leaves on your tree alternate or opposite?

(Picture source unknown)

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Opposite……………………………………. Go to 14 Alternate………………………………….… Go to 17 14. Is the fruit on your tree hairy and light green? Yes………………………………It is a black mangrove (Avicennia germinans) No………………………………………… Go to 17.15. Are leaves 0.4 centimeters to 2 centimeters in length and oval-shaped? Yes…………………………………. It is water fern ( Salvinia minima)16. Does your shrub bloom in the spring with brown fl owers? Yes…………………………………… It is a wax myrtle (Myrica cerifera) No…………………………………… Go to 18. 17. Is the alternate foliage tiny (1/2 to 3/4 of an inch long and 1/16 of an inch wide) or bigger (3 to 6 inches long and 1/8 to 3/4 of an inch wide? Tiny…………………………… It is a bald cypress (Taxodium distichum) Bigger………………………… It is a black willow (Salix nigra)18. Your shrub probably blooms in June or July. But is the fruit a tiny hard ball that is red to brown in color or is it bright and shiny purple to black berries? Hard ball……………………….. It is a buttonbush (Cephalanthus occidentalis) Berries…………………………. It is an elderberry (Sambucus Canadensis)19. Are the leaves on your emergent plant grass-like or broader (wide)? Grass-like……………………. Go to 20. Wide………………………….. Go to 21.20. Are the stems of your emergent grass plant hollow? Yes……………………………. It is smooth cordgrass (Spartina alternifl ora) No (but the bottom of the stem is red)……… It is black needlerush (Juncus roemerianus) 21. Does your emergent grass plant have pink or white fl owers? Yes…………………………. It is marsh mallow (Althaea offi cinalis) No………………………….. Oops, start again!22. Does your emergent plant have a fl ower that looks like a hotdog? Yes……………………………. It is a cattail (Typha spp.) No……………………………… Go to 23.23. Does your emergent plant have blue to white fl owers with two yellow spots? Yes…………………………. It is pickerelweed (Pontederia cordata) No………………………….. Start over at No. 8.

The plant type is __________________________________________.

If trading cards, write answers here:

Plant 1 is _________________________________________________________.Plant 2 is _________________________________________________________.Plant 3 is _________________________________________________________.Plant 4 is _________________________________________________________.Plant 5 is _________________________________________________________.Plant 6 is _________________________________________________________.Plant 7 is _________________________________________________________.Plant 8 is _________________________________________________________.Plant 9 is _________________________________________________________.Plant 10 is ________________________________________________________.Plant 11 is ________________________________________________________.Plant 12 is ________________________________________________________.Plant 13 is ________________________________________________________.

(continued)

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Getting To Know a Plant

Answer Key to Parts of a Plant

(1) Stems are used to support the plant and transport water and food throughout the plant. Most

of a plant’s food is made in its (2) Leaves, where plants capture and use sunlight to produce

food. (3) Blades are individual parts of a leaf. The roots of the plant are used to transport water

from the surrounding ground to the rest of the plant. The (4) Primary Root is the first root that is

produced by the germinating seed. A (5) Lateral Root extends horizontally from the root and

allows for more water uptake. The (6) Nodes of the plant are where the leaves latch onto the

stem. (7) Internodes are like nodes; but they hold buds that will grow into leaves. The (8)

Petiole is the small stalk that attaches the leaves to the stems. Finally, the (9) Apical Bud is the

primary bud of the plant; all other buds are produced from this part of the plant.

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Getting To Know a PlantStudent Activity Sheet

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Plant Identification Sheet

Name this plant

Identifi cation: Flower: The small white fl owers have fi ve regular parts and grow in branching clusters. They bloom in early spring and fall.

Foliage: Leaves are round in appearance and 1 to 2 inches long. They are attached vertically to the stem on small petioles. Leaves have several lobes.

Fruit: Appear on the stem, they are smaller than the leaves, and form umbels.

Trunk: Small perennial plant with creeping stems.

This plant grows on the coast and its seeds provide food for ducks and birds. Nutria eats the plant. Only one type is not eaten by wildlife. Some people say you can eat the foliage raw or cooked.

ResourcesChabreck, R.H. and Condrey, R.E. 1979.Common Vascular Plants of the Louisiana Marsh. Sea Grant Publication, Baton Rouge, La.

Reed, Daniel. 2001. Wildfl owers of the Southeastern United States http://2bnthewild.com/plants/H411.htm

Photo by Kiki Fontenot

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Name this plant

Identifi cation:

Flower: Spring blooming tree (May to June). Dioecious. Yellow-green. Located on catkins that are 1 to 3 inches long. Flowers look like caterpillars.

Foliage: Alternate and simple leaves that are 3 to 6 inches long and one-eighth to three-fourths of an inch wide. Lanceolate shape. Margins are slightly toothed and the top and bottom sides are shiny. They have ear-lier new growth than other trees.

Fruit: Small cone-like structure that contains many cottony seeds. Needs a moist place to germinate before it dies, which happens quickly. Mature June to July and split at this time.

Trunk: Heavily ridged, dark bark. Branches fall off easily; however, they will root quickly (if not dead), making propagation easy.

This tree is native to North America; it likes to grow along rivers, lakes and ponds. It prefers full sunlight and wet soils but can tolerate some dry conditions. It grows very fast and upright and is considered medium-size. The branches gracefully “weep” downwards giving the tree a soft look.

Fun Facts:• Lives only 15-20 years.• Branches constantly fall off.• Tree will die as soil covers the roots formed on the trunk.• Keep away from drainage pipes

ResourcesOldenwald, N. 1996. Identifi cation, Selection and Use of Southern Plants for Landscape Design, Third Ed. Claitor’s Pub-lishing Division, Baton Rouge, La.

http://www.cnr.vt.edu/dendro/dendrology/syllabus/snigra.htm


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Name this plant

Identifi cation:

Flower: At the end of the stem is a long, brown spike similar in shape to a cigar or hotdog. It can be eaten if boiled.

Foliage: Narrow, upright and 4-6 feet long.

Fruit: A fl uff contains the seeds.

Trunk: A grass-like perennial herb that grows from rhizomes.

Many species of this plant provide excellent habitat and food for wildlife such as nutria and muskrats. This plant grows in fresh water and intermediate marshes in Louisiana. Some species can grow even on beaches and in the bay.

Fun Facts:• Waterfowl love to live in areas populated with this plant.

ResourcesChabreck, R.H. and Condrey, R.E. 1979.Common Vascular Plants of the Louisiana Marsh. Sea Grant Publication, Baton Rouge, La.

Reed, Daniel. 2001. Wildfl owers of the Southeastern United States http://2bnthewild.com/plants/H230.htm


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Youthh

Name



Name this plant

Identifi cation:

Foliage: Two leaves grow from each node. They are oval-shaped with a heart-shaped base. The tips are either notched or rounded. A third leaf is under the water that separates into fi laments. Shorter leaves lie fl at on the waters surface while longer leaves stretch out and stick up vertically. Leaves can be anywhere from 0.4 cm to 2 cm in length. New growth is green, whereas mature leaves turn brown. White stiff hairs cover the leaf surface making a water-repellent coat. Long light-brown hairs are on the bottom side of the leaf.

Fruit: No fruit is present. This plant is considered sterile. On larger plants, however, sporocarps are formed. They are sacs that encase smaller sacs that hold microscopic spores. The spores are about 1 millimeter in size.

Trunk: None. A fl oating fern, with root-like structures referred to as fronds.

This non-native plant is one of only 10 species in the world all of which do not naturally grow in the United States. It is found in water with high organic content.

Fun Facts:• Only outlawed in Louisiana and Texas. Not on any other invasive species plant list for other states.

ResourcesAnonymous-University of Florida. 2002. Aquatic, Wetland and Invasive Plantt Particulars and Photographs http://plants.ifas.ufl .edu/saropic.html

Jacono, C.C. 2003. USGS. http://salvinia.er.usgs.gov/html/identifi cation1.html


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Youthh

Name



Name this plant

Identifi cation:

Flower: Flowers in summer and fall. Flower appears as long hanging cones at the ends of branches. It pro-duces purple pollen.

Foliage: Alternate foliage appears soft and feathery. The individual leaf is tiny, only measuring three-fourths to 1 1/2 inches long and one-sixteenth inch wide. Foliage changes color in fall appearing rusty brown.

Fruit: A seed-bearing cone. Also changes color from green to purple in the late summer and fall.

Trunk: Straight trunk reddish-brown with a fi brous bark and horizontal branches. One main trunk.

These trees are native to North America. They can live near or in water, but seedlings cannot be success-fully started in standing water. Full sunlight is necessary. This tree grows rapidly in the fi rst years of growth. It grows pyramidal in form at an average height of 50 to 70 feet. The spread is around 30 feet. Scale is a noted problem in the spring.

Fun Facts:• The state tree of Louisiana• Swollen basal trunk commonly called knees grow around the base when tree is located in a moist environ-ment.

ResourcesOldenwald, N. 1996. Identifi cation, Selection and Use of Southern Plants for Landscape Design, Third Ed. Claitor’s Pub-lishing Division, Baton Rouge, La.


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Youthh

Name



Name this plant

Identifi cation:

Flower: The fl owers are tubular and small blooming from spring into early summer. They are white with four petals and about one-half inch wide. They appear in clusters.

Foliage: Opposite, simple leaves are smooth and leathery. They are shiny above with a grayish pubescent below. They have lateral veins. Their size ranges from 1 to 3 ¼ inches long.

Fruit: The fruit capsule is somewhat hairy and light green. It is 1 to 2 inches long.

Trunk: Dark and scaly bark with an inner reddish bark. Older bark grey to black. Distinct nodes are on the twigs.

This tree is an evergreen tropical. It can be found in salt marshes and fl ats and estuarine waters. It can reach 80 feet tall. This tree is so common there are special swamps with only this one tree in them.

Fun Facts:• Ashes from the tree can be added to water and is useful as a soap substitute.• The fl owers are a good source of honey.• The wood is considered weak.• Smoke from this tree while burning makes a good smudge that keeps mosquitoes away.

ResourcesTiner, R.W. 1993. Field Guide to Coastal Wetland Plants of the Southeastern United States. The University of Massachu-setts Press, Amherst.

Duke, James A. 1983. Handbook of Energy Crops. http://www.hort.purdue.edu/newcrop/duke_energy/Avicennia_germinans.html#Uses

Photo by Chris Goodson

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Youthh

Name



Name this plant

Identifi cation:

Flower: Subtle green to brown fl owers bloom in cluster of two to eight. They grow from just above the middle of the stem and fl ower from March to October.

Foliage: Very stiff and sharp foliage. The leaves are grass-like and are evergreen. They are olive brown to gray.

Fruit: The fruit capsules have three sides. These are almost one-fi fth inch long. The seeds inside are ribbed.

Trunk: Unbranched linear stem. The bottom portion is red. This is a perennial grass. This plant grows in very wet areas that are sometimes covered by water.

Fun Facts:• This grass grows in areas of thick mud buildup. It can withstand high tide fl ooding.


USGS. 2001. Gulf of Mexico Tidal Wetlands http://coastal.er.usgs.gov/wetlands/gallery/grasses.html

Photo courtesy of Louisiana Sea Grant

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Youthh

Name



Name this plant

Identifi cation:

Flower: Summer blooming (June and July) round, creamy-white fl ower, 1 to 2 inches in diameter. The stamen is prominent and it is very fragrant. The fl owers cluster at the end of a slender 1- to 2-inch stalk.

Foliage: Opposite to whorled simple foliage. Leaves are in groups of three and 2 to 7 inches long with smooth margins. The top portion of the leaf is dark green and shiny, whereas the bottom half is dull. The depressed veins are prominent.

Fruit: Tiny hard balls in clusters along the stems. The fruit is sometimes called “nuttlets.” They are one-fourth inch long and mature anywhere from August to November. These are still prominent when foliage is fallen; thus, this is a deciduous plant. They are reddish-brown.

Trunk: The bark is thin and smooth on young stems. As plant matures, the bark becomes scaly. Twigs are dark red-brown and have elongated lenticels. Look for D- or U-shaped leaf scars. This plant has more than one main stem.

The plant is native to Asia, Africa and North America. It grows in full sun to part shade marshy areas. Its form is upright but irregular. It is considered a medium deciduous shrub to a small tree. Its average growth is 8 feet tall and 10 feet wide but can reach heights of 25 feet. It is often found along rivers and lake edges.

Fun Facts:• Deer like to eat the foliage.• This plant attracts bees …be careful!• Insects love to eat the leaves; however, it is not necessary to spray insecticides.

ResourceOldenwald, N. 1996. Identifi cation, Selection and Use of Southern Plants for Landscape Design, Third Ed. Claitor’s Publishing Division, Baton Rouge, La.


71


Youthh

Name



Name this plant

Identifi cation:

Flower: Prominent fl owers bloom in June and July. They are small and clustered about 10 inches across and are milky white.

Foliage: Opposite pinately compound leaves. Normally have fi ve to seven leafl ets with coarse-toothed margins. Leaves can range from oval to lanceolate shape. Prominent lenticels are found on old woody canes and on twigs. The leaves are deciduous.

Fruit: Fruit appears with the fl owers. The berries are shiny and color ranges from purple to black. Fruit matures in July through September.

Trunk: Very short trunks (More than one main trunk) with few stems. The bark is smooth and brown but with age it becomes rough. Buds appear red brown and pointed.

This semi-woody shrub can also become a small tree. It is fast growing in soils ranging from very wet to somewhat dry. It grows best in full sun and wet soils. Its form is upright with an umbrella-like canopy. Propa-gation is possible through seeds, cuttings and root suckers.

Fun Facts:• Only certain fruits can be eaten. Some species are poisonous!• People use berries in wine and jelly.• Wildlife also enjoys the fruit. Look at fence lines where songbirds have helped the spreading of this seed.

ResourcesOldenwald, N. 1996. Identifi cation, Selection and Use of Southern Plants for Landscape Design, Third Ed. Claitor’s Publishing Division, Baton Rouge, La.

Virginia Tech Dendrology. 2004. http://www.cnr.vt.edu/dendro/dendrology/syllabus/scanadensis.htm


72


Youthh

Name



Name this plant

Identifi cation:

Flower: Colors range from rose and pink to white. It is about 1 1/2 inches in diameter. It blooms from August through October.

Foliage: Grayish velvety leaves with somewhat serrated margins.

Trunk: An herbaceous plant. The main stem can grow three to 5 feet tall.

A native to Europe this plant was originally brought to the United States for medicinal purposes. It is found in salt marsh areas.

Fun Facts:• The roots are the original source of …HINT: A sticky treat we use at campfi res.• Used to heal upset stomachs and sore throats.

ResourcesArmitage, A.M. 2001. Armitage’s Manual of Annuals, Biennials, and Half-Hardy Perennials. Timber Press, Portland, Oregon.

Anonymous-Connecticut Botanical Society. 2004. http://www.ct-botanical-society.org/galleries/althaeaoffi .html


73


Youthh

Name



Name this plant

Identifi cation:

Flower: Erect spikes contain blue to sometimes white fl owers. The fl ower has six parts, and each spike con-tains small petals that have two yellow spots on them. The tubular fl owers have three united upper lobes and three separated lower lobes. The spike can reach 6 inches long. Most are 3 to 4 inches long. Blooms June to October.

Foliage: Single leaf per fl owering stem; however, other basal leaves occur. They are alternate and can grow to 10 inches long and 6 inches wide with lanceolate-shaped leaves, but with a wider base and very shiny.

Trunk: A perennial herb started from a rhizome roots grow in muddy fl ats underneath water.

A native plant to the United States grows 1 to 3 feet tall in fresh marshlands, shallow ponds and lakes. Rhi-zomes and stems are eaten by nutria and ducks enjoy the seeds. This plant usually grows in small clumps.

ResourcesChabreck, R.H. and Condrey, R.E. 1979.Common Vascular Plants of the Louisiana Marsh. Sea Grant Publication,Baton Rouge, La.

Tiner, R.W. 1993. Field Guide to Coastal Wetland Plants of the Southeastern United States. The University of Massachusetts Press, Amherst.

Photo courtesy of Louisiana Sea Grant

74


Youthh

Name



Name this plant

Identifi cation:

Flower: The fl ower is a panicle with fi ve to 30 alternate spikes that are 2 to 4 inches long. These have even smaller spikelets attached to them. The fl ower can be seen June to October.

Foliage: Leaves are 16 inches long and one-half inch wide. They are smooth and pointed at the end but also slightly rolled inward just at the end of the leaf. The margins are smooth and hairy.

Trunk: A perennial grass with hollow stems. Stems are fat and spongy at the base. This plant has two forms: tall and short. HINT: This plant grows half underwater and half above water!

Fun Facts:• Native on the Atlantic coast of the United States but an invasive non-native on the pacifi c coast of the United States.• Snow geese love this plant.


Anonymous-University of Florida. 2002. Aquatic, Invasive, and Wetland Plant Particulars and Photographs.http://aquat1.ifas.ufl .edu/spaalt.html


75


Youthh

Name



Name this plant

Identifi cation:

Flower: Blooms in spring, not very prominent. Flowers are brown. Male and female fl owers are on separate plants.

Foliage: Leaves are alternate and simple. They have tiny dots on both the top and bottom sides. The tip is pointed and margins are entirely or half toothed. Crush the leaves; they have a strong scent! The branches are hairy.

Fruit: Female plants produce white wax nutlets more than one-eighth inch in diameter and clustered along the stem. They smell like bayberries when crushed.

Trunk: It is an evergreen plant with more than one main trunk.

This is a native shrub. It can grow anywhere from thickets to prairies and swamplands. However, it is found on the east coast and all throughout the Gulf States. It has a fast growth rate and can usually be found after land is disturbed. Propagate it by seeds, cuttings and root cuttings.

Fun Facts:• Wildlife, including many species of birds, eats the berries.• Early settlers used the wax from the berries to make candles.• Plants keep fl eas away.• A cutting in a drawer will keep cockroaches away. • Some people use it to make duck blinds for hunting.

ResourcesOldenwald, N. 1996. Identifi cation, Selection and Use of Southern Plants for Landscape Design, Third Ed. Claitor’s Publishing Division, Baton Rouge, La.

Scheper, J. 2003. Myrica cerifera. http://www.fl oridata.com/ref/m/myrica.cfm


76

Getting to Know a Plant

Answer Key to Plant Identification Sheets

Plant 1 – Water pennywort (Hydrocotyle spp.)

Plant 2 – Black willow (Salix nigra)

Plant 3 – Cattail (Typha spp.)

Plant 4 – Water fern (Salvinia minima)

Plant 5 – Baldcypress (Taxodium distichum)

Plant 6 – Black mangrove (Avicennia germinans L.)

Plant 7 – Black needlerush (Juncus roemerianus)

Plant 8 – Buttonbush (Cephalanthus occidentalis)

Plant 9 – Elderberry (Sambucus Canadensis)

Plant 10 – Marsh mallow (Althaea officinalis)

Plant 11 – Pickerelweed (Pontederia cordata)

Plant 12 – Smooth cordgrass (Spartina alterniflora)

Plant 13 – Wax myrtle (Myrica cerifera)

77

Getting to Know a Plant in the T-3 Format


Today we will be learning about wetland plants and how to identify them.


Can anyone list some of the plants found in wetlands?

Use the information at the beginning of the lesson and the General Wetlands Information at the front of the curriculum binder to fully explain Louisiana wetlands and the plants found there.

Talk about what they know about Louisiana wetlands and the plants found there.

As I pass out the Parts of a Plant worksheet, study the drawing of the plant and try to guess the role that each of the parts plays to keep the plant alive.

Pass out Parts of a Plant sheet Take activity sheet and review parts of plant.

Can anyone tell me a part of a plant and why it is important?

Write important points from discussion on board.

Discuss what they know about plant parts.

Those are some great guesses! Now, let’s start at the top of the plant drawing and review what each part is and what its function is.

Using background information and answer key, go through each plant part and tell student what it is used for.

Listen to the descriptions of the parts of a plant.

What is your opinion about which plant part is the most important and why?

Share what part they think is the most important and why.

Now you will fill in the blanks on your worksheets for each part of a plant.

Assist students in completing the Parts of a Plant worksheet.

They will fill in the blanks on the Parts of a Plant worksheet.

Now that everyone has completed the worksheet, let’s go through the paragraph together. Shout out the answer for the blank as I read along!

Read the paragraph aloud with the correct answer (see Answer Key). If there are incorrect answers, hold a discussion on these.

Listen and call out answers when prompted by teacher.

Now we are going to go outside so that each of you can collect a plant from our schoolyard.

Lead the students outside to a previously selected location where they can find plants to bring inside.

Follow you outside and begin to look for their plants.

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You may now pick a plant of your choice. Try to pick a plant other than grass and make sure to dig up the entire plant, not just to stem. Once you have dug your plant, move to one side so I will know who is finished.

Aid students in collecting their plants.

Find a plant of his or her choice and collect it (dig it up, etc).

Now that everyone has collected a plant, let’s return to the classroom.

Bring students back into the classroom.

Follow you into the classroom.

On this blank sheet of paper, draw your plant and try to label as many parts of your plant as possible. Also, write three reasons why you selected this plant.

Hand out blank paper, writing utensils and any art supplies you have in the classroom.

Draw their plants on their sheets of paper, label the parts of their plants and write three reasons why they selected their plants plant.

Now each of you will be able to classify your plant using a dichotomous key.

Can anyone tell me what a dichotomous key is and what it is used for?

Pass out the Plant Collection Dichotomous Key worksheet. See background information to explain what a dichotomous key is and how it is used.

Take the worksheet and listen to the description of a dichotomous key.

Who would like to help me work through the dichotomous key with your plant at the front of the classroom?

With the volunteer, work through the dichotomous key in front of the class.

Student volunteer will bring his or her plant to the front of the class and help you work through the key. Other students will listen and observe.

It is now your turn to classify your plants using the dichotomous key.

Help students classify their plants using the dichotomous key.

Use the dichotomous key to classify their plants.

Who would like to share their plant and its classification with the rest of the class?

Select students to share with class.

Volunteers present their plants and each plant’s classification to the class.

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Now that we all know what a plant is, what each part is used for and how to classify a plant, we are going to go over a few plants that are very important to our wetlands.

Pass out Dichotomous Key Handout to every student.

Take activity sheet.

In groups, you are going to identify some popular Louisiana wetland plants using the Dichotomous Key handout.

Divide class evenly into 13 groups and pass out one Plant Identification Sheet to each group.

Break into groups and take activity sheets.

As a group, look at the picture of the plant on your card and read the plant’s description. Once you have done so, use your dichotomous key to find its scientific name and write it on your worksheet.

Assist students with Plant ID cards and dichotomous keys (see answer key).

Read the descriptions on the cards and then find the scientific names of the plants using their dichotomous keys.

Once your group has determined the scientific name of the plant on your card, trade with another group and start over with that plant.

Observe and encourage groups to trade cards.

Once they finish their cards, students will trade with others and find the scientific names of the other plants.

Who would like to share their plant cards with the class?

Ask a few students to present their plant cards and what they think the scientific names are. Ask the rest of the class if they think each student is correct. If not, work through the key with the class in order to find the scientific name for that plant.

Some students will present their cards and the scientific names they have found.

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Grade Level Upper Elementary Duration One class period Setting The classroom Vocabulary Spanish Moss Overharvesting Supply Demand Consumer See G.L.E. table in the index.

Spanish Moss Teacher Instructions

Focus/Overview Students will learn about Spanish moss, the history of its exploitation, and why this plant is important to Louisiana. This lesson will engage students in taking common Spanish moss and developing a product humans would use but would not be harmful to the environment. Learning Objectives The students will:

Learn about supply and demand Create a human-needed, environmentally friendly

product out of Spanish moss Use marketing skills to sell their design to their

classmates Materials List

“Haunted Waters Fragile Lands, Oh! What Tales to Tell” video

Markers Construction paper Foil Glue Scissors Pencils Pens Large index card Spanish moss

Background Information Spanish moss, also known as graybeard, is a flowering plant in the pineapple family. This moss has threadlike stems with small greenish-blue leaves that grows on tree limbs and can get up to 20 feet long. It is common in the southeastern part of the United States, commonly growing on bald cypress trees in the wetlands of Louisiana. Many people think that Spanish moss is a parasitic plant, meaning that it takes valuable nutrients from the tree that it lives on, eventually leading to the death of the tree. However, this is incorrect! Spanish moss is an epiphyte. Epiphytic plants grow upon or attach to living plants but do not absorb the nutrients from those plants. Epiphytic plants like Spanish moss rarely kill the trees that they live on, but may lower their growth rate by reducing the amount of light to a tree's own leaves.

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As mentioned in the video, many products from Louisiana wetlands have been used commercially and the harvesting of some natural resources has aided the destruction of valuable marshlands. Due to heavy demand from consumers, Spanish moss was overharvested for years and used as a stuffing material in automobile seats, furniture, and mattresses. Overharvesting is harmful to an ecosystem because it depletes the species to very low numbers and may drive it to extinction. One way to stop overharvesting of natural resources, such as Spanish moss, is to control the supply and demand of the product. Supply is the quantity of goods that a supplier has available to sell. Demand is the amount of goods that consumers are willing to purchase. If there is a high demand for an item, suppliers will go to any length to obtain it and hopefully make a profit. Setting and enforcing laws and regulations can control the supply and demand of a product and stop harmful overharvesting of natural resources. Because of regulations enforced on the harvesting of Spanish moss, today the stems are only used occasionally in upholstery, as a packing material, and in the floral industry to hold in moisture in flower arrangements. Definitions: Spanish moss – (Tillandsia usneoides) also called Florida moss, long moss or graybeard. Spanish moss is not a true moss. It is an epiphytic plant, which grows on another plant but does not rely on the host plant for nutrients; epiphytes make their own food Overharvesting – occurs when a type of resource (such as an animal or a plant) is too widely consumed Supply – the quantity of a commodity that is in the market and available for purchase or that is available for purchase at a particular price Demand – the desire to purchase, coupled with the power to do so Consumer – a person or organization that uses a commodity or service Advance Preparation

1. Set up video for class to watch, “Haunted Waters, Fragile Lands -- Oh! What Tales to Tell.”

2. Make copies of student activity sheet for each group of 4 students. Procedure

1. Discuss with the class what they learned from the video about Spanish moss. 2. Review the background information about Spanish moss and supply/demand. 3. Divide students into groups of 4 or less. Each group should have all of the

materials needed for this lesson at its station. 4. Tell students that as a group they are to create a human-needed product using the

moss sample provided.

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5. The students can use any of the arts and craft supplies to make the product (some of these items are foil, construction paper, markers, and more).

6. As students work on their product they should consider the following and answer the questions on their student activity sheet.

a. How will this product help make the lives of humans easier? b. Who will use this product? (i.e., age group, gender) c. How much should this product cost? d. How could you advertise this product? e. Is this product harmful to the environment? f. How will this product affect the marshlands?

7. After they have created their product and completed their worksheet, the group must come up with an advertisement skit that they will do at the front of the class. The skit must include the product name, who the product targets, and the price of the product.

a. A possible option is to video these advertisements and show to parents or other groups at a later date. Also, other classes can be brought in to vote on the best product and advertisement.

Blackline Master

Spanish Moss

Resources BTNEP Barataria-Terrebonne National Estuary Program, “Haunted Waters, Fragile Lands -- Oh! What Tales to Tell,” 4-6 video guide. University of Florida 4-H Forest Ecology. Accessed October 15, 2008. http://www.sfrc.ufl.edu/4h/Spanish_moss/spanmoss.htm. The Money Instructor. Accessed November 5, 2009. http://www.moneyinstructor.com/wsp/supplydemand.asp

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Spanish MossStudent Activity SheetStudent Activity Sheet

Youthh

Name


Spanish MossWelcome to the world of environmental economics! Your job today as a group is to come up with an idea on how to use Spanish moss as a viable economic product. By using Spanish moss your product will be more eco-friendly and cause less harm to the environment.

Here are some questions to answer in order to help your group brainstorm some ideas on your Spanish moss product.

1.) How will this product help make the lives of humans easier?

2.) Who will use this product? What age groups is this product going to help?

3.) What is the cost of this product? Will it be cost effective? (Will the construction of this product cost more than the actual product itself?)

4.) Now it is time to think about the advertisement of this product. How will you advertise your new Spanish moss product? Try to draw a billboard or a magazine advertisement of your new product!

6.) Is the product harmful to the environment?

7.) Now to tie this all together to the marsh. How will this product affect the marshlands?

Now your group is on your way to becoming an eco-friendly business. Good luck with your Spanish moss product!

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Spanish Moss in the T-3 Format

What You Say What You Do What the Students Do

Have students watch the video “Haunted Waters, Fragile Land, Oh! What Tales to Tell.”

Sit back and watch the video.

Read background information and decide what you would like to highlight to the students.

What did you learn from the video? Class discusses. Go over background information of Spanish moss that you chose.

Read background material from lesson plan.

Go over basic concepts of marketing: • Consumer – target group to sell to • Supply – how much of your product you plan on selling. • Demand – how much is needed.

Now you’re going to create a product using your moss samples. The product must be environmentally friendly and important to humans.

Assign students to groups of no more than four; make sure each group has materials needed.

Brainstorm an idea and build a prototype.

Remind students to keep the Four Ps in mind: • Product - how will this product make our lives easier? • Placement - who will use this product (gender, age, etc.)? • Price - how much will this product cost? • Promotion - how will we advertise this product? Is this product harmful to the environment; how will it affect the marshland?

Create an advertisement for their product using construction paper and markers.

Tell the students to create a quick presentation on their product using the prototype and their advertisement.

Students will present their product to the class.

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Grade Level Upper Elementary Duration Part 1: 30 minutes to set up experiment (experiment must sit for 12 hours) Part 2: 1 hour to complete experiment, record observations, and complete worksheet Setting The classroom Vocabulary Wetlands Photosynthesis Respiration Purification Filters Pollutant Toxin See GLE table in the index

Wonders of Wetlands Teacher Instructions

Focus/Overview This lesson will review the scientific method while participants also perform an experiment that demonstrates wetland plants acting as a filter and absorbing pollutants from water. Learning Objectives The students will:

Describe wetlands (for example: a river, lake, stream or marsh area where water is a major feature of the environment)

Review the scientific method and use the steps in it to complete an experiment

Describe the process of how wetland plants remove pollutants from water

Materials List

Celery stalks with leaves at the top (teacher provides) Jars (One jar for each group of two students – teacher or

students provide) Blue and red food coloring Knife (teacher provides) Paper Colored pencils Pencils

Background Information Water carries many substances. Some materials dissolve in water, but others such as sediments float in the water and are carried by it – a process known as suspension. Some of these substances are beneficial for plants and animals, and others, known as pollutants or toxins, may be harmful to the plants and animals living in the water. Pollutants from human activities are found in and around all populated environments. Pollutants may consist of different petroleum products, heavy metals, litter, excess nutrients from household use or commercial products (for example, nitrogen and phosphorus), industrial waste and pesticides. The vegetation that exists in a wetland (roots, stems and leaves) helps to slow the flow of water through a wetland and traps sediment and acts as a filter. These sediments settle into the wetland instead of flowing into canals and channels used by boats, ships and other water craft. As water slowly moves through a wetland, the plants remove and take up excess nutrients and toxic pollutants. Some of these nutrients can be used by the plants

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for growth, and others are stored in the plants’ tissues. Consequently, water leaving a wetland frequently is cleaner than water entering the wetland. That is why many communities are now using wetlands to help in the water treatment process. It is important to note that wetlands cannot purify and clean all the water but can be used to aid in the process. Review the General Wetlands Information at the front of the curriculum binder so you can explain the various types of wetlands to students and tell them how wetlands filter sediments and pollutants out of water. In this lesson, students will work through the steps of the scientific method to explore the process of wetland plants taking in pollutants found in water. The scientific method is a way to ask and answer scientific questions by doing experiments and making observations.

In general, the steps of the scientific method are: 1. Identify a problem or question.

a. The scientific method starts when you ask a question about something that you observe: How, What, When, Who, Which, Why or Where?

2. Construct hypothesis. a. The hypothesis is an educated guess about how things work:

"If _____[I do this] _____, then _____[this]_____ will happen." 3. Design and conduct an experiment –

a. This experiment should test your hypothesis and determine whether your hypothesis is true or false.

4. Collect data. a. Throughout the experiment, observations and any information that is

important to the outcome should be recorded. At the end of the experiment, the final result and final observations should be recorded.

5. Draw conclusions. a. The data collected should reveal whether your hypothesis is true or false.

Definitions: Wetland – an area of land where soil is really wet either permanently or seasonally. A wetland often is a transitional area between dry land and deep water. Purification – to free something from anything that pollutes or contaminates it. Filter – any porous substance through which liquid or gas is passed to remove suspended impurities. Pollutant – any substance that renders the air, soil, water or other natural resource harmful or unsuitable for a specific purpose (for example, harmful chemicals or waste products).

87

Toxin – a poison produced by a living organism, especially bacteria, capable of causing disease. Suspension – the state in which the particles of a substance are mixed with a fluid but are not dissolved. Hypothesis – an educated guess about how things work. Advance Preparation

1. Make one copy of the Scientific Lab Report Worksheet for each student. 2. Set up materials for each group of two students. Each group will need a jar filled

with water, celery stalks with leaves at the top, a bottle of blue or red food coloring, paper, pencils (colored and normal), copies of the assessment sheet and a filter or sieve.

3. Cut off 1 inch from the bottom of each celery stalk before distributing them to the students.

Procedure

1. Review with class the background information on wetlands and the scientific method.

2. Divide students into groups of two and provide each pair with the materials needed to set up the experiment (jar, water, food coloring and leafy stalk of celery).

3. Pass out one copy of the Student Lab Report Worksheet to each student. a. The students should record experiment title, hypothesis, materials,

procedure, results and conclusions as they go through this experiment. 4. Have students carefully fill their jars three-quarters full with water. 5. Have students add drops of food coloring until the color of the water is dark (at

least five drops). Stir until the color is evenly distributed throughout. 6. Discuss what pollutants and toxins are and have the students give examples of

pollutants and toxins that come from human activities (see background information).

7. Tell the students that the food coloring is acting like a pollutant in the water of our wetland environment and the celery stalk is a wetland plant.

8. Using the General Wetlands Information in the front of the curriculum binder, explain to the students how wetlands act as filters and absorb pollutants.

9. Ask the students to imagine water flowing into a wetland with many wetland plants. Explain to them that the celery stalks represent these plants, such as cattails, sedges and grasses.

10. The students will then put a stalk of celery with the leaves on top into the jar to sit. (The celery does not have to be a certain size, but each stalk should have the bottom inch removed).

11. The students will need to create a name for their wetland plant and make a sign to tape onto the jar.

12. Each group of students will create a hypothesis on what they think will happen to their wetland plant in the polluted water.

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13. The students should check the stalk several times throughout the day and observe how the stalk and leaves are changing. They should record these observations on their worksheets.

14. Let the stalk sit overnight (the process takes approximately 12 hours). 15. The next day, the students should observe and record what happened to their

celery stalk overnight. a. What observations can be made to tell them that their water reached the

top of the plant? 16. The students will remove the celery stalk from the cup, and an adult should cut a

centimeter off the bottom of the stalk. 17. The students should observe small circles at the bottom of the stalk that are the

color of the food coloring you used. (These circles are xylem – the tubes that carry water up the plant.)

18. An adult should continue cutting the celery stalk at 1 centimeter intervals. The students should try to follow the path of the colored water all the way up the stalk of the celery to the leaves and record their observations.

19. Refresh the discussion on pollutants and toxins and how wetlands act as filters to purify water. Students should keep in mind that the jars represent small versions of a wetland environment and the celery stalk represents a wetland plant.

20. After this discussion, students should record their conclusions on their lab worksheets and draw pictures of what the celery looks like at the end of the experiment.

21. Once all students have completed the lab worksheet, have them review their hypotheses for this experiment.

a. Were their hypotheses correct? b. What have they learned about water quality and wetlands? c. How do wetland plants help purify water? (Plants take up pollutants from

water) d. Why is the remaining water in the jar still “polluted”? (Wetlands cannot

purify and clean all the water but can be used to aid in the process. Plants can only remove so much.)

e. What happens to the pollutants? (They are stored in the plant tissue and released into the environment again when the plant dies.)

Blackline Master

1. Student Lab Report Resources Environmental Protection Agency http://www.epa.gov/region01/students/teacher/world.html Science Buddies http://www.sciencebuddies.org/science-fair-projects/project_scientific_method.shtml National Geographic http://www.nationalgeographic.com/xpeditions/lessons/17/g912/methods.html

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Wonders of Wetlands Wonders of Wetlands Student Activity SheetStudent Activity Sheet

Youthh

Name


Student Lab Report

Title:

Hypothesis:

Materials:

Procedure:

Results (Data/Observations):

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Wonders of Wetlands

Teacher Guide to Student Lab Report

Title:

The students should create a concise, yet descriptive, title of their experiment.

Hypothesis:

The students should come up with a hypothesis. Make sure this possible solution is a complete sentence, and make sure the statement is testable by the experiment.

Materials:

The students should make a list of ALL items used in the experiment.

Procedure:

The students should write a paragraph (complete sentences) which explains what is done in the experiment. This procedure should be written so that anyone else could repeat the experiment.

Results (Data/Observations):

This section should include any observations or additional notes made by students during the experiment.

Conclusions:

The students should accept or reject their hypothesis.

The students should EXPLAIN why they accepted or rejected their hypothesis to help the reader understand the results.

The students should list one thing they learned and describe how it applies to a real-life situation.

As a group, the students should discuss possible errors that could have occurred in the experiment (water spilled, not enough dye, etc.)

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Wonders of Wetlands in the T-3 Format

What You Say What You Do What The Students Do Today we will learn about wetlands and one of the many benefits they provide to people.


Can you list some benefits of wetlands?

Use the information at the beginning of the lesson and the General Wetlands Information at the front of the curriculum binder to fully explain Louisiana wetlands, the benefits they provide to people and specifically how they act as a filter.

Talk about what they know about Louisiana wetlands and how wetlands benefit people.

Can anyone tell me what the scientific method is and what it is used for? The scientific method is a way to ask and answer scientific questions by doing experiments and making observations.

Solicit answers from students. Review the steps of the scientific method by writing them on the board. (See background information.)

Discuss what the scientific method is, what it is used for, and the steps of this process.

Now that we understand a little more about Louisiana wetlands and the scientific method, we are going to do an experiment.

Pass out a Scientific Lab Report Worksheet.

Listen and take worksheet.

I am going to divide you into groups of two. Each group of two should move to a desk with the supplies located on it.

Divide the class into groups of two students.

Divide into groups and find a desk with supplies on it.

Now that you are divided into groups and are at your stations, one person from each group should take your jar to the bathroom (lab, kitchen) and fill it about three-quarters full with water.

Monitor students filling up the jars.

Go to allowed area, fill jar three-quarters full with water, and return to station.

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Now that everyone is back at their stations, one person in the group should add five drops of food coloring to the jar of water and stir until the color is evenly distributed.

Monitor students adding food coloring and stirring.

Add food coloring and stir the jar of water.

Who can tell me what they know about pollutants and toxins?

What about those pollutants that are found in water?

Can anyone list some pollutants that might come from human activities?

See background information and definitions.

Listen and discuss what they know about pollutants, specifically those found in water.

This jar of colored water represents a wetland habitat with pollutants in the water (the food coloring is the pollutant). Imagine this polluted water flowing into a wetland with many wetland plants, such as grasses, cattails and sedges. The celery stalk on your station represents these wetland plants.

Listen and observe jar of colored water and celery stalk.

Does anyone know what a filter is?

Can someone tell me how wetlands can act as a filter to polluted water? (Wetland plants “drink” water and can help clean the water of pollutants)

See background information and definitions.

Talk about what they know about a filter and how wetlands can help purify water.

Each group should now put their celery stalk, leaves up, into the jar of colored water.

Monitor students placing celery in jars.

Place celery stalks with leaves up in jars of colored water.

Each group should create a name for their experiment and write that on their student lab worksheet.

Walk around and confirm that students are creating experiment names and writing them on their worksheets.

Create experiment names and write on worksheets.

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Each group will now come up with a hypothesis on what they think will happen to the colored water and the celery stalk. This should be written on your student lab worksheet.

See background information. With their partner, discuss their hypothesis and then write on worksheet.

Now, each group should complete the Materials and Procedure section of your student lab worksheet. In the Materials Section, all items used at your station so far should be listed here. Under Procedure, you should list every step of the experiment you have done up until now. You will add more to this section as we go through the experiment.

Monitor students filling out lab worksheets.

Fill out Materials and Procedure sections of the worksheet.

We are now going to set our jars at the back of classroom (on windowsill, somewhere out of the way), and we will check them several times throughout the day.

Designate area for students to bring jars to and help groups place jars there. **It is up to you when you would like the students to check their jars.**

Place jars in designated area.

Now, you may check your jars and record any observations about your water or celery stalk on your lab worksheets. (The stalks and leaves should change throughout the course of the day.)

Help students check their jars and confirm they are recording observations.

Check their jars and record observations on lab worksheet.

After your last observation, we are now going to let our wetland habitats sit overnight (approximately 12 hours).

Leave jars overnight. Leave jars to sit overnight.

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Let’s go observe what happened to your wetland habitats overnight. Please find your jar and bring it back to your station.

Help students get their designated jars and return to their stations.

Get jars and return with partner to station.

Now, you will observe what has happened to your polluted water and wetland plant and record this on your student lab worksheets.

Pass out worksheets from yesterday.

Take worksheets and record observations.

I will walk around and help every group observe what happened in your wetland plant. Once I cut your wetland plant, you will need to record these observations.

Walk around to each group and cut 1 centimeter off the bottom of the celery stalk.

Observe and record observations.

I will come back around and continue to cut each wetland plant until we reach the leaves. What observations can be made to tell you whether or not your water reached the top of the wetland plant?

Walk around and continue to cut each stalk at 1 centimeter intervals until you reach the leaves.

Observe and record observations. Students should try to follow the path of the colored water all the way up the stalk to the leaves.

Now that everyone has recorded their observations, can someone tell me what a pollutant is? You should keep in mind that the jars of colored water represent a wetland habitat and the celery stalk represents a wetland plant.

Solicit answers. Discuss what pollutants are.

Now that the experiment is complete, you can go to your student lab worksheets and record any conclusions that you gained from this test. Then use the colored pencils at your station to draw what the celery looks like at the

Help students come up with conclusions and draw their pictures.

Create conclusions and draw pictures of celery stalk.

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end of the experiment.

Let’s now review your hypotheses and see what everyone thought was going to happen in this experiment!

See questions printed earlier with Procedural Step No. 21.

Answer questions and discuss.

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Wetland Habitats

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Grade Level Upper Elementary Junior High Duration One class period Setting The classroom Vocabulary Metaphor Wetland Function Wetland Value Biodiversity Primary Productivity See G.L.E. table in the index

Wetland Metaphors Teacher Instructions

Focus/Overview This lesson introduces the students to the many functions and values of wetlands. This activity can actually be completed twice. Use the activity as a teaser to see what students know about wetlands before completing the comprehensive curriculum activities. You can then do this exercise at the end of the year or when all wetland lessons have been taught to see what knowledge the students have gained! Learning Objectives The students will:

Describe the characteristics of a wetland Identify the ecological functions of a wetland Appreciate the values of wetlands to humans and

wildlife Materials List

Sponge Small pillow (teacher provides) Eggbeater Baby’s bottle Strainer Coffee filter Antacid medicine Soap Pillowcase (teacher provides)

Background Information See the General Wetlands Information at the front of the curriculum binder for more information on wetland habitats and why Louisiana’s wetlands are important. From a purely biological viewpoint, wetlands are production machines, out-producing most other ecosystems several times over. Plant material (termed primary productivity) is produced in huge quantities, and it supports a complex food web made up of all kinds of consumers: worms, insects, spiders, fish, reptiles and amphibians, crustaceans, birds and mammals. Detritus, or dead and dying plant and animal material, actually makes up the food source for most of the primary consumers in the food web. This productivity results in a huge variety of animal life.

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Migrating ducks and geese depend on wetlands for resting and feeding during their long annual treks. Loss of wetlands means loss of waterfowl populations. The coastal wetlands of Louisiana are also a crucial stopover point for neotropical (from tropical South America) birds as they make their migrations in the spring and fall. They stop to feed and rest along coastal cheniers and ridges, giving birders an opportunity to see unusual and colorful species. A number of endangered and threatened species also depend on wetlands for their survival. Nationwide, 79 wetland plant and animal species are listed as threatened or endangered. The bald eagle and the brown pelican are the best known of the recovering species that reside in the wetlands of Louisiana, but there are others, including several species of sea turtles and fish. The marshes provide nutrition and shelter for numerous marine species that complete part of their life cycle in the coastal wetlands and the remainder in the open water of the Gulf of Mexico. Some species are economically, as well as biologically, important. All of this adds up to an incredible diversity of plant and animal species supported by our coastal wetlands and represents high levels of biodiversity. The Major Wetland Habitats of Louisiana Bottomland hardwood and natural ridge habitats represent the higher wet habitats of the estuary. The land is higher and the soils are better drained. Trees, such as hackberry, palmetto, and live oak, thrive. Animals that prefer dry land, including rabbits, deer, armadillos, squirrels, raccoons, box turtles and king snakes, occupy these habitats. Humans have also occupied these habitats more than any of the others, converting the forest to farmland and urban areas. Swamp habitat may be defined as forested wetland, flooded for a large part of the year. The dominant vegetation includes bald cypress, swamp tupelo gum and red maple, three species adapted to living in flooded conditions. The animals found in the swamp are also adapted to wetter conditions. They include alligators and turtles, herons and egrets, nutria and swamp rabbits. Freshwater marsh habitat is characterized by its wide variety of herbaceous plant species, including bulltongue, giant cut grass, water lilies and pickerelweed. Many species of birds, frogs, fish, snakes and other reptiles inhabit the freshwater marshes. Intermediate marsh habitat is a transition zone between freshwater and brackish marsh habitats. Though it has the largest number of furbearers, it has fewer species than the freshwater habitat but more than the brackish habitat. Brackish marsh habitat is characterized by having far fewer species of herbaceous plants than the freshwater marsh. Plants living in brackish marsh must be able to tolerate changing salinity levels as salt water and fresh water mix. The dominant species of plant

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is wire grass. Common animal species include otter, mink, ibis, white pelicans, blue crabs and shrimp. A saltwater marsh is a more specialized habitat where fewer species are adapted to living in the harsh conditions. The dominant vegetation is oyster grass, also called smooth cordgrass or scientifically, Spartina alterniflora. Other plants include black rush and black mangrove. The salt marsh snail lives on the stems of the oyster grass, and oysters, shrimp, crabs and numerous species of fish abound beneath the water. The saltwater marsh is the nursery ground for many Gulf species. Brown pelicans also are seen feeding with gulls and terns. Bays and lakes can lie on the edge of a salt marsh. Most of the life here is found beneath the water, as any fisherman knows. Redfish, shrimp, blue crabs, flounder and oysters are some of the many species living in these habitats. Finally, barrier islands represent another important wetland habitat in Louisiana. The barrier island habitat is harsh; the species there are adapted to an unstable, salty environment. On one side, a barrier island is made up of a beach and low sand dunes inhabited by grasses and shrubs including groundsel and iva. The other side of barrier islands is dominated by salt marsh habitats. Barrier islands are subject to rapid erosion rates and frequent storms, but they are very important, specialized habitats for many species, particularly seabirds. Definitions: Metaphor – A figure of speech in which an expression is used to refer to something that it does not literally denote, in order to suggest a similarity Wetland Function – Properties that a wetland naturally provides Wetland Value – Properties of a wetland that are valuable to humans Biodiversity – The number of different species of organisms in a particular environment. One way to explain the importance of biodiversity is to ask the students to imagine the ecosystem as a city bustling with “people” all taking care of the multitudes of jobs that need to be done every day. Plants are converting sunlight to energy; insects are converting plant matter to energy; decomposers, detritivores and scavengers are tearing down dead, decaying material to make nutrients available for new plants and animals. Biodiversity means there are enough kinds of organisms to do all of the jobs in an ecosystem (city). If biodiversity is diminished, some jobs go undone and the ecosystem is altered. It might be compared to when an essential group of workers goes on strike and life becomes difficult for everyone. Biodiversity is also important to humans because of the contribution to medicine and genetics-related research.

Primary Productivity – The production of new plant material

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Advance Preparation

1. Tape a piece of butcher paper to the board, or write on a transparency so you can keep the students’ answer for a later date.

2. Make sure all materials are in the box for the activity. 3. Divide the students into groups of four or five.

Procedure

1. Tell the students that today we will discuss the values and functions of wetlands. 2. Ask students to give some of the values of the wetlands; as they do this write their

answers on the paper. 3. Now ask the students to list important functions of the wetlands. Write these on

the paper as well. 4. Discuss the fact that sometimes the values and functions are hard to separate

because they are so interrelated. 5. Pass out the mystery objects from the wetland metaphor box. 6. Do students know what a metaphor is? If not, please explain. 7. Give the students 10 minutes to discuss the metaphor objects in their groups. 8. Ask each group to tell the class the object they have and how it is a metaphor to

the wetlands. 9. Allow the class to discuss and give additional metaphors for objects outside of

their group. 10. Can students imagine life without the wetlands and without the functions and

values they provide? What would change? Would life be worse or better or not so different?

Resources Barataria-Terrebonne National Estuary Program. Wetland Metaphors. http://www.btnep.org Kesselheim, A.S., Slattery, B.E. (1995). WOW! The wonders of wetlands. St Michaels, MD: Environmental Concern Inc. (Lesson adapted from WOW! The wonders of wetlands)

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Wetland Metaphors in the T-3 Format What You Say What You Do What the Students Do Louisiana has an abundance of wetlands. In fact, coastal Louisiana has 40% of the coastal wetlands in the United States, excluding Alaska. When something is abundant, we sometimes take it for granted and may not appreciate it as much as we should. Although we have more wetlands than any other state, we are also losing our wetlands at a faster rate than anywhere else. We experience 80% of the country’s coastal wetland loss.

Let’s list the values of our wetlands to humans and wildlife.

Write the list of values on the board, easel or overhead transparency.

Students list values of wetlands of which they are aware.

Wetlands also perform important functions in the environment that we may not think are valuable to us but help to keep ecological balance. Can you list some of these functions? Some functions also appear on the values list. It’s hard to separate functions and values because they’re interrelated.

Write the list of functions on the board, easel or overhead transparency.

Students list ecological functions about which they are aware.

Now we’re going to increase our list of wetland functions and value by the use of metaphors.

Does anyone know what a metaphor is?

Use common objects in the classroom to help the students come up with their own metaphors.

Students define metaphor if they can.

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A metaphor is a term connecting one thing or idea with another. You can use metaphors to help explain the meaning of something. Sometimes you have to be creative to see the relationship in a metaphor. A metaphor for a cactus might be a pincushion. A beaver might be an engineer. Can you think of other metaphors? I’m going to bring an object to each pair or group. Your job is to use your knowledge of the values and functions of wetlands to come up with the function or value that your object represents. After you have decided, each group will share its idea with the class. Allow enough time for discussion of metaphors before stopping the group and asking the students to share.

Divide the students into groups of two or three (up to 12 groups) and pass out the objects from your “mystery” metaphor bag or box. Write the functions and values represented by the objects on the board, easel pad, etc. Students share their ideas with the rest of the class.

Students discuss the metaphorical connection between the object and a function or value of wetlands.

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Grade Level Upper Elementary Duration One class period Setting The classroom Vocabulary Habitat Wetland Swamp Marsh Salinity See GLE table in the index

Wetland Taste Test Teacher Instructions

Focus/Overview This lesson is designed to educate students about the different wetland ecosystems found in Louisiana. The students will compare and contrast these different habitats using their sense of taste. Learning Objectives The students will:

Learn the definitions of a wetland and an ecosystem Learn how various salinity levels define wetland habitats Taste water samples with various salinity levels and determine

what wetland habitat the water would likely have “come from” Materials List

2-liter bottle (one provided but students should bring one from home

Small disposable cups or Dixie cups (1 for each student) Salt Water (from drinking fountain) 4 jugs/jars that can hold 2-liters of water

Background Information We are able to taste things, because we have “taste buds” on our tongues. Taste buds are on the front, sides and back of the tongue. Taste buds allow us to determine if the food we eat is sweet, sour, bitter or salty. The front taste buds taste the salty/sweet foods, the back taste buds taste the bitter foods and the side taste buds taste the sour foods. The human tongue has almost 10,000 taste buds, and girls have more taste buds than boys. There are taste buds even on the roofs of our mouths! A habitat is defined as a location where plants and animals live. A wetland is a habitat type that is defined as an area of land where soil is wet either permanently or seasonally, or a transitional area between dry land and deep water (in essence, a “wet land”). There are different types of wetland habitats found in Louisiana. Short descriptions of Louisiana’s wetlands are found below. For more information on Louisiana’s wetland habitats, as well as information on why Louisiana’s wetlands are degrading, please see the General Wetland Information located at the front of the curriculum binder. Most of Louisiana’s wetland ecosystems are defined by the salinity of the water – the amount of salt dissolved in the water. Salinity is measured in parts per thousand (or ppt). The average salinity of the ocean is 35 parts of salt to 1,000 parts of water (or 35 ppt).

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Louisiana Wetland Habitats Swamp (salinity = 0 ppt) – any place holding water and having woody vegetation. In Louisiana, cypress and tupelo gum are the most common trees found in a swamp. Swamps mostly contain fresh water, but in Louisiana salt water is slowly creeping in. Freshwater Marsh (salinity = 0 ppt) – areas that have no woody vegetation and are typically holding fresh water. A freshwater marsh includes animals such as alligators, snakes, turtles, minks, raccoons, otters, nutria, egrets, herons, ducks, bass, bluegills and grass shrimp, as well as many insects. Intermediate Marsh (salinity = 1-6 ppt) – a transitional zone between a freshwater and a brackish marsh. Intermediate marshes have several types of plants that are found in both freshwater marshes and the saltier marshes found near the Gulf of Mexico. The most common plants are bull tongue, roseau cane and wiregrass. This is a great habitat to view a variety of ducks and other water birds, snakes, alligators, some turtles, muskrats, raccoons, nutria and other fur-bearing mammals. Brackish Marsh (salinity = 7.5-15.0 ppt) – a marsh that mostly contains wire grass (Spartina patents). It is a favorite habitat for waterfowl, and many salt-loving creatures begin to appear in this marsh. This is one of the best habitats for blue crabs, redfish, speckled trout and fiddler crabs. Salt Marsh (salinity > 15.5 ppt) – a marsh that is flooded daily with saltwater tides. Specialized plants have adapted to live in this habitat because of the high amount of salt in the water. The plant most seen in this marsh is oyster grass (Spartina alternaflora). One tree that can take the high amount of salt water is black mangrove. Fiddler crabs and oysters are common animals that live in a salt marsh. Definitions: Wetland – an area of land where soil is really wet either permanently or seasonally. It often is a transitional area between dry land and deep water. Habitat – the type of environment in which an organism or group or organisms normally live or occur. Salinity – the amount of salt in water measured in parts per thousand (ppt). Many of the wetlands in Louisiana are primarily defined by the salinity levels found in the water. Advance Preparation

1. Print out a copy of the student worksheet for every student in class. 2. Collect 4 jugs/jars that will hold at least 2 liters of water. Mark the jars with numbers 1,

2, 3 and 4.

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3. Take the 2-liter bottle, fill it with drinking water (from faucet or fountain) and pour it into a jug/jar. Assign the sample a number and record (for yourself) what number you assigned this sample, which will not contain any added salt and thus will represent fresh water. (Do not let the students know the salinity of the samples, because they will be guessing which type of habitat it is from).

4. Fill the 2-liter bottle again and pour it into a second jug/jar. To this jar, stir in 1⅓ teaspoons of salt. Mix up the solution and label it with another number (1-4) that you didn’t use for the first sample. Record this one as the “intermediate” sample.

5. Fill the 2-liter bottle for a third time and pour the water into a third jug/jar. Stir in 2 teaspoons of salt. Label this bottle with a number (1-4) you haven’t used and record it as “brackish.”

6. Fill the 2-liter bottle a fourth time and pour the water into a fourth jug/jar. Stir in 4 teaspoons of salt. Label this bottle with the final number you haven’t used and record it as “salt.”

(Below is a chart to explain the salinities of each solution.)

Solution Volume of Salt Volume of Water

Fresh water 0 ppt 2-liter Intermediate 1⅓ teaspoons=6 ppt 2-liter

Brackish 2 teaspoons=12 ppt 2-liter Salt 4 teaspoons=30 ppt 2-liter

Procedure

1. Using the information provided in the Background Material and the General Wetlands Information found in the front of the curriculum binder, talk to the students about the four different types of wetland ecosystems.

2. Explain that these ecosystems are different because of the different salinity levels found in water.

3. Tell the students they will be taste testing the different levels of salinity found in Louisiana marshes.

4. Tell the students that you have prepared the different levels of salinity in the four jars/bottles, and they will taste each one and determine what type of marsh they think it is.

5. Give the student’s time to sample all four water types and write down what they think the salinity level is and what type of marsh the water came from.

6. Review the answers the students wrote on their worksheets and provide them with the correct answers.

7. Now, have a small discussion with the students about the salinity levels and what wetlands they belong in.

Lesson Extension If you would like to take your class through a more advanced lesson on salinity levels, see the lesson “Density Dynamics” found in the Water section of the curriculum binder. That lesson teaches students how to build their own hydrometers (devices that measures salinity) from common household items.

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Blackline Master: Wetlands Taste Test Data Sheet Resources Marsh Classroom Adventure. By Joy Levy Smith. South Carolina Wildlife and Marine and Resources Department. South Carolina Sea Grant Consortium. http://nsgd.gso.uri.edu/scsgc/scsgce94001.pdf Salinity table – www.csiro.au/resources/pfgr.html. www.geography4kids.com/files/land_ecosystem.html www.thinkquest.org/3750/taste/taste.html

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Wetlands Taste TestStudent Activity SheetStudent Activity Sheet

Youthh

Name


Wetlands Taste Test Data Sheet:Taste the different samples of “wetland water” provided by your teacher. In the space below, write what you think the salinity is and what type of wetland the water came from. You can use the following choices:

• 0 ppt = Freshwater Marsh/Swamp• 6 ppt = Intermediate Marsh• 12 ppt = Brackish Marsh• 30 ppt = Salt Marsh

Sample No. Salinity (ppt) Wetland Type Observations1

2

3

4

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Wetland Taste Test T-3 Format


Read over procedure in the teacher section (blue pages) and prepare the water samples before beginning the lesson.

There are wetlands all across the state. Along our coastline, there is a specific type of wetland called a “marsh.” A marsh is a type of wetland that is described by the grasses that grow in it.

Review the wetlands habitat types in the background portion of this lesson and in the General Wetlands Information at the front of the binder.

Students will talk about what they know about wetlands and, more specifically, marshes.

There are four main marsh habitat types that we will discuss today. They are defined primarily by their salinity. Do you know what salinity means?

Students will answer the salinity question.

Salinity means the amount of salt dissolved in the water. Salinity is measured in parts per thousand (or ppt). The average salinity of the ocean is 35 parts of salt to 1,000 parts of water (or 35 ppt).

There are four major marsh habitat types that are defined by their salinity – fresh, intermediate, brackish and salt.

Review the marsh habitats found in the beginning of this section and explain those types to the students. Especially focus on the salinities of each marsh habitat.

In front of me I have four water samples. They are mixed to represent water from four different wetland types. Today, you will taste the habitat types and determine what the salinity is

Hand out a small cup and the student worksheet to each student.

Students will collect the items and prepare to do the experiment.

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and what wetland type the water came from. Give the students time to

sample all four water types and write down what they think the salinity level is and what type of wetland the water would have come from.

Students will sample the water and determine what they think the salinity is and what habitat type the water would be from.

Review the answers the students wrote on their worksheets and provide them with the correct answers.

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Grade Level Junior High Duration One class period Setting The classroom See G.L.E. table in the index

Habitat Loss Teacher Instructions

Focus/Overview This lesson is designed to increase student awareness of the causes of wetland loss in Louisiana. Students will also explore the problems associated with species attempting to adapt to new environments. Learning Objectives The students will:

Identify causes of habitat loss in Louisiana wetlands Explore the impact of habitat loss on species

Materials List

Paper or plastic cup Hole punch Scissors Construction paper (four colors for each group of students) Construction paper (2-foot by 4-foot section taped side by side, of one color

only). BTNEP “Vanishing Wetlands, Vanishing Future” video

Advance Preparation

1. Review the Generals Wetlands Information section at the front of the binder to familiarize yourself with the various wetland habitats found in Louisiana.

2. Have DVD of Vanishing Wetlands, Vanishing Future set to the “Habitat Loss” portion of the video.

Procedure Part 1

1. View the “Habitat Loss” section of the “Vanishing Wetlands, Vanishing Future” video.

2. Pass out the Causes of Habitat Loss student activity sheet for students to complete in cooperative learning groups.

3. Monitor the students as they work on the video follow-up activity and answer any questions that may arise.

4. Have the groups report their findings from the activity sheet.

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Part 2 NOTE: If time will be a problem for Activity 2, the teacher may cut out the pieces of paper in advance and skip the procedures on the “Thrown Into a New Environment” activity sheet, that explain how to cut or punch the paper (Steps 1-2).

1. Pass out Thrown Into a New Environment activity sheet and have the students begin working on the activity in cooperative groups.

2. When students have answered the pre-activity questions and have punched out or cut out the appropriate pieces of each color of paper, make an area of the classroom where the remainder of the activity will be conducted.

3. Begin collecting data as described in the procedure on the Thrown Into a New Environment activity sheet.

4. Discuss the activity with the class. Blackline Masters

1. Causes of Habitat Loss 2. Thrown Into a New Environment

Resources BTNEP Barataria-Terrebonne National Estuary program. Vanishing Wetlands… Vanishing Future... Middle School Activities and Video Guide.

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Habitat Loss

Youthh

Name


Student Activity SheetStudent Activity SheetCauses of Habitat Loss Purpose: Read the following passage and answer the questions that follow.

Studies have indicated that from 1956 to 1978 more than 11,500 acres of land a year were lost because of subsidence and other factors in the coastal areas of the Barataria-Terrebonne basins. That’s a football fi eld-size chunk of land disappearing every 30 minutes! The rate in 1990 was estimated at almost 13,500 acres per year. Scientists have calculated that more than 294,000 acres of marsh were converted to open water between 1956 and 1978. This tremen-dous loss of land is very alarming. Habitat loss can occur because of many activities. Sediment loss, along with the natural sinking of marsh, is the most signifi cant cause. Sediment loss is caused by hydrologic modifi cation, as well as by a decrease in sediments because of human activities in the Mississippi River water-shed. Sea level rise and erosion also contribute to the problem, as can human activities such as canal dredging and construction of navigation channels. Saltwater intrusion is a major problem because of these activities. Shoreline erosion caused by the wakes from commercial and rec-reational boats also contributes to habitat loss. Also, overgrazing by mammals, such as nutria, destroys plant communities that hold soil in place. Studies indicate that hurricane damage is in-creased in marshes that have been affected by animals feeding on plants, such as areas heavily grazed by nutria. Storm surges and winds that accompany severe tropical storms and winter cold fronts are additional natural forces that cause changes in habitat and land loss.

1. List three natural occurrences that cause a loss of habitat.

2. List three human activities that cause a loss of habitat.

3. As coastal areas are eroded, what happens to the people who live in these areas?

4. What do you believe happens to freshwater plants as saltwater intrudes? How does this con-tribute to habitat loss?

Challenge: How do you think global warming may affect habitat loss in coastal Louisiana?

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Youthh

Name


Thrown Into a New Environment

1. Various species of life hide themselves from predators. For example, lizards change color and fl ounders partially bury themselves in the sea fl oor so they blend into the sediments. What is this process called?

2. As the land animals live on becomes covered with water, what happens to the animals? What must they do?

3. Do you think all of these displaced species will survive in a new environment? Explain your answer.

Procedure: 1. Each group of students should cut out 25 1cm x 1cm squares of four colors of poster paper. (An alternate way to accomplish this is to use a hole puncher to punch 25 holes in each of the four colors of poster paper.) Each of the four colors represents a species of animal. Place all the pieces in a paper cup.

2. Multiply the number of groups by 25 to determine the total number of pieces of each color. Record these numbers in the data table of this worksheet.

3. Clear an area of fl oor that will be designated as the habitat area in the classroom.

4. Dump all of the cut paper squares and spread them out in the habitat area.

5. Allow one student from each group (or any appropriate number of students) 10 seconds to pick up as many pieces of paper as they can. After time is up, each group will count how many pieces of each color they have and report to the class to obtain a total number of each color picked up. Record these class totals in the data table of this worksheet.

6. Pick up the remaining pieces of paper and place them back in the cups. Now place the taped 4-foot section of a single color of paper in the habitat area. This represents a new area that your species have been forced to move to due to habitat loss.

7. Repeat steps 4 and 5. Record data.

Habitat LossStudent Activity SheetStudent Activity Sheet

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Youthh

Name


Data Table

Total number of pieces of each color of paper:

Total pieces of paper:

Color of the taped 4-foot poster paper:

Species/ Color # picked up bare fl oor # picked up on color paper

Species A Color: _______________________

Species B Color:_______________________

Species C Color: _______________________

Species D Color:_______________________

Habitat LossStudent Activity Sheet Student Activity Sheet

(continued)(continued)

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Habitat Loss Answer Key

Answers for the Causes of Habitat Loss Student Activity Sheet

1. Natural sinking of land, overgrazing by animals, storm surges and wind from storms and fronts, sea level rise, erosion.

2. Hydrologic modification, canal dredging, shoreline erosion from boating and decreases in sediment from human activities (damming of rivers, etc.).

3. People living in these areas eventually will be forced to move to higher ground once their properties are threatened by going under water.

4. Freshwater plants that do not adapt to salt water, which most do not do, will die. Plants are a source of holding soil together – without plant roots, the soil will be eroded more easily by water and wind causing habitat loss.

Challenge: How do you think global warming may affect habitat loss in coastal Louisiana? Global warming causes more ice to melt at the poles, which results in higher sea level. Higher sea level then causes more land in low-lying coastal areas to be under water, causing loss of habitat. Answers for the Thrown Into a New Environment: Pre-activity Questions Student Activity Sheet – page 1

1. Camouflage 2. Most animals will have to move to a new area to find habitat. Many animals

simply do not live in the water. 3. All of the species may not survive the move to a new environment. They are

adapted to their present environment, and when they move into a new environment, they may become easy prey for other species.

Answers for the Thrown into a New Environment: Follow-up Questions Student Activity Sheet – page 2

1. There should not be a difference. 2. This will depend upon the colors of the paper and the color of the floor. If all four

colors of paper clash with the color of the floor, all the colors could easily be seen.

3. Varies and varies. 4. One color should be more difficult because it will blend in with the color of the

paper representing the habitat area.

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5. Yes, because the animals are no longer camouflaged for the environment that they are living in, just as none were camouflaged on the plain floor. But if placed in the same color, the animal was protected.

Challenge Question: This might occur in extreme cases where a species just does not adapt to a new environment. There could be a shortage of food supply or a major difference in climate. Or predators could realistically wipe out a species that does not adapt.

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Habitat Loss in the T-3 Format

What You Say What You Do What the Students Do Today we will learn about how the land loss in a wetland affects species attempting to adapt to a new environment.

Have the participants watch the habitat loss portion of the Vanishing Wetland, Vanishing Futures video.

Watch the video clips.

Pass out the Causes of Habitat Loss activity sheet; break the students into cooperative learning groups

Have them read passages and answer questions in groups.

Monitor the students while they work and answer any questions that arise.

Discuss with the whole class the answers.

We are going to do an activity called Thrown Into a New Environment. First, we’re going to answer some questions.

Pass out student activity sheet 1.

Answer the pre-activity questions.

Pass out hole punchers and 4 different colors of poster paper to each group.

Punch 25 holes from 4 different colors to represent four different species and place them all into a cup.

Record into the data table the amount of total “animals” by multiplying the number of groups by 25 for each different color (100).

Choose one person from your group. He or she will have 10 seconds to pick up as many “animals” as possible.

Clear a spot on the floor to represent a habitat. Dump the cups and allow the designated students 10 seconds to pick up as many pieces of paper as possible.

Pick up the paper.

Go back to group, count the different pieces and record totals of each different color onto data table

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Put down the taped 4-foot section of one color of paper.

Now we have a new area where the species have been force to move to due to habitat loss

Dump the remaining pieces of paper from the cup.

The group representatives will have10 seconds to pick up as many “animals” as possible.

Time the participants. Pick up the animals again and report to the class

Now we will answer our follow-up questions.

Pass out student activity sheet 2.

Answer and discuss.

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Grade Level Upper Elementary Junior High Duration One class period Setting The classroom Vocabulary Carnivore Secondary Consumer Tertiary Consumer Omnivores Scavengers Detritivores Producers Herbivores See G.L.E. table in the index

Wetland Webs Teacher Instructions

Focus/Overview This lesson introduces the students to the food chain of the wetlands. Students play a specific role in the food chain and eliminate themselves to see how all wetland organisms are related and rely on one another. Learning Objectives The students will:

Create a physical representation of a wetland food web and identify the importance of each component in the web.

Materials List

Large index cards Hole punch Markers List of wetland organisms Books or magazines of wetland wildlife (teacher

provides) A collection of photographs of wetland wildlife Ball of yarn

Background Information See the General Wetlands Information section at the front of the curriculum binder for more information on the different wetland habitats found in Louisiana and the types of animals that inhabits those areas. All living things need food to be active and healthy and to grow and reproduce. Almost all plants make their own food. Animals must eat other living things to get the food they need. Animals can be herbivores, carnivores or omnivores based on what they eat. Plants and animals make up links in different food chains. A food chain is made up of plants and animals that are connected because they either eat or get eaten by each other. Every plant and animal belongs to at least one food chain. Definitions: Carnivores - animals that eat other animals. Secondary consumer - an organism that feeds on primary consumers; a carnivore.

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Tertiary consumer - a high-level consumer, which is usually the top predator in an ecosystem and/or food chain. Omnivores - Feed on both plants and animals. Scavengers - Animals that feed on dead or decaying organic matter. Detritivores - Feed on detritus, the little-altered remains of living organisms. Producers - Plants that perform photosynthesis and provide food for consumers. Herbivores - Animals that eat only plants. Advance Preparation

1. Complete “Wetland Metaphors” before beginning this activity. 2. Divide the class into 6 groups.

Procedure 1. Discuss with students that the wetlands are one of the most productive habitats on

earth in terms of the variety and amount of organisms they can support. Only the rain forest is more productive than a marsh!

2. Wetlands provide habitat for wildlife. Is this a value or a function? (Answer = both) Does it benefit people? Is it something the wetlands do to keep the ecological balance of earth?

3. Give the students the list of wetland wildlife. 4. The first group makes up the producers. What do the producers have in common?

How do the producers get their food? 5. Ask the same questions for herbivores, carnivores, omnivores, scavengers and

detritivores. 6. Divide the groups into primary and secondary producers. (See T-3 format for

additional information.) 7. Now we will make a food chain from our list of organisms. 8. Have the students divide into 6 groups. Each person in the group will choose an

animal from one of the groups. All groups of organisms should be represented. 9. The students will decorate an index card with a picture of their organism, its name

and what it eats. Punch two holes in the top of the card and string it around their necks, as if it were a necklace.

10. Now the student is his or her organism. 11. The students will now create a food web. The producers should come to the first

row, the herbivores behind them, carnivores behind the herbivores, scavengers behind carnivores and detritivores behind all.

12. The teacher will represent the sun. The instructor will pass a ball of yarn to each of the producers. Each producer must then choose an herbivore or omnivore who would feed on it and pass the ball of yarn to them (hold loosely onto the thread). This represents passing the energy along the food chain.

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13. Now each herbivore and omnivore must find a carnivore. Pass then the ball of yarn, holding on to the thread.

14. The result should be a series of food chains that may cross over to create a web. If some of the organisms cannot find an “eater” to eat them, they can hand the ball of yarn to the scavengers or the detritivores.

15. Ask the questions: Can some organisms eat more than one kind of organism in the web? Can some organisms be eaten by more than one organism in the web?

16. The scavengers and detritivores can actually feed at any level, but for the sake of simplicity they can come last in the food chains. Discuss with the students how the producers can directly feed the detritivores. Also, you can choose to bring in the decomposers which have the job of breaking down the dead plant material and making it more accessible to the detritivores.

17. Now ask the questions: What would happen to the food web if there were fewer plants? What would happen if there were no scavengers?

18. Finally, discuss the following with the students: How would people be affected by these last two events? What would happen if we doubled the number of secondary consumers? If this wetland were drained, which organisms would disappear from the food web? Could this affect people? What might happen if there was an oil or chemical spill? What does this activity tell us about the value of wetland food webs to people?

Blackline Masters

1. Wetland Web Organism List 2. Pictures of wetland wildlife

Resources Barataria-Terrebonne National Estuary Program. Wetland Webs. http://www.btnep.org Ducks Unlimited Greenwings. Accessed October 15, 2008. http://www.greenwing.org/teachersguide/fall_98_folder/omnivores/More_About/more_about.html

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Wetland WebsStudent Activity SheetStudent Activity Sheet

Youthh Wetlands WeekWetlands WeekPictures of Wetland WildlifeInstructions: Students can cut out pictures from this page to add to their index card, or they may draw their own wetland wildlife pictures.

ProducerCarnivore

Herbivore

DetritivoreOmnivore

Scavenger

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Wetland WebsStudent Activity SheetStudent Activity Sheet

Youthh

Name


Wetland Webs Organism List

PRODUCERS

Smooth cordgrass

Wire grass

Bulltongue

Giant cutgrass Cattail

Three-cornered grass

Phytoplankton

Alligator weed Duckweed

HERBIVORES

Lubber grasshoppers

Nutria

Deer

Rabbit

OMNIVORES

Opossum

Raccoon

Human

Coot (poule d’eau)

CARNIVORES

Golden silk spider

Alligator

Redfi sh

Leopard frog

Cottonmouth

Great egret

Ibis

DETRITIVORES

Amphipods

Fungi

Shrimp

Crawfi sh

SCAVENGERS

Turkey vulture

Crawfi sh

Shrimp

Blue crab

Housefl y

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Wetland Webs in the T-3 Format

What You Say What You Do What the Students Do One of the values of wetlands we listed in Activity 1 (Wetland Metaphors) was providing a rich habitat for wildlife. Wetlands are one of the most productive habitats on earth in terms of the variety and amount of organisms they can support. Only the rain forest is more productive than a marsh!

Would this be a value of a function of wetlands? Does it benefit people? Is it something wetlands do to keep the ecological balance of the earth?

The students may reply “both” to this question. If they are uncertain, let this activity help them decide.

Here is a list of organisms that live in the wetlands. The list is divided into six groups. Let’s look at the first group, the producers. What do they all have in common? How do plants get their food?

Hand out student activity sheets with pictures of wetland wildlife and organism list.

The students observe that they are all plants. Students reply that plants make their own food using sunlight, water and carbon dioxide through the process of photosynthesis.

What about the next group, the herbivore or primary consumers. Do they have anything in common? Now the carnivore group. We also can call them secondary and tertiary consumers. What do they

Students reply they are all animals that eat plants. They all eat animals.

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all have in common? What do omnivores eat? What do scavengers eat? What do detritivores eat?

They eat plants and animals. They eat dead animals. They eat decaying plant matter.

Detritivores often get overlooked, but in the marsh and swamp ecosystem they are very important. They live on dead and decaying plant material that we call detritus. In the marsh, dead and decaying marsh grass makes up a large part of the food supply at the beginning of the food chain. A lot of energy is locked up in the dead material, and the detritivores’ job is to break the materials down by converting the energy to a form that can be used further along the food chain.

Let’s make a food chain from our list. We are going to make cards with the organisms from the list. We will divide the class into six groups. Each group will take a type of organism from the list: producers, herbivores, carnivores, detritivores, omnivores, scavengers. Each person in your group should choose a favorite organism and make at least one organism card. Write the name of your organism on the card. If you don’t know what your organism eats, look in one of the books in the

Help the students construct a food chain using the list. You can add to the list if necessary.

Students construct food chains using the organisms in the list. Each student chooses an organism and makes a card representing that organism, researching information on the diet of the organism and drawing or finding a photo of their organism to illustrate the card.

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classroom to find out. Write this information on the card. You can either draw a picture of your animal or plant on the card or find a picture of it and stick it on the card. When you have finished your card, punch two holes in the top edge and thread a piece of yarn through it so you can hang it round your neck. You then “become” that organism. Now we are going to create a food web. All the producers come to the front of the classroom and make a row. All the herbivores line up in a row further back. All the carnivores make the next row (both secondary and tertiary consumers).

The students make the cards into labels and attach string to hang the labels around their necks. The students organize into group of different levels of the food chain.

Now make a row of scavengers. And finally, in the back of the classroom, make a row of detritivores. I represent the sun, the source of all energy on Earth.

I will pass a ball of yarn to each of the producers. Each producer must then choose an herbivore or omnivore who would feed on the ball (holding loosely onto the thread). This represents

The end result should be a series of food chains which may cross over to create a web. If some of the organisms cannot find an “eater” to eat them, they can hand the ball of yarn to

The producers pass the yarn to the herbivores and omnivores, the herbivores to the carnivores, etc.

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passing the energy along the food chain. Now each herbivore and omnivore must find a carnivore. Pass then the ball of yarn, holding onto the thread.

the scavengers or the detritivores.

Now, what about the scavengers? What about the detritivores? Can some organisms eat more than one kind of organism in the web? Can some organisms be eaten by more than one organism in the web?

The scavengers and detritivores actually can feed at any level, but for the sake of simplicity, they can come last in the food chain. Discuss with the students how the producers can directly feed the detritivores. Also, you can choose to bring in the decomposers, which have the job of breaking down the dead plant material and making it more accessible to the detritivores.

The students consider how the scavengers and detritivores fit in to the food web. Students recognize that some organisms eat or are eaten by more than one other type of organism in the web.

What would happen to the food web if there were fewer plants? What would happen if there were no scavengers?

The students answer the questions, considering how imbalances can affect the food web, how the imbalances can affect people and how people can cause the imbalances.

How would people be affected by these last two events? What would happen if we doubled the number of secondary consumers? If this wetland were drained, which organisms would disappear from the food web? Could this affect people?

The students should see that people are part of the wetland food web and that healthy wetlands mean a healthy economy for the human inhabitants.

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What might happen if there was an oil or chemical spill? What does this activity tell us about the value of wetland food webs to people?

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Grade Level Upper Elementary Junior High High School Duration Two class periods Setting The classroom Vocabulary Wetland See G.L.E. table in the index

Article Wetland Teacher Instructions

Focus/Overview In this lesson, students will learn how to write a newspaper article, as well learn about wetlands and the animals that live there. Learning Objectives The students will:

Learn how to write a newspaper/magazine article Lean about the importance of Louisiana’s wetlands

Materials List

Pencils Paper Colored pencils Copy of a recent newspaper (optional – teacher provides) Imagination

Background Information See the General Wetlands Information section at the front of the curriculum binder for more information on the various types of habitats found in Louisiana’s wetlands. The following are major wetland habitats found in Louisiana: Swamp habitat may be defined as a forested wetland that is flooded for a large part of the year. The dominant vegetation includes baldcypress, swamp tupelo gum and red maple – three species adapted to living in flooded conditions. The animals found in the swamp are also adapted to wetter conditions. They include alligators and turtles, herons and egrets, nutria and swamp rabbits. The swamps are also found in the upper part of the estuary. Freshwater marsh habitat is characterized by its wide variety of herbaceous plant species including bulltongue, giant cut-grass, water lilies and pickerel weed. Many species of birds, frogs, fish, snakes and other reptiles inhabit the freshwater marshes. The freshwater marshes are found adjacent to swamps, south of forested wetlands. Intermediate marsh habitat is a transition zone between freshwater and brackish marsh habitats. Though it has the largest number of furbearers, it has fewer species than the freshwater habitat, but more than the brackish habitat. Brackish marsh habitat is characterized by having far fewer species of herbaceous plants than the freshwater marsh. Plants living in brackish marsh must be able to tolerate changing salinity

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levels as salt water and fresh water mix. The dominant species of plant is wire grass. Common animal species include otter, mink, ibis, white pelicans, blue crabs and shrimp. Traveling toward the Gulf of Mexico, the next habitat is the saltwater marsh. This is a more specialized habitat; fewer species are adapted to living in the harsh conditions of the salt marsh. The dominant vegetation is oyster grass, also called smooth cordgrass or scientifically Spartina alterniflora. Other plants include black rush and black mangrove. The salt marsh snail lives on the stems of the oyster grass. Oysters, shrimp, crabs and numerous species of fish abound beneath the water. The saltwater marsh is the nursery ground for many Gulf species. Brown pelicans also are seen feeding with gulls and terns. At the edge of the estuary lie many bays and lakes as the salt marsh gives way to the Gulf of Mexico. Most of the life is found beneath the water, as any fisherman knows. Redfish, shrimp, blue crabs, flounder and oysters are some of the many species living in these habitats. Almost half of Barataria-Terrebonne Estuary is made up of shallow open water, which includes the saltwater bays as well as the freshwater lakes further inland. Finally, the barrier islands represent the last terrestrial habitat before the open waters of the Gulf. The barrier island habitat is harsh; the species there are adapted to an unstable, salty environment. On the Gulf side, a barrier island is made up of a beach and low sand dunes inhabited by grasses and shrubs including groundsel and iva. The bay side of barrier islands is dominated by salt marsh habitats. Barrier islands are subject to rapid erosion rates and frequent storms, but they are very important, specialized habitats for many species, particularly seabirds. Louisiana Wetland Facts Land Loss in Coastal Louisiana

Louisiana has lost 1,900 square miles of land since the 1930s. Currently, Louisiana has 30 percent of the total coastal marsh and accounts for 90 percent of the coastal marsh loss in the lower 48 states.

Between 1990 and 2000, wetland loss was approximately 24 square miles per year – that is the equivalent of approximately one football field lost every 38 minutes. The projected loss over the next 50 years, with current restoration efforts taken into account, is estimated to be approximately 500 square miles.

According to land loss estimates, hurricanes Katrina and Rita transformed 217 square miles of marsh to open water in coastal Louisiana.

Population Living in the Coastal Parishes In 2000, more than 2 million residents, which is more than 50 percent of the state’s

population according to U.S. Census estimates, lived in Louisiana’s coastal parishes. Shoreline and Flood Protection

Louisiana’s coastal marshes protect the shoreline from erosion by acting as a buffer against wave actions and storm surge. For every mile of wetland, storm surge is reduced by 1 foot. Wetlands near the coast and near rivers will slow surging floodwater, thus reducing flood damage.

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Wetlands as a Water Filter Scientists and engineers around the world recognize the ability of wetlands to filter

pollutants and absorb nutrients can be put to work to help purify wastewater. In Louisiana, the abundance of natural wetlands makes the use of wetlands for water purification an option. Wetlands act like the kidneys of the ecosystem because they are capable of filtering pollutants such as sewage, fertilizer runoff (nitrogen and phosphorus) and heavy metals from industrial waste. In Amelia and Thibodaux, studies focus on using distressed wetlands to purify water that has been partially treated in a sewage treatment plant. The wetlands can replace much costlier artificial methods without negative environmental health consequences. In fact, studies have shown that the nutrient-rich water from the sewage plant can help restore a wetland area suffering from the effects of subsidence and insufficient freshwater and nutrient inflows.

Waterborne Commerce

Louisiana coastal wetlands provide storm protection for ports that carry 487 million tons of waterborne commerce annually. That accounts for 19 percent of all waterborne commerce in the United States each year. Five of the top 15 largest ports in the United States are located in Louisiana.

Fishing, Hunting and Harvesting in the Wetlands In 2005, Louisiana commercial landings exceeded 847 million pounds with a dockside

value of $253 million; that accounts for approximately 25 percent of the total catch by weight in the lower 48 States. Annual expenditures related to noncommercial fishing in Louisiana can amount to between $703 million and $1.2 billion.

In 2001, hunting-related expenditures in Louisiana amounted to $446 million. Trapping and fur harvesting in Louisiana coastal wetlands generates approximately $1.78

million annually. The Louisiana alligator harvest is valued at approximately $30 million annually.

Louisiana Wetland Animals Migrating ducks and geese depend on wetlands for resting and feeding during their long

annual treks. Loss of wetlands means loss of waterfowl populations. The coastal wetlands of Louisiana are also important stopover points for neotropical (from tropical South America) birds as they make their migrations in the spring and fall.

A number of endangered and threatened species also depend on wetlands for their survival and thrive in Louisiana’s wetlands. Up to 43 percent of endangered species use wetlands for habitat for all or part of their lives. The bald eagle and the brown pelican are the best known recovering species that live in the wetland, but there are others, including several species of sea turtles and fish.

The wetlands provide nutrition and shelter for numerous marine species that complete part of their life cycle in the coastal wetlands and the remainder in the open water of the Gulf of Mexico.

Other animals that use Louisiana’s wetlands to make their home include deer, rabbit, nutria, raccoon, humans, fungi, shrimp, crawfish, redfish, alligator, blue crab, grasshoppers, duckweed, coot and opossum.

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Definitions: Wetland – An environment that is transitional between dry land and water. Water is the dominant factor controlling the nature of the soil and, therefore, the types of plants and animals living in and on the soil. Advance Preparation

1. Make a copy of the Planning a Wetland Newspaper Article activity sheet for every student in your class.

2. Make two copies of the Article Wetland activity sheet. One will be distributed on the first day so the students can write a rough draft, and the second one will be distributed on the second day to make a final draft.

Procedure

1. Ask students if they know can describe or define a wetland. Discuss with the class the different types of wetlands and why Louisiana wetlands are important.

2. Pass around a current newspaper for students to review. 3. Hand out the Planning a Wetland Newspaper Article activity sheet to the students and

help them fill it out. 4. Tell students to use what they wrote on the Planning a Wetland Newspaper Article to

write a newspaper article on what takes place on a day-to-day life in a Louisiana wetland. Make sure students use some facts in their article.

5. Let the students know that this is only a rough draft and tomorrow they will rewrite it and present it to the class.

6. On the second day, give the students a chance to rewrite their article and decorate it. Once students are done, let them present it in front the class and let the class vote on who has the best article with decoration.

Blackline Masters

1. Planning a Wetland Newspaper Article 2. Article Wetland

Resources Louisiana Dept. of Natural Resources: Coastal Fact Sheet. http://dnr.louisiana.gov/crm/coastalfacts.asp

Mitsch, W. and J. Gosselink. 1993. Wetlands. New York, NY.

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Article WetlandStudent Activity SheetStudent Activity Sheet

Youthh

Name


Planning a Wetland Newspaper Article

Follow this step-by-step guide to plan your wetland article:

1. What will your article be about? What is the main message/thesis? _________________________________

_________________________________________________________________________________________

_________________________________________________

2. What is your opening sentence? (Grab the reader’s attention by using an opening sentence that is a question

or something unexpected!) ___________________________________________________________________

_________________________________________________________________________________________

_______________

3. How will your wetland article answer these questions?

• Who? _______________________________________________

• What? _______________________________________________

• Where? ______________________________________________

• When? _______________________________________________

• Why? _______________________________________________

4. What will your supporting paragraphs be about? Give the details. Write in the third person (he, she, it or

they). Be objective. Use active verbs so the reader feels things are really happening! ______________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_______________________________________________________________________________________

5. Last paragraph: Round off your article. Try ending with a quote or a catchy phrase!

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

_________________________________________________________________________________________

6. What is the title/headline of your article? A headline is like a short poem. It communicates a lot of information

in a small space.

_________________________________________________________________________________________

_________________________________________________________________________________________

7. Byline: Underneath the article title, state who wrote the article; “By ....”

___________________________________________________________________

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Article WetlandStudent Activity SheetStudent Activity Sheet

Youthh

Name


YOUTH WETLANDS WEEK OBSERVER

By: _____________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Article Wetland in the T-3 Format


Today you will be learning about wetlands and why they are important to Louisiana. Do you know what a wetland is?

Wait for student’s response. The students will give you their definition of a wetland.

A wetland is an environment in that is transitional between dry land and water. Water is the dominant factor controlling the nature of the soil and, therefore, the types of plants and animals living in and on the soil. Examples of wetlands in Louisiana include marshes (salt, brackish and fresh), swamps, bogs and even barrier islands.

Go over in detail (from the background information) what makes the different types of wetland habitats unique.

Does anyone know why wetlands are important to Louisiana?

Wait for students’ responses. Students will discuss why they feel wetlands are important to Louisiana.

Louisiana’s wetlands are important for a lot of different reasons.

Go over the details of Louisiana’s wetland loss and other Louisiana wetland facts from the background information.

What are some ways we can let people in our communities know about Louisiana’s wetlands?

Listen to the students’ ideas about letting people know about wetlands.

Students will give ideas about how they can let other people know about Louisiana’s wetlands.

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One way we can let other people know about Louisiana’s wetlands is by writing articles for our local and school newspapers.

Pass around examples of a current newspaper.

The students will look over and discuss the newspaper articles.

You will write a newspaper article based upon the daily life in the wetlands. To help you out, we will first outline our article using this activity sheet.

Distribute the “Planning a Wetland Newspaper Article” activity sheet to the students.

Students will fill out the “Planning a Wetland Newspaper Article” activity sheet.

Now you need to use the outline to write a rough draft of your wetland article. Make sure you use some facts about wetlands that we discussed earlier.

Distribute the “Youth Wetlands Week” Observer handout for the students.

The students will write a rough draft of their wetland article.

Tomorrow you will rewrite your article, decorate it and present it in front of the class. So be creative!!!!

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Grade Level Upper Elementary Duration One class period Setting The classroom or outdoors Vocabulary Tide High tide Low tide Ecosystem See GLE table in the index

Marsh Movers Teacher Instructions

Focus/Overview Students will role-play the plants, animals and other organisms that live in Louisiana marshes and learn how all of the species adapt to life in the wetlands. Learning Objectives The students will:

Understand the effects tides have on most wetlands. Understand the entire wetland ecosystem is connected and

dependent upon the presence of water. Demonstrate how different Louisiana wetland plants and

animals adjust to environmental condition. Materials List

Photos of marshes, plants, animals, organisms, etc. (teacher provides). The students may search for these through the Internet, books, magazines, etc., if you choose.

Marsh Movers Role Play Cards Index cards Glue Scissors String Two cardboard tubes (we suggest paper towel rolls) – teacher provides Blue crepe paper streamers Bottles of bubble mix

Background Information Please review the General Wetlands Information at the front of the curriculum binder for more assistance. Wetlands are vital transitional areas between land and water that offer a habitat for fish, shrimp and crabs. Wetlands near the coast are characterized by the influence of tides and salt water, and these areas receive new water every time the tide moves in. As the tide rises, the saltwater wetlands fill with water, covering the muddy bottom. The plants and animals of wetlands live in different parts of the marsh depending on how tolerant they are to salt and changes in temperature and water level. Those with more tolerance to flooding live closer to the ocean in the area known as low marsh. Those with less flood tolerance live further inland in what is called high marsh. When the tide comes in, the high marsh can be flooded only a few hours each day or even just a few hours a couple of times a month. As the tide goes out, fish and birds move to deeper water while oysters and clams close up for the day. During a low-tide period, you may

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see small rodents and mammals digging through the mud for food that would provide a quick meal. The ecosystem is dependent on water, and tides rule in the saltwater wetlands. Definitions:

Tide – the periodic rise and fall of the waters of the ocean and its inlets, produced by the attraction of the moon and sun, and occurring about every 12 hours

High tide – the tide at its fullest, when the water reaches its highest level

Low tide – also called low water; time when tide is at the lowest point Ecosystem – a system formed by the interaction of a community of organisms with their environment. Advance Preparation

1. Make copies of the Marsh Movers Character Cards so each student gets one card. Cut them out for distribution to the class.

2. Have the classroom labeled with sheets of paper stating: o One end is designated as the body of WATER. o The other end is designated as the UPLAND AREA. o LOW MARSH is located close to the body of water. o HIGH MARSH is located close to the upland area. o INTERTIDAL MARSH is located between the low and high marsh areas.

Procedure

1. Have the students discuss what different animals, plants, fish and crustaceans may live in the wetlands (review the General Wetlands Information in the front for examples). Discuss what these animals, plants, fish and crustaceans need to survive.

a. Example of discussion: Alligators need freshwater wetlands to survive. They need land or debris to bask in the sun because the environment regulates their body temperature. Alligators feed on a variety of animals and their diet matures over time. In the winter, alligators enter underground holes and remain there through the winter months.

2. Have the students discuss what kinds of natural and human disasters can happen to destroy these species’ way of living and what can be done to help fix the problems after the disaster occurs.

a. Example of discussion: An example of a natural disaster would be a hurricane or a change resulting from human actions could be the digging of canals for oil and gas exploration. Both events could cause saltwater to enter a freshwater area (known as saltwater intrusion), which would damage alligator habitat. One suggestion to fix this problem would be to plant vegetation in hurricane-damaged areas and along the banks of the canals to slow down the movement of water and consequently the transportation of salt water.

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3. Tell the class that they will be acting out what happens in a typical tidal wetland. Before they begin this "play,” however, they need to understand a few things about a wetland ecosystem. Ask them if they think the water in a tidal wetland stays the same all the time?

4. Make sure they understand that one of the most important effects the ocean has on wetlands is the movement of the tides. Ask them the questions below:

a. What happens at high tide? (Much of the wetland is under water.) b. What happens at low tide? (Much of the land is exposed.) c. What are three things that plants and animals have to deal with as the tides

change? (Changes in water level, changes in temperature and changes in salinity) 5. Pass out one Marsh Movers Card to every student in the class.

a. Optional: You can ask to students to draw a picture on the back of their Marsh Movers Card of whatever species is written on their card.

6. The students with the oxygen cards should be given a bottle of bubbles, and the ones with water cards should be given the piece of blue ribbon.

7. Ask the students with the Marsh Movers cards that read water to unroll the ribbon that will represent water and take a place at low tide (see sheet with examples of positions).

8. Tell the students with the water cards to read their cards aloud and to make gentle wave motions.

9. Ask, “What makes waves?” Have the student holding the wind card to read about making waves, and then make blowing sounds, dancing around while the waves move.

10. The following species should take turns reading their cards out loud: a. Plants read Marsh Movers Card and get into position in the marsh b. Animals read Marsh Movers Card and get into position in the marsh c. Fish should read Marsh Movers Card and get into position in the marsh d. Crustaceans read Marsh Movers Card and get into position in the marsh

*Note the Marsh Movers Cards have the positions* 11. When ALL Marsh Movers are in place, tell the wind to blow again. Ask, “What makes

the tides move in and out?” 12. Sun and Moon should read their Marsh Movers Cards

a. They can stand on chairs, making circles above their heads with their arms indicating a full moon and a bright sun.

13. Oxygen should then read that Marsh Mover Card aloud. Tell the students that wind churning the water helps mix oxygen into the water.

a. Have the Oxygen Marsh Movers blow bubbles while the wind howls. 14. Tell ALL of the Marsh Movers to get ready to perform together. Remind students to

notice what the other Marsh Movers are doing. Announce that the sun and moon are high in the sky, the wind begins to blow, the waves start moving gently and the plants sway.

15. After several minutes, say, “The tide is rising!” a. The water Marsh Mover should walk very slowly toward the high marsh, with

fish, crabs and oxygen following behind. b. Remind plants that since they are rooted in the ground, they must stand in place,

but should bend and sway in response to wind and water movement; plants should duck below the water ribbon as it passes.

c. Animals should adapt to high-tide behavior 16. As the water reaches its high mark (just past the high marsh) announce that “It’s High

Tide!” and ask the Marsh Movers to explain their behavior briefly.

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17. Now, reverse the sequence and have the water retreat back to low tide while the players adjust their behaviors.

18. Have the students discuss what they saw in this mock marsh system. Ask the students how the different movements of water level affected the animals, plants, fish and crustaceans.

Blackline Masters

1. Marsh Movers Character Description Cards

Resources http://www.geography4kids.com/files/land_erosion.html http://people.oregonstate.edu/~muirp/ecosyste.htm http://www.nationalgeographic.com/xpeditions/lessons/08/g35/oceans35.html

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Marsh MoversYouthh Wetlands WeekWetlands Week Student Activity SheetStudent Activity SheetCharacter Description Cards

Sun: I am the sun and I help drive the tide! The sun’s gravitational pull occurs as the Earth rotates daily on its axis. This causes the water to “pile up,” making a high tide, and then later to pull away from shore, causing a low tide. I am about 30 percent responsible for the changing tide.

Moon: I am the moon and I am the major force driving the tide! I create a gravitational pull as I revolve around the Earth. This causes the water to “pile up,” making a high tide, or to pull away from shore, causing a low tide. I am about 70 percent responsible for the changing tide.

Egret: I am a large, beautiful bird that wades gracefully in the shallow water, hunting for food. With my long neck and long, pointed bill I snatch fi sh and water insects. As the tide comes in, I move to higher parts of the marsh to stay in shallow water. Sometimes I just fl y away.

Largemouth Bass: I am the largemouth bass. I eat oysters, insects and frogs. I use the marsh to hide my babies while they grow big and strong like me. My babies speed around the marsh plants as they move with the tide. My hungry babies have plenty of food here.

Oyster: I am an oyster. I have two shells just like a mussel or a clam. I live in the sticky mud of the low marsh. When tides are high I open my shell to let the water in so I can get food and oxygen. When tides are low I close up really tight to hold in the water so I can breath until the tide is high again.

Spartina alternifl ora (marsh grass): I am a grass and I love to sway in the breeze at high tide. I can sometimes be completely underwater. I have to handle salt water for long periods at a time. But mostly I just stay rooted where I am and sway all day.

Bulrush: I look a lot like a cattail and grow 9 feet tall. I live on the edge of the water and am deeply rooted. I help slow down erosion all along the land. My leaves look like swords, and I have cylinder-shaped, brown, fuzzy fl ower heads on top.

Wind: I help drive the tide in and out for the sun and the moon. When I blow hard I make the marsh water go up higher than normal. I also help keep the animals and plants alive in the water because I help add oxygen to it. At times you can hear me whistling through the trees and brushing the marsh grass.

Oxygen: Water needs me to support living things that are in it. When you look at the water and the shore you can see bubbles. That’s me. As the tide moves in and out, I leave my bubbles everywhere along the shore. My bubbles release carbon dioxide which plants take in and animals exhale.

Bald Eagle: I’m the national bird but I still like to nest in the marsh. The marsh has lots of food for me. I make my nest at the top of tall cypress trees by bodies of water. You might hear me but not see me because my voice can carry for miles.

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Marsh MoversYouthh Wetlands WeekWetlands Week Student Activity SheetStudent Activity Sheet

Opossum: I am an opossum. I am an omnivore and that means I will eat anything. I don’t live in the marsh, but I come here all the time because it has all my favorite treats like crabs, oysters, fi sh and other great things. I’m not fond of water, so when the tide goes up, I head for higher ground.

Red Fox: I am a warm-blooded mammal who doesn’t live in the marsh but loves to visit. I come to get birds and rabbits and other delights. When the tide goes up I get out of town and head to higher ground where it is drier.

Alligator: I am the largest predator in the marsh. I can swim and lay out on the bank. The tide does not really affect me. I eat any animal that gets close to me when I’m hungry. The marsh makes it really easy for me to hide so I can catch the perfect snack.

White Shrimp: I am a shrimp. I’m a bottom feeder, which means I eat anything at the fl oor of the marsh. I have a clear exoskeleton and get my nutrients from the marsh. Largemouth bass think I taste great as I’m sure you do too. There is no shame – I just want to boast that I’m the most popular crustacean to

Water: I am water, also known for my cool rising and falling tides. When it is time for high tide, I creep fi rst into the low marsh and then up to the high marsh, fi lling the areas with water and nutrients. Moving so much makes me tired, so I take a break in the marsh before I turn around and head back out to sea.

Blue catfi sh: I am a blue catfi sh and I have long whiskers. I can live up to 25 years. I live in the water surrounding the wetlands and eat the shrimp and oysters and sometimes a small nutria or two. My strongest sense is smell, which I use for hunting.

Blue Crab: I’m yummy in your tummy, also known as a blue crab. I come into the marsh during the tide to grab a bite to eat. Since I use gills to breathe, I have to leave the marsh with the tide. When my shell turns soft and falls off, the marsh is a great place to hide from predators.

Muskrat: I am a stinker. I get my name from my two scent glands that I use to mark my territory. I have short brown fur in two layers to protect me from the cold water. Don’t try to hold your breath as long as me, because I can go for 15 minutes. I love eat crawfi sh, fi sh and small crustaceans.

(continued)

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Marsh Movers T-3 Format


Ask the students what kinds of animals, plants, fish and crustaceans may live in the wetlands and what they need to survive.

Review the General Wetlands Information in the front for examples. Example of discussion: Alligators need freshwater wetlands to survive. They need land or debris to bask in the sun, because the environment regulates their body temperature. Alligators feed on a variety of animals and their diet matures over time. In the winter, alligators enter underground holes and remain there through the winter months.

Discuss wetland animals and what they need to survive.

What natural and human problems can affect or destroy the way these species live?

Example of discussion: An example of a natural disaster would be a hurricane or an example of a human change could be the digging of canals for oil and gas exploration. Both events could cause salt water to enter a freshwater area (known as saltwater intrusion), which would damage alligator habitat. One suggestion to fix this problem would be to plant vegetation in hurricane-damaged areas and along the banks of the canals to slow down the movement of water and consequently the transportation of salt water.

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Today we will be acting out what happens in a typical day in a tidal wetland. Before we can begin, let’s talk about whether you think the water in wetlands stays the same all the time? a. What happens at high

tide? (Much of the wetland is underwater.)

b. What happens at low tide? (Much of the land is exposed.)

c. What are three things that plants and animals have to deal with as the tides change? (Changes in water level, changes in temperature and changes in salinity)

Make sure the students understand how changing tides affects coastal wetlands.

Students will respond with the answers (written in parentheses in the What You Say section at left).

Pass out one Marsh Movers Card to every student in the class. a. Optional: You can ask

students to draw a picture on the back of their Marsh Movers Cards of whatever species is written on their card.

Students will receive and review their marsh cards.

Hand out a bottle of bubbles to the students with the oxygen cards and blue crepe paper streamers to the students with the water cards.

Students with the water cards, please unroll the crepe paper to represent where the water is at low tide. Also, students with water cards, please read them out

Students holding water cards will get in place, one will read their card and they will begin making wave motions.

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loud and make gentle wave motions back and forth. What makes waves? Have the student holding the

wind card read about making waves, and then make blowing sounds, dancing around while the waves move.

Will the following students read the following cards: plants, animals, fish and crustaceans. Then get into place as directed by your card?

Students will read the cards and get into place.

Now, will the sun and moon cards please read and get into place.

Students can stand on chairs for these two characters.

Now, will oxygen read the card? Wind churning up the water helps mix oxygen into the water.

The student holding the oxygen card will read the card and begin blowing bubbles.

It’s time for ALL of the Marsh Movers to get ready to perform together. Remember, you should notice what the other Marsh Movers are doing. The sun and moon are high in the sky, the wind begins to blow, the waves start moving gently and the plants sway.

Students get ready to move and then make the appropriate movements.

After several minutes say, “The Tide is Rising!”

a. The water Marsh Mover should walk very slowly toward the high marsh, with fish, crabs and oxygen following behind.

b. Remind plants that since they are rooted in the ground, they must stand in place but should bend and sway in response to

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wind and water movement. Plants should duck below the water crepe paper as it passes.

c. Animals should adapt to high-tide behavior

As the water reaches its high mark (just past the high marsh), announce that “It’s High Tide!” Before you move, please tell me what you plan to do.

Students will explain how they will move at high tide.

Reverse the sequence and have the water retreat back to low tide while the players adjust their behaviors.

Move to the appropriate places or exhibit the appropriate behaviors.

Have the students discuss what they saw in this mock marsh system. Ask the students how the different moments of water level affected the animals, plants, fish and crustaceans to live.

Discuss what they saw and learned.

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Grade Level Upper Elementary Duration One class period Setting Gym or Outdoors Vocabulary Erosion Saltwater Intrusion See GLE table in the index

Wetland Red Rover Teacher Instructions

Focus/Overview This lesson will teach students about one of the primary reasons Louisiana’s coasts are eroding – saltwater intrusion. They will learn this by planning a game similar to “Red Rover.” Learning Objectives The students will:

Understand and discuss saltwater intrusion as a primary cause of wetland loss in Louisiana.

Learn about wetland loss by playing a game that promotes physical fitness.

Background Information Current estimates show Louisiana looses wetlands the size of a football field every 38 minutes. There are a variety of reasons why Louisiana’s coastline is eroding. Those include Mississippi River levees, subsidence, sea level rise and saltwater intrusion from channels and canals. This lesson focuses on one cause of wetland loss – saltwater intrusion, or the movement of salt water into a freshwater environment. This can cause irreparable ecological damage because the salt water kills the plants living in the freshwater environment. Without those plants (or specifically their important root structures) there is nothing to hold the sediment in place, and the land begins to erode. Saltwater intrusion can happen through natural processes, like when storm surge or hurricanes dump a large quantity of salt water onto freshwater environments. It also can result from human interactions, such as oil canals and shipping channels. In this lesson, students will be divided into two teams. One group will be the “salt water,” and one group will be Louisiana’s coastline. They will play a game of “Red Rover” to see which side will win – the land or the salt water. See the General Wetlands Information at the front of the curriculum binder for more explanation about saltwater intrusion and other causes of wetland loss in Louisiana.

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Definitions: Erosion – Natural processes, including weathering, dissolution, abrasion, corrosion and transportation, by which soil and sediment is worn away from the Earth's surface. Saltwater Intrusion – The movement of salt water into another environment, such as a freshwater marsh. This can be caused by natural disturbances, such as hurricanes, or from human alteration of the environment from shipping channels and oil field canals. Advance Preparation

1. Locate a space where the game can be played – either the schoolyard or the gym.

Procedure 1. Divide the students into two separate-but-equal groups. One will be the coast of

Louisiana, and the other will be the Gulf of Mexico. 2. Tell the students that the Gulf of Mexico group will represent salt water that is

trying to cut into Louisiana’s coast and erode away the wetlands. The salt water can come in from hurricanes, oil canals or shipping channels.

3. Tell the students that the Louisiana coast group will represent the land that is being lost along the coast of Louisiana and that it is their job to defend the coast and try to increase the amount of land. This will keep our homes safe from hurricanes and will help keep the fisheries and the environment of the state healthy.

4. Have the two teams line up facing each other and hold hands. Leave about 20 feet between the two lines.

5. Explain to the students that everyone needs to be careful when playing this game. It is very easy to get hurt.

6. The Gulf of Mexico side will go first by calling out to the Louisiana coast team: “Wetland coast, wetland coast, let [student’s name] come over.”

7. The student who is called will run toward the Gulf of Mexico side. o If that student is successful in breaking the hands of two students on the

Gulf of Mexico line, the student can bring one person back to the coast of Louisiana line. Explain to the students that the state of Louisiana just scored a victory and has built more land which will protect our homes, jobs and environment.

o If the student who ran toward the Gulf of Mexico line does not break the hands of the students on that side, the student who ran will have to stay on the Gulf of Mexico line (indicating a portion of the coast was eroded away).

8. The Louisiana coast team will go next by calling out to a student from the Gulf of Mexico line saying: “Salt water, salt water, let [student’s name] come over.”

9. The student who is called will run toward the Louisiana coast team. o If the student is successful in breaking the hands of the two students on the

Louisiana coast team, the student can bring one person back to the Gulf of Mexico line. Explain to the students that the Gulf of Mexico just eroded away a portion of the coast from saltwater intrusion.

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o If the student who ran toward the Louisiana coast team does not break the hands of the students, the student who ran will have to stay on the Louisiana coast team’s side (indicating a portion of the coast was restored).

10. The game will continue until one side has collected all the students, or until time runs out.

11. Upon returning to the classroom, have the students reflect on what they learned by playing Wetland Red Rover.

Extension In addition to the regular ways a student is released to run at the other group, an addition to the game is to have the groups be able to call more than one student over at a time.

Gulf of Mexico Line can call over more students for the following reasons Open up levees (allowing more sediment in) – 3 students Planting marsh grass – 2 students Dredging (pumping) sediment on the coast – 2 students Build gates to keep out salt water – 1 student

Coast of Louisiana side can call over more students for the following reasons: Hurricanes – 3 students Tropical storm – 2 students Shipping channel – 2 students Oil canal – 1 student

Resources CWPtionary – Saltwater Intrusion - http://www.lacoast.gov/WATERMARKS/1996b-fall/6cwptionary/

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Wetland Red Rover in the T-3 Format

What You Say What You Do What The Students Do Today we will be going outside to play a game that will teach us about one of the primary causes of wetland loss in coastal Louisiana – saltwater intrusion. Does anyone know what saltwater intrusion is?

Talk about what they know about saltwater intrusion and land loss in coastal Louisiana.

Use the information at the beginning of the lesson and the General Wetlands Information at the front of the curriculum binder to fully explain wetland loss in Louisiana and, more specifically, coastal erosion.

Now that we understand saltwater intrusion and why it is hurting our wetlands, let’s head outside and play “Wetland Red Rover.”

Lead the students out to an open area or to a gym to play Wetlands Red Rover.

Students will head out of the classroom to play Wetland Red Rover.

I am going to divide you into two groups. Once you are in your groups, form a line facing the other group.

Divide the students into two teams. One team will be the Gulf of Mexico, and the other team will be the Louisiana coast.

Form two groups.

The Gulf of Mexico group will represent salt water that is trying to cut into Louisiana’s coast and erode the wetlands. The salt water can come in from hurricanes, oil canals or shipping channels. The Louisiana coast group will represent the land that is being lost along the coast of

Students will form two lines and face each other.

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Louisiana. It is your job to defend the coast and try to increase the amount of land. This will keep our homes safe from hurricanes and will help keep the fisheries and the environment of the state healthy. The Gulf of Mexico team will go first by calling out: “Wetland coast, wetland coast, let [student’s name] come over.”

The student whose name is called will run toward the Gulf of Mexico team.

If that student is successful in breaking the hands of two students on the Gulf of Mexico line, the student can bring one person back to the coast of Louisiana line.

The state of Louisiana just scored a victory and has built more land, which will protect our homes, jobs and environment.

If the student who ran toward the Gulf of Mexico line does not break the hands of the students, the student who ran will have to stay on the Gulf of Mexico line

A portion of the coast just eroded away.

Now it is the Louisiana coast team’s turn. They will go next by calling out to a student from the Gulf of Mexico line saying: “Salt water, salt water, let [student’s name] come over.”

The student who is called will run toward the Louisiana coast team.

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If the student is successful in breaking the hands of two students on the Louisiana coast team, the student can bring one person back to the Gulf of Mexico line.

The Gulf of Mexico just eroded away a portion of the coast from saltwater intrusion.

If the student who ran toward the Louisiana coast team does not break the hands of the students, the student who ran will have to stay on the Louisiana coast team’s side.

A portion of the coast was restored!

The game will continue until one side has collected all the students – demonstrating either that Louisiana’s coast was restored or the Gulf of Mexico eroded it away.

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Water: Puts the

Wet in Wetlands

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Grade Level Junior High High School Duration One class period Setting The classroom Vocabulary Topography map Tributaries Watershed Aerial photograph See G.L.E. table in the index.

Watersheds Teacher Instructions

Focus/Overview This lesson introduces the student to the features of a watershed. Students will learn to use topographic maps and identify how the shapes and contours of their community affect the path of their local watershed. Learning Objectives The students will:

Become familiar with the geography of their community using a topographic map

Locate and mark their homes, school, waterways, sewage treatment plant and any industrial plant on the map

Determine how local shapes and contours of land features affects water watershed

Materials List

Topographic (topo) maps covering your community (teacher provides – see instructions)

Aerial photograph of your community/region (teacher provides – see instructions)

Colored pencils or crayons Sample topo map of a hilly area Photograph showing flat wetland topography and a photograph of a hilly area

Background Information Water is the most powerful force on the earth. It connects all things and touches all. Life would not exist without the presence of water. People are so used to having water easily available to them that most probably do not give any thought to where the water comes from. Every glass of water has its origin in the natural world, and the water molecules in the glass have been traveling around the planet through most of Earth's history. At different times these molecules may have been rain, water vapor, water in rivers or oceans, frozen in glaciers or inside a living organism. To become a glass of drinking water, these water molecules came to a local area, were collected in local wells or reservoirs, and were pumped to a local faucet by water utility company. The way this water traveled from rainwater along the ground to a reservoir is through a watershed. (See the Water REcycled Lesson for more information on the water cycle).

Each of us lives in a watershed. A watershed is all of the land that drains into a specific water body, which may include lakes, rivers, and streams. So no matter where someone may live, everyone is connected to the ocean via their local watershed. Watersheds can be as small as a few acres or as large as a subcontinent. It is important to know where your watershed is located

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because we rely on these areas for water and other natural resources. What we do on the land impacts the quality and quantity of water and our other natural resources.

Watersheds are a concern for many people because of issues of water quality and contamination. Healthy watersheds are vital for a healthy environment and economy. Our watersheds provide water for drinking, irrigation and industry. Many people also enjoy lakes and streams for their beauty and for boating, fishing and swimming. Wildlife also needs healthy watersheds for food and shelter. Contamination in rivers and streams not only affects human water supplies, but it has a major effect on the wildlife that depend on these watersheds for water and who do not have access to filters or water treatment plants. Because a river's watershed may extend across an entire state, or even more than one state, if there is a contamination problem in that watershed, it is necessary to look at the entire watershed to determine where the contamination might be coming from.

Topographic Maps A topographic map is one that uses contour lines to portray the shape and elevation of the land. The lines represent the three-dimensional ups and downs of the terrain on a two-dimensional surface. Topographic maps usually show both natural and manmade features, including mountains, valleys, lakes, rivers, vegetation, roads, boundaries, and major buildings.

The U.S. Geological Survey (USGS) produced its first topographic map in 1879. The wide range of information provided by topographic maps make them extremely useful to professional and recreational map users alike. Topographic maps are used for engineering, energy exploration, natural resource conservation, environmental management, public works design, commercial and residential planning, and outdoor activities like hiking, camping, and fishing.

Topographic maps are also useful when trying to determine where a watershed is located. When contour lines are overlaid on a regular map, information about the landscape is revealed in the patterns among the swirls of the contour lines. The edges of a watershed are usually found in the highest areas and finding watershed boundaries can be as simple as finding the highest points around a waterbody and connecting the dots.

Definitions:

Tributary - of a stream; flowing into a larger stream Contour Lines - lines on a topographic map that represent the shape and elevation of the land Watershed - specific land area that drains water into a river system or other body of water. Aerial photograph - image of Earth's surface taken from an aircraft. Advance Preparation

1. Download topographic map of the surrounding community the using the following instructions:

a. Go to http://terraserver-usa.com/default.aspx

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b. Type in the physical address of the school (or another local address) in the cells on the top left corner of the page and click GO.

c. The Address Search Page will then come up where you will select what map you would like to view. (See below for example of page)

d. Click on the related Topo Map (as shown by arrow above) e. This will bring up the selected Topo Map. You will need to zoom in and out to

get the desired area. f. When you have the desired area on screen, hit PRINT in the upper right corner. g. You will now have a topo map of your local area to use during this activity.

2. If desired, instead of printing your local map, you can use the topographic maps provided of Alexandria, New Orleans, and Shreveport, Louisiana (found in Student Activity Sheets).

3. Divide the class into groups of four or five.

Procedure 1. Review the background information on watersheds and topographic maps. Lead a class

discussion using the following questions: a. Ask the students if they know what a watershed is? b. Ask them to describe a watershed. (They may be able to describe one but not able

define it) 2. Define a watershed to the students. 3. Show a picture of the Mississippi River Drainage Basin and tell students that about 40%

of the United States is within the Mississippi watershed. The basin covers more than 1,245,000 square miles, including all or parts of 31 states and two Canadian provinces. Review the General Wetlands Information at the front of the binder for more information.

4. Tell students that the small branches on the map of the Mississippi River watershed represent the small rivers and streams draining into the larger river. Then the larger rivers drain into the Mississippi River and these are known as tributaries to the Mississippi River. Smaller waterways that carry water out of the Mississippi River into the Gulf of Mexico would be known as distributaries of the Mississippi River.

a. Tributaries bring water into a larger river and distributaries drain water out of a larger river into smaller streams and rivers.

5. Pass out the topographic (topo) maps of the local area, the hilly area (Brandon, Louisiana), and the mountainous area (Jackson Hole, Wyoming).

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a. Do not tell the students the location of the maps. 6. Ask student if anyone knows what these maps are and what they are showing? 7. Using the background information, lead a class discussion on topo maps. 8. Divide class into group of no more than 5 students. 9. Have the groups study the study the maps and come up with some differences that they

notice between the maps. 10. After every group has come up with some differences, solicit answers from the class. 11. At the front of the class, hold up the local topo map. 12. Tell the students that this map is showing the area around their school (or somewhere

nearby). Using what they know about the area, have them relate the landscape to what is on the map. Are there rivers on the map that they are familiar with? Roads? Buildings?

a. The contour lines are far apart on most of these local maps indicating a flat landscape. In most areas of Louisiana, we have very small differences in elevation. In other areas they are huge difference which can be more readily seen on topo maps.

13. Then hold up the topo map from the hilly area. Ask students to describe what they think this map is showing. How does this map differ from the local map? What do they think the landscape would look like in this area?

a. The lines closer together indicate a change in elevation; the closer the lines, the steeper the hill.

14. Now hold up the map of the mountainous area. Ask students to describe what they think this map is showing. How does this map differ from the local map? What do they think the landscape would look like in this area?

a. These lines will be very close together, indicating drastic changes in elevation that is seen in mountain ranges.

15. Now have the students discuss the differences between the three maps. You can now reveal the location that each map is showing.

16. Looking at any of the maps ask students to identify some important features such as: a. Waterways b. Hills c. Flat areas d. Levees e. On the local map, can they identify where their school is located?

17. Now looking only at the local map, have the students try to find the high and low ground. a. The students should look for contour lines running parallel to one another. b. Then they should try to locate a number next to one of those lines. Have them

raise their hands when they find it. This number tells us how many feet above sea level this area is located.

c. Now everyone should look for the largest of these numbers on the map – this would be the highest contour in this area.

d. Now everyone should look for the lowest number on the map – this would be the lowest contour.

18. Ask students what do they think would happen when it rains in this area? Students should reference how water will flow from the high to the low ground.

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19. Now that they have identified the highest and lowest points on the map have them locate any waterbodies found in the area (the map must be zoomed out enough to include a body of water to complete this part of the exercise).

20. Using the high and low contour numbers, have student determine which direction they think these waterbodies would flow. (The water would flow downhill).

21. Have students identify and color code major landmarks on their map. Color buildings in black, parks in green, major roads in red, and water features in blue.

22. Draw blue arrows along the creek sowing the direction that water flows. 23. Identify the elevation of several features that have been labeled. Write its elevation beside

your label. 24. Identify 10 hills or ridges on the map. Draw a green “X” on top of each of these hills or

ridges. 25. Imagine a drop of rain falls on each hilltop you just marked. Where will the raindrop go?

a. If water from that hilltop could find its way into your local creek, draw a circle around the “X” on that hilltop.

b. If water from that hilltop cannot find its way into your local creek, leave it blank. Remember, water will always run downhill. Help students recognize what is downhill and what is uphill.

26. Look at the circled “X”s. Starting at the circled “X” nearest the mouth of our creek, connect the dots between the X’s until you have drawn a “U” shape all the way around the creek.

27. Lightly shade the “U” shaped region in yellow. You have now mapped your watershed! 28. When everyone has mapped their watershed, lead a class discussion on why they think it

is important to know how to read topo maps. The following questions can be used: a. What would happen if the water flowing from the high ground was polluted?

Would that affect the communities lower than it? b. How does the local landscape affect the path of a watershed? c. How would the landscape affect the students personally? In their recreation time?

In their job? d. Does the local landscape play any roles in the community, tourist attractions,

wildlife habitat, provide jobs, etc? Blackline Masters

a. Topographic map of your area (teacher provides) b. Topography map of a hilly area

Resources Watersheds LSU AgCenter and Barataria-Terrebonne National Estuary Program (BTNEP) Wetland Activities. South Carolina Aquarium. Accessed October 15, 2008. http://www.scaquarium.org/curriculum/iexplore/sixth_eighth/units/watersheds/water_print.htm My Science Box Topo Tours Activity. http://www.mysciencebox.org/files/6topo_tour.doc

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Watersheds

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Student Activity SheetStudent Activity SheetTopographical Map: Alexandria, La.

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Student Activity SheetStudent Activity SheetTopographical Map: New Orleans, La.

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Student Activity SheetStudent Activity SheetTopographical Map: Shreveport, La.

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Watersheds in the T-3 Format

What You Say What You Do What the Students Do Today we are going to investigate watersheds and the tools to determine where your local watershed is located.

Can anyone tell me what a watershed is? Can anyone describe a watershed?

Used background information to lead class discussion on watersheds and topographic maps.

Students define a watershed and talk about what they know about them and topographic maps.

Does anyone know what this picture is showing? This is a picture of the Mississippi River Drainage Area, or Mississippi River watershed. About 40% of the United States is within the huge Mississippi River watershed.

Show picture of the Mississippi River Drainage Basin. Use the background information and Procedural Step # 3 to tell students about the area.

Observe picture and listen to information about Mississippi River Watershed.

The small branches on the map represent all the small rivers and streams draining to the larger rivers. The larger rivers drain into the main water body (Mississippi River). The rivers that drain into the Mississippi are all tributaries of the Mississippi River.

Use background information to discuss tributaries and distributaries.

Listen and observe picture of tributaries.

When the Mississippi built the land, its flow was divided into many smaller branches as it approached the Gulf. Many of the waterways in this watershed are or were once branches of the Mississippi River. These branches are called distributaries. They distribute water from the main river to the Gulf of

Demonstrate on the picture how the natural waterways branch from the main course of the Mississippi River and further divide into smaller distributaries. (This is actually the opposite pattern of a classic watershed where smaller waterways join to form a larger waterway, as is the case in the upper

Students observe that tributaries join to form the main channel, while distributaries divide from the main channel and keep dividing into smaller channels.

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Mexico. What is the difference between tributaries and distributaries?

Mississippi.)

Today we are going to look at a special kind of map, called a topographic map.

Can anyone tell me what they know about topographic maps?

What are they? What do they show?

A map is an aerial view of the land. Modern maps often are made from aerial photographs. Maps and aerial photographs can tell us a great deal about the land. The most detailed maps are called topographic maps. They are useful for studying the watershed because they show elevation, or the height of the land above mean sea level. In Louisiana, we have very small differences in elevation. In other watersheds, there may be great differences in elevation.

Pass out the topographic maps of your local area, the hilly area, and the mountainous area. **Do not tell students the locations of the maps.**

Listen and take handout.

In groups, look at the amps and tell me some of the differences that you notice between them. What do you think the maps are showing?

Divide the class into groups of no more than 5 students.

Get into groups and discuss differences in the maps.

Who would like to tell me what their group thinks about the different maps. What are the differences? Similarities? What are all these shape showing us?

Solicit answers. Answer aloud about their group discussion.

This is a topographic map Hold up the local topo map. Students look at local topo

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of our community showing the area around our school. Using what you know about the area, what can you identify on this map? Rivers? Roads? Buildings?

The lines on this map will probably be far apart due to the flat landscape of Louisiana.

map and try to identify landscape features.

Now what do you think this map is showing? How does it differ from the local map? What do you think the landscape would look like in this area?

Hold up the topo map of the hilly area. The lines on this map will be closer together, indicating a change in elevation. The closer the lines, the steeper the hill.

Look at map and try to determine what type of landscape it is showing.

Now what do you think this map is showing? How does it differ from the local map? What do you think the landscape would look like in this area?

Hold up the topo map of the mountainous area. The lines on this map will very close together, indicating drastic change in elevation.

Look at map and try to determine what type of landscape it is showing.

Tell the students where each map is located.

Looking at any of the maps, can you identify some important features like:

Waterways Hills Flat areas Levees Your School

Show photographs depicting the flat wetland topography of Barataria-Terrebonne and a contrasting scene of hilly topography.

Some students may understand that the landscape with the close contours would be hilly.

Now let’s look closely at the map of our area. Try to find the features and waterways we know and follow the path of water as it drains through the watershed. On your copy of the map, locate our school and your own home if you can find it.

The contour lines run parallel with the bayous, indicating the high ground of the ridge along the bayou. Some artificial levees may show, too.

Look at local map and label school.

Using what you now know about topographic maps, let’s try to find the high and low ground in our area.

Procedural Step #17 tells who to locate high and low ground.

Locate high and low ground on local topo map.

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In our watershed there might not be much high ground. What do you think would happen when it rains in this area? What happens to the water that falls on the land?

Solicit answers. Answer aloud what they think would happen to water that falls on this land.

Now locate any waterbodies found in this area.

Assist students in locating local waterways.

Look for waterbodies on local map.

Using the high and low contour numbers that you found, which way do you think these waterbodies would flow. (The water always flows downhill.)

Answer aloud which direction they think the water would flow.

Can you find the following features on your topo map? When you find one, mark it with an X using your pencil:

A plant or factory? A farm – do you know

what crops they grow or animals they raise?

Gas station? What other features can

we mark on our maps?

Help the students locate these features. Some may be familiar landmarks. Others they may not know about. Discuss them as they are found.

Students search for the location of the features on their maps, marking them as they find them.

Identify the elevation of several features that we just labeled using the contour lines.

Assist students. Identify elevations of features using contour lines.

Now we are going to map our local watershed.

Use Procedural Steps # 18-27 to help students map their watershed.

Listen and map local watershed.

Why do you think it is important to know how to read topo maps? Why do you think people want to map their local watershed?

Use background information and procedural step # 28 to lead class discussion.

Talk about what they learned about topo maps, watersheds, and why both are important.

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Grade Level Upper Elementary Junior High High School Duration One class period Setting The classroom Vocabulary Point-source pollution Nonpoint-source Pollution See G.L.E. table in the index

Create Your Own Watershed

Teacher Instructions Focus/Overview Begin this lesson after completing the Watersheds lesson. The background knowledge helps students build their own watershed and observe how pollution moves through the landscape. Learning Objectives The students will:

Make a model watershed using provided materials Use the model to investigate runoff and nonpoint-

source pollution Materials List

Plastic tablecloth Colored drink mix powder Water spray bottle Water (teacher provides) Sponges Blocks (or other objects) to place beneath cloth to

create contours Toy tractors, trees, animals, cars, buildings (teacher provides) Materials for simulating different landscapes (wetlands, residential areas,

agricultural land) including thin sponges, permanent markers, etc. Background Information Water pollution is divided into two categories according to its source. Point-source pollution, as its name suggests, comes from a specific point, such as a pipe. We can trace the source of individual pollutants; therefore, the pollutants can be controlled. The Clean Water Act amendments of 1972 have gone a long way to address point-source pollution by imposing regulations on industries, sewage plants and other facilities that discharge wastes into water. The U.S. Environmental Protection Agency (EPA) and the Louisiana Department of Environmental Quality (LDEQ) oversee a complex permitting and enforcement process. Nonpoint-source pollution comes from many widely scattered sources. This includes runoff from our own lawns and streets as well as farms, forests and construction sites, parking lots and oil and gas extraction facilities. The sources of nonpoint-source pollution are difficult to identify, making it much harder to control nonpoint-source than point-source pollution. The table below outlines the causes and effects of nonpoint pollutants.

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Nonpoint-Source Pollutants

Source Location Pollutant Potential Effects Farms, residential laws and gardens, parks, golf courses, school grounds

Soil/sediment Fertilizers Pesticides Livestock, wildlife and pet wastes

Turbidity in water: harms aquatic life; clogs culverts and drainage ditches; carries pollutants attached to soil particles. Nutrient overload, which can cause excessive growth of aquatic vegetation such as algae. Toxicity Nutrient overload, pathogens.

Forestry operations, construction sites, roads, parking lots, driveways, gas stations, airports, industrial sites

Soil/sediment Oil, grease, antifreeze Spilled fuel, solvents

Turbidity Accumulation of organic chemicals in water bodies Oil slicks on water surface Toxicity

Advance Preparation

1. Complete Watersheds lesson with class. 2. Have all materials ready at the front of the classroom so the class can build the

watershed together.

Procedure 1. Review the background information from this lesson and the Watersheds lesson.

Have students define watershed. 2. If available, review the topography maps from your local area used in the

Watersheds lesson. 3. Use background information to discuss point-source and nonpoint-source

pollution with students. 4. Now it is time to begin to build the model of a watershed. 5. Ask the students to add contour to the model. (Hint: put blocks underneath the

sheet of plastic.) 6. Now, if water is added, can the students predict where it will run? Have them give

their thoughts. 7. Begin adding trees, cars, etc. to the model.

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8. Where do the students think the water will run now? 9. Add the water. 10. Students can move objects around if they desire. 11. Now, discuss different land types found in Louisiana (examples could be

agricultural land, wetlands, urban lands) 12. Can the students mimic these different land uses on this model?

a. Thin sponges = a wetland. b. Permanent markers can be used to delineate other land areas.

13. Have students suggest other ways to simulate land usage. 14. Allow students to add materials to the model to simulate wetland, urban and

agricultural areas. 15. Add more water and predict where the water will run. 16. Once you have built and tested your watershed model, lead a class discussion on

pollution. a. Where are sources of point and nonpoint pollution? b. As the water runs around the model, can students predict where the

pollutions will move? c. Ask students how this model represents their local watershed? d. Do the students think that pollutants are moving throughout their local

watershed? 17. As a class, brainstorm ideas on how to minimize pollution runoff.

Resources “Create Your Own Watershed” – LSU AgCenter and Barataria-Terrebonne National Estuary Program (BTNEP) Wetland Activities.

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Create Your Own Watershed in the T-3 Format

What You Say What You Do What the Students Do In the last activity we investigated our own watershed and the Barataria-Terrebonne watershed and talked about what a watershed is. Let’s review the definition of a watershed.

Spread a plastic sheet on a large, flat surface, either inside or outside. Have materials for mopping water on hand and containers for holding water.

Now, let’s look at BTNEP again. Remember, BTNEP is made up of two watersheds or drainage basins. We are going to make a watershed model. It doesn’t have to be exactly like the Barataria or Terrebonne watershed, but we can try to simulate our watershed.

Review the definition of watershed (the area of land from which water drains into one main body of water). Show satellite image or a map of the Barataria-Terrebonne basins.

Students recall the definition of a watershed.

We have a large piece of plastic laid out on the floor (ground). Now we need to make some contours. How can we use some of the objects I have here to make higher ground in the watershed? Now we’ll add water to the watershed. First we’ll predict what will happen when we add water. Where will the water go? Are we prepared to collect the water if it runs off the edge of our watershed?

Assign two students at a time to cleanup duty to take care of spills.

Students suggest ways to create contour and put the objects under the plastic sheet to simulate the contours of part of the Barataria or Terrebonne watersheds.

Now we’ll add other features to the landscape. We have collected cars, tractors, animals, trees and buildings, and we need to add them in appropriate places to complete our landscape.

Add water, or allow a student to add the water to the landscape.

The students observe how the water flows in their watershed. They can make contour adjustments if necessary.

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What about the different uses we put the land to? A lot of the land is wetland, but there are urban areas and agricultural areas. What can we add to the landscape to simulate these land-use types?

A thin sponge can represent the marshes. The other land-use types can be delineated by using permanent markers and coloring them. Try to keep this simple, so the watershed effect will still work when you add water.

Students add other features to the landscape.

When your landscape is finished, you can use it in the following activities.

Students make suggestions for ways to simulate land-use types, and these materials are gathered. The students can add the materials to the landscape.

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Grade Level Upper Elementary Junior High High School Duration One class period Setting The classroom Vocabulary Filter Detritus Anaerobic Aerobic See G.L.E. table in the index.

The Ideal Filter Teacher Instructions

Focus/Overview Students will identify one main function of Louisiana wetlands, acting as a natural water filter. This lesson challenges the students to design an ideal filter to simulating a wetland purifying dirty water. Learning Objectives The students will:

Demonstrate how wetlands purify water by acting as a filter

Construct a filter using a variety of materials and recycled 2-liter drink bottles.

Compete to see whose filter works the best in cleaning dirty water.

Materials List

Empty, clean 2-liter drink bottles (every student should supply one from home)

Coffee filters Several kinds of soil – sand, clay, gravel, mud Dead leaves Fresh leaves, grass Other materials collected from nature Paper Permanent markers Plastic cups Muddy water made by adding clay or mud to water and shaking (teacher

provides) Background Information Review the General Wetlands Information at the front of the curriculum binder so that you can explain to students about the various types of wetlands, how Louisiana wetlands formed, and the functions of these wetlands. What Makes Wetlands So Good at Water Purification? Wetlands are a vital line of defense in protecting the surface and groundwater supplies from pollution and from point-source and nonpoint-source pollution. Wetlands, by definition, lie between land and water, so they act as a buffer zone that intercepts and filters polluted runoff before it can degrade rivers, lakes and coastal areas.

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Imagine a wetland with which you are familiar. You probably see lush vegetation, either grassy marsh vegetation or a cypress-tupelo swamp. Imagine polluted water running into the wetland. It might come from a pipe or as runoff from a parking lot, field or street. When it enters the wetland, the dense vegetation slows the water flow, so the sediment falls to the bottom. Much of the pollution in the water is attached to the tiny particles of sediment. Beneath the surface of the water are many roots and a layer of dark brown decaying plant and animal materials called detritus. The roots of thousands of plants absorb the excess nutrients in the water, store them in their cells and use them to grow bigger. Later, the plants many die and decay, becoming part of the detritus and the soil of the wetland and adding nutrients and organic matter to the system. The microbes (bacteria and fungi) in the soil are able to break down many organic chemicals, making them less harmful. This involves both aerobic (requiring oxygen) and anaerobic (requiring no oxygen) processes. Denitrifying bacteria, which break down ammonia to release nitrogen into the atmosphere, are an example of the many microscopic organisms at work in the soil. The wetland soil is able to bind other pollutants and keep them out of the water column. The complex processes of wetland ecosystems cleanse polluted water, so when water flows out of the wetland into a nearby body of open water, such as a canal or bayou, it is as clean as and often cleaner than the water treated at a conventional water treatment plant. The distressed wetland grows healthier from the high levels of nutrients (nitrogen and phosphorous) in the wastewater. The plant growth becomes more vigorous, and the fish and wildlife habitat improves. Wastewater Treatment Scientists and engineers have recognized that the ability of wetlands to filter pollutants and absorb nutrients can be used to help purify wastewater. In Louisiana, the abundance of natural wetlands and the relatively low population density make the use of wetlands for water purification an economical option. The use of wetlands in purifying stormwater runoff, partially treated sewage and diverted Mississippi River water is being investigated in areas such as Thibodaux, Louisiana. Past studies have focused on using distressed wetlands to purify water that has been partially treated in a sewage treatment plant. The wetlands can replace much more costly artificial methods without negative environmental or health consequences. In fact, studies have shown that the nutrient-rich water from the sewage plant can help restore a wetland area suffering from the effects of subsidence and insufficient freshwater and nutrient inflows. Increased cypress tree growth rates and other positive indictors have been recorded at wastewater treatment sites. This demonstrates that wastewater discharge could be beneficial to some plants found in Louisiana wetland areas.

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Definitions: Filter – remove by passing through a filter; "filter out the impurities." Detritus – decaying plant and animal materials found in soil Anaerobic - requiring no oxygen Aerobic – requiring oxygen Advance Preparation

1. Cut the 2-liter bottles so that the top portion of the bottle can be placed upside down and inside of the bottom portion of the bottle. It should look like a funnel inside of the bottle.

2. If desired, collect fresh leaves and grass, and dried leaves, grass and mud from outside. (Otherwise you can allow the students to do this during the activity).

3. Cut small sheets of paper and label with the number of groups that the class will be divided into for this activity. Students will select their group number from this.

Procedure

1. Use the background information and the General Wetlands Information at the front of the binder to discuss the functions of wetlands and their benefits.

2. Tell students that they will try to simulate the filtering capacity of a wetland. 3. Divide the students into groups of no more than 4 students. 4. Tell each group that they will make a filter using a 2-liter bottle and natural

materials from the school grounds. 5. This activity will be a competition to see which filter does the best job of

removing dirt from water. 6. Have each group pick a secret number from a box/bag. The group will write this

number on the bottom of their 2-liter bottled with a permanent marker. This is so that students can judge each other’s filters without bias.

7. Tell the students they must create a filter that will reduce the mud and pollutants from a sample of muddy water. Hold up a jar of muddy water.

8. The following objects should be provided to the students to use in their filters: coffee filters, gravel, sand, soil, dead and fresh leaves, dead and fresh grass. You can provide this to the students in the classroom or allow them to collect these materials from the school grounds.

9. The groups must determine what material should be used, what order the materials should be placed in their filter, and how much of each material should be placed in the filter.

10. Allow each group time to create a wetland filter. 11. Once everyone is finished, mix up the filters and put them all at the front of the

classroom. 12. Have the class gather around the filters and tell them they will vote on what

group’s filter works the best.

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13. Place an empty clear plastic cup under the bottom nozzle of the filters and hold the filter over the cup.

14. Pour some of the muddy water into one filter at a time and allow the water to flow through the filter into the plastic cup.

15. Repeat this step until you have poured water through all of the simulated wetland filters.

16. Now compare the water samples that have been poured through the filters. 17. Ask the students to vote on which water is the cleanest. They should look for

sediment left at the bottom of the cup and the overall cloudiness of the water. 18. When the winning group has been selected, allow that group to come to the front

of the classroom and present their filter. They should discuss how they built the filter and what made them design it the way they did.

19. Ask other students to say how their filters could be improved. 20. Finish the activity with a class discussion on the functions of wetlands. The

following questions can be used: i. What are some benefits that wetlands offer to people?

ii. How do wetlands act as natural filters? iii. Why would this be important to the shipping industry in Louisiana? iv. Why would this be important to the fishing industry in Louisiana? v. Does this function of wetlands affect the students?

Resources The Ideal Filter Activity: LSU AgCenter and Barataria-Terrebonne National Estuary Program (BTNEP) Wetland Activities

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The Ideal Filter in the T-3 Format


Tell the students about the challenge several days in advance and ask them to bring in materials they want to use. It is their responsibility to bring in materials they think will work best. Other materials also will be available. Prepare the 2-liter drink bottles by cutting the top part off to make a funnel and a bottom container. Cut about halfway down the length of the bottle.

You have learned the value of wetlands as natural filters of polluted water. Now you have a challenge to try to simulate the filtering capacity of a wetland. Each group will make a filter and compete to see which does the best job removing dirt from water.

If this activity is a follow-up to a field trip, the students will have firsthand knowledge of the concept of wetlands as filters and purifiers. If a field trip was not possible, explain to the students how wetlands filter pollutants. Separate into groups of 2 or 3.

Separate into groups.

You have all brought in a 2-liter drink bottle, and this will be your apparatus for your filter. I have cut the bottles so there is a top funnel part and a bottom water-catching part.

We also have a variety of other materials you can

Hold up a sample of the muddy water.

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choose to make your filter. Your job today is to construct the filters. I’ll supply the muddy water your filters have to try to clean. First, each group will pick a number out of this box. Without showing anyone your number, write it on the bottom of the water-catching part of your bottle. This will identify your filter in the contest.

Students identify their filter equipment with a “secret” number.

Now, you need to construct your filter in the way you think will filter this dirty water best. We have until ____(time) to finish. Then you will test your filters, and we’ll see whose did the best job.

Set a reasonable time limit – long enough to allow students time to complete their filters.

Students will work in groups to make their filters.

We’ll mix up the filters so we don’t know who they belong to without looking at the number on the bottom. That way, when you vote for the best filter, you won’t be biased (explain bias).

When they finish construction, the students compete to see which filter filters the muddy water most thoroughly.

Bring your completed filter to the front of the room. I will line them up for the contest. Now we’re ready to test the filters. I will call you up two at a time to take your

Arrange the filters ready for the contest. Organize students ready to test filters.

Students bring their filters to the front of the classroom.

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place. Don’t reveal if you know whose filter you are testing. When I say “go,” gently pour all of the muddy water in the jar I have given you onto the top of the filter. When you are done, sit down in your regular seat.

Students filter the muddy water.

Now, we’ll decide which filter did the best job. As I point to a filter, raise your hand if you think the water in the bottom is the cleanest of all.

Draw a row of circles on the board. They represent the row of filters. As you indicate a filter and the students raise their hands to vote for the best filter, write the number of votes in the appropriate circle to match the filter’s position in the row.

Students vote on each filter’s performance.

Now we have a winner. Let’s see who it belongs to, and then we’ll ask that person to describe how he or she made the filter and what materials were used.

Call out the number on the bottom of the filter and ask the student with the matching number to come to the front to claim the filter. Ask the winning student to describe what materials were used and how the filter was constructed. Discuss with the class why this filter was the most successful. Compare its construction with the composition of a wetland. What are the similarities and differences?

The students who made the winning filter claim their filter and explain how they made it.

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Grade Level Upper Elementary Junior High Duration One to two class periods Setting The classroom Vocabulary Hurricane Eye of Hurricane See GLE table in the index.

Category 5: The Eye of the Hurricane

Teacher Instructions Focus/Overview This lesson introduces students to the structure of a hurricane, particularly the eye. Students will view a video about hurricanes, do a simple hurricane simulation, take a tour into the eye of a hurricane and write reports about their tour. Learning Objectives The students will:

Identify the eye of a hurricane in photographs and discuss the role it plays in this storm system

Demonstrate a hurricane using a classroom simulation Use knowledge of hurricane hunters to role-play and write reports

about their experiences in a hurricane.

Materials List Computers with Internet access (teacher provides) Large round bowl or tub of water (one for each pair of students)

(teacher provides) Spoon (one for each pair of students) Food coloring Writing materials

Background Information A hurricane is a type of tropical cyclone, the generic term for a low pressure system that generally forms in the tropics. A typical cyclone is accompanied by thunderstorms, and in the Northern Hemisphere, a counterclockwise circulation of winds near the earth’s surface.

Hurricanes can cause catastrophic damage to coastlines and several hundred miles inland with winds possibly exceeding 155 miles per hour. Hurricanes and tropical storms also can spawn tornadoes and microbursts, create storm surges along the coast and cause extensive damage from heavy rainfall. Flash flooding can occur due to intense rainfall, and the flooding of rivers and streams may persist for several days after the storm.

Hurricanes are classified into five categories based on their wind speed, central pressure and damage potential (see chart below). Category 3 and higher hurricanes are considered major hurricanes, though Categories 1 and 2 are still extremely dangerous.

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Hurricane Category Chart Scale Number

(Category) Sustained Winds

(mph) Damage Storm Surge

1 74-95 Minimal: Unanchored mobile homes, vegetation and signs. 4-5 feet

2 96-110 Moderate: All mobile homes, roofs, small crafts, flooding. 6-8 feet

3 111-130 Extensive: Small buildings, low-lying roads cut off. 9-12 feet

4 131-155 Extreme: Roofs destroyed, trees down, roads cut off, mobile homes destroyed. Beach homes flooded.

13-18 feet

5 More than 155 Catastrophic: Most buildings destroyed. Vegetation destroyed. Major roads cut off. Homes flooded.

Greater than 18 feet

Effect on Louisiana All Atlantic and Gulf of Mexico coastal areas are subject to hurricanes or tropical storms. The hurricane season in Louisiana lasts from June to November, with the peak season from mid-August to late October. According to the LSU Hurricane Center, the central Louisiana coast has experienced landfall of more major hurricanes (Category 3 and above) than anywhere in the continental United States over the past century. Hurricanes in Louisiana are an impending natural threat and bring with them the potential for devastation to the people living in targeted areas and the environment.

Louisiana's coastal wetlands usually bear the brunt of environmental damage from hurricanes, but the effects can be felt throughout the state. Preliminary analysis of satellite imagery indicates that hurricanes Katrina and Rita caused very heavy damage to the marshes in southern Louisiana. Although Louisiana’s coastal marshes and barrier islands provide a front line of defense against storm surge, 90 percent of these wetlands are at or below sea level elevation, which makes them susceptible to flooding from wave action.

See General Background Information at the front of the binder for additional information on wetlands and how these ecosystems offer hurricane protection to Louisiana. Definitions: Hurricanes – a large, powerful storm that forms in oceans and has winds that blow greater than 73 miles per hour Eye of a hurricane – the region at the center of a hurricane about which the winds rotate but which itself is relatively calm.

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Advance Preparation 1. View BrainPOP video prior to showing it to your class. BrainPOP Web site:

http://www.brainpop.com/science/weather/hurricanes/preview.weml a. (Note: BrainPOP is an educational Web site with hundreds of short Flash-based

movies for students in grades K-12 about mathematics, technology, health, science, social studies, arts and music, and English.)

2. Sign up for free trial to view BrainPOP video a. (Note: Without a paid subscription, you can only view a BrainPOP movie twice in the

same day.) 3. Make copies of pictures of hurricanes. 4. Gather materials for Stir Up a Hurricane Activity. Students will be in groups of two. Each

group will get a round bowl almost full of water, a spoon, one dropper of food coloring and writing materials.

Procedure Part 1

1. Have students watch the BrainPOP movie about hurricanes and tell them to pay particular attention to the discussion of the hurricane's eye.

a. Remember: Without a paid subscription, you can only view a BrainPOP movie twice in the same day.

2. After watching the video, lead a class discussion about the eye of a hurricane using questions such as the following:

a. Is it windy in the eye? b. Why does the eye exist?

3. Review the background information about hurricanes and their effects on Louisiana. 4. Hold up the pictures of the hurricanes at the front of the class and have students identify the

eye in each picture. 5. Divide the students into groups of two. 6. Each group should have the materials listed in Advance Preparation at their station. 7. Have one set of materials at the front of the class to demonstrate the Stir Up a Hurricane

activity. 8. In your bowl, move the spoon in a circular motion around the side of a bowl, stirring the

water. 9. When the water is moving fast, stop stirring and immediately put several drops of food

coloring into the center of the swirling water. The color will move from the center forming bands – much like clouds in a hurricane do.

10. Explain to the students that hurricanes are huge circular storms of wind, clouds and rain that form over warm tropical oceans. The clouds in a hurricane can be seen as circular bands that spiral around a hurricane’s eye.

11. Each group should then follow your demonstration to stir up their own hurricane. Now, student pairs will construct the project on there own.

12. After each group has made their hurricane, students should complete the Stir Up a Hurricane Activity Worksheet.

13. As a class, discuss the answers to the Stir Up a Hurricane Activity Worksheet.

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Part 2 1. Tell the class that in order to learn how fast a hurricane is growing and how fast its winds are

blowing, it's necessary to go directly into the hurricane. Some brave volunteer pilots called "hurricane hunters" do this job in airplanes.

2. Have students go through the "Cyber flight" Web site at the following link: http://www.hurricanehunters.com/cyberflight.htm.

a. The students will see pictures and read about a team of hurricane hunters on a mission to study hurricanes.

3. Lead a discussion with the students about what they learned from the Cyber Flight Web site. Sample questions that can be used are:

a. What is an eye wall? (The border between the eye and the surrounding storm winds) b. What is a dropsonde? (An instrument attached to a parachute that takes

measurements of the hurricane and sends them back to the hurricane hunters through a radio transmitter. The hurricane hunters drop the dropsonde out of the airplane, and after passing through the hurricane, it lands in the water below.)

c. What do the students think it was like for those pilots before they entered the hurricane? Once they were in the hurricane?

4. Ask students to imagine they have just returned from a flight on a hurricane hunter mission. They have flown with an expert team of hurricane hunters and have helped them conduct their studies in the eye of a hurricane.

5. Ask students to write brief (two or three paragraph) reports to their local newspaper, telling the public about their adventure.

a. Their reports should answer these questions: i. What is it like inside the eye?

ii. Why does the eye exist? iii. What was the most exciting part of your journey?

Blackline Masters

1. Stir Up a Hurricane 2. Hurricane Hunter Exclusive

Resources BrainPOP http://www.brainpop.com/science/weather/hurricanes/preview.wemll National Geographic Kids http://kids.nationalgeographic.com/ Online Dictionary http://www.dictionary.com Cyber flight http://www.hurricanehunters.com/cyberflight.htm LSU Hurricane Center http://www.leeric.lsu.edu/le/cover/lead075.htm

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Student Activity SheetStudent Activity SheetStir Up a Hurricane

DirectionsAfter completing the activity with your group, answer the following questions:

1. What is a hurricane?

2. What happened to the hurricane’s “clouds” as the liquid spiraled around in the bowl?

3. Describe the way the clouds moved.

4. How do hurricanes affect people?

5. Name two hurricanes you can remember. What effect did these storms have on your family, home and community?

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Student Activity SheetStudent Activity SheetHurricane Hunter Exclusive

EXCLUSIVE: THE JOURNEY OF A LOCAL HURRICANE HUNTER

BY: ______________________________________________________________

____________________________________________________________________________

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Category 5: The Eye of the Hurricane in the T3 Format


Today we will be learning about hurricanes and the most important part of the hurricane, the eye. We are going to start by watching a video about hurricanes. Be sure to pay close attention to what they say about the eye.

Have BrainPOP video ready to view at the front of the class. When the class is ready, play the video.

Watch the BrainPOP video.

Based on what you saw on this video, tell me what you learned about hurricanes in general. How about the eye of a

hurricane? It is windy in the eye? Why do you think the eye

exists?

Lead a class discussion and solicit answers. Review the background information about hurricanes and their effects on Louisiana.

Talk about what they learned from the video about hurricanes and the eye of a hurricane.

As I hold up these pictures of different hurricanes, raise your hand if you can identify the eye in each picture.

Hold up pictures and call on students to identify the eye.

Look at pictures and identify the eye in each one.

Now we are going to break up into groups of two, and each group should go to a station with the materials on it.

Divide class into groups of two and show the groups what station they are assigned to.

Break into groups and go to stations.

I am going to demonstrate what you are going to do at your stations, so everyone watch me complete the activity.

Have materials set up at the front of the class and perform activity as stated in the procedure. Tell students what you are doing as you complete each step.

Watch teacher perform the activity.

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Now each group gets to create your hurricane at your station. As you go through the steps, you will see that the bowls looks similar to an actual hurricane. Hurricanes are huge, circular storms of wind, clouds and rain that form over warm tropical water. The clouds in a hurricane can be seen as circular bands that spiral around the hurricane’s eye.

Walk around the classroom and assist groups with making their own hurricanes.

Follow steps to stir up their own hurricanes.

Once you have stirred up your own hurricane, as a group, complete this worksheet.

Pass out Stir Up a Hurricane Activity Worksheet.

Take worksheet and answer questions.

Who would like to discuss some of their answers on the worksheet?

Go through worksheet and lead a class discussion on the student’s answers.

Answer questions aloud and talk about their answers.

Learning about hurricanes and the eye of a hurricane has been fun. But have you ever wondered how weather reporters know how fast the winds of a hurricane are and what people can expect when the hurricane hits their state? In order to learn how fast a hurricane is growing and how fast its winds are blowing, it’s necessary to go directly into the hurricane. Some brave volunteer pilots that do this are known as hurricane hunters.

Listen.

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These hurricane hunters go up in an airplane to determine the speed of the storm. Let’s get a closer look at exactly what these brave volunteers do.

As a class or individually, have students go to the Cyber Flight Web site.

Go to Cyber Flight Web site where they will look at pictures and read about a team of hurricane hunters on a mission to study hurricanes.

Tell me what you learned from this Web site. What is an eye wall? What is a dropsonde? What do you think it was

like for those pilots before they entered the hurricane?

What about once they were in the hurricane?

Lead class discussion using background information and procedural steps.

Talk about what they learned from the Cyber Flight Web site.

Imagine that you have just returned from a flight on a hurricane hunter mission. You have flown with an expert team of hurricane hunters to help them conduct their studies in the eye of the hurricane.

Listen and imagine the scene that the teacher describes.

Now write a brief (two to three paragraphs) report to your local newspaper telling the public about your adventure. Your report should touch on: What it is like inside of

the eye. Why the eye exists. What was the most

exciting part of your journey.

Pass out Hurricane Hunter Exclusive Activity Sheet.

Write brief report on their adventures into the hurricane.

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Grade Levels Upper Elementary Junior High High School Duration One to two class periods Setting The classroom Vocabulary Hydrologic cycle Precipitation Percolation Evaporation Transpiration Renewable resource Nonrenewable resource Wetland See GLE table in the index.

Water REcycled Teacher Instructions

Focus/Overview Students will learn about the water cycle and the various ways water moves between places in the environment. This lesson will focus on the importance of this nonrenewable resource and what students can do to aid in water conservation. Learning Objectives The students will:

Understand the complex movement of water through the water cycle.

Describe the distribution of water on earth’s surface. Define important words used in the water cycle, such

as transpiration, evaporation, condensation, percolation and precipitation.

Determine daily water use and what they can do to promote water conservation.

Materials List

Water cycle dice (set for each station) Label for each station (teacher provides) Whistle (or any other sound maker) Nine bags of colored beads (see table for colors

needed) String for bracelets Picture of the water cycle (teacher provides)

Background Information Water is everywhere. It is the colorless and tasteless liquid that makes up more than 70 percent of our bodies and covers about 71 percent of the earth. About 97 percent of the water found on Earth is salt water, and 3 percent is fresh water. Only 1 percent of that fresh water is usable to humans, plants and animals. Water is constantly in motion, and the same water is recycled over and over through a process known as the water cycle. Believe it or not, there is the same amount of water on the Earth now as there was when the Earth began! The movement of water in the water cycle shapes our weather and climate, supports plant growth and makes life itself possible. It is often taught as a simple circular cycle in which water evaporates from the ocean, is carried over land, falls as rain and then is transported

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back to the ocean through rivers. But the actual path that a water molecule follows during the water cycle can be quite varied and complex. Water may change state from a liquid to a gas or to a solid as it travels along its path. Water in its liquid form is the most visible state and it can be seen flowing in rivers and surging in ocean waves. Water in this form even travels underground, though slowly, where it seeps through the spaces found in soil. Living organisms also move water about. Water, either directly consumed as liquid or extracted from food, is carried within bodies. It then leaves as a gas during respiration, is excreted or may evaporate from the skin as perspiration. Plants are responsible for much of the movement of water with their roots collecting water for distribution throughout the plant. Some water is used in photosynthesis, but most travels to the leaves where it easily evaporates or is transpired. Although most water vapor cannot be seen, fog and clouds give some indication of water vapor in the atmosphere. Water condensation, seen as early morning dew or even on a cold glass, is one visible example of the water vapor present in our air. In clouds, water molecules condense and collect on microscopic dust particles until they reach such a weight that gravity pulls the water down as precipitation. Water in Wetlands Water is one of the three characteristics used when determining whether or not an area is a wetland; plants and soil are the other two indicators. Therefore, the presence of water is important to Louisiana wetland ecosystems and sustains the plants and animals that have adapted to live in these wet areas. Some characteristics that indicate whether water may be present or may have been present in a wetland area are:

o Standing or flowing water observed in the area. o Soil is waterlogged. o Water marks showing water was once there can be seen on trees or other erect

objects. o Drift lines, which are small piles of debris oriented in the direction of water

movement through an area, are present. o Debris is lodged in trees or piled against other objects by water. o Thin layers of sediments are deposited on leaves or other objects. Sometimes

these become consolidated with small plant parts. Definitions:

Hydrologic cycle – another name for the water cycle Precipitation – rain, snow, sleet, hail Percolation – when water is pulled (infiltrates) into the soil/land by gravity

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Evaporation – the process by which water changes from a liquid to a gas or vapor; water evaporates from ponds, lakes, rivers, oceans, puddles, wetlands and soil as part of the water cycle Transpiration – water is taken into the roots of plants and then is released back to the atmosphere through the leaves as part of this process in the water cycle that is similar to evaporation Renewable resource – a natural resource is a renewable resource if it is naturally replaced at the same rate or a faster rate than its rate of consumption by humans Nonrenewable resource – a natural resource that cannot be produced, grown again, regenerated or reused on a scale that can sustain its consumption rate Wetland – an area of land where soil is saturated with moisture either permanently or seasonally; such areas also may be covered partially or completely by shallow pools of water; wetlands include swamps, marshes and bogs, among others; the water found in wetlands can be salt water, fresh water or brackish Advance Preparation

1. Make one copy of the water cycle worksheet for each student. 2. Cut string into sections that can be used as bracelets. 3. Laminate station labels (if desired). 4. Place the station labels and dice around the room to mark the nine different

stations. a. The nine stations include: Clouds, Animals, Soils, Plants, Oceans, Lakes,

Glaciers, Groundwater and Rivers 5. Each station should have a cup of colored beads. The color should correspond

with the site – see table below.

Station Name Bead Color Clouds Clear Animals Red Soils Brown Plants Bright GreenOceans Bright Blue Lakes Blue Glaciers White Groundwater Light Blue Rivers Dark Green

Procedure 1. Using the background information, lead a class discussion on water. The

following questions can be used:

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a. Does anyone know how much of the Earth is covered with water? (71 percent)

b. How much of that water is salt water? (97 percent) c. How much of the 3 percent fresh water that is left can be used as drinking

water? (1 percent or less) 2. Explain to the class that the water in the world is a nonrenewable resource,

meaning that it cannot grow or produce any more than its current state. Drinking water is a limited resource, and we only have so much clean water to go around.

3. Ask students to list all the places water can be found. Write their responses on the board.

a. Make sure to relate each of their answers to one of the options on the dice. 4. Hold up the nine station names one at a time and compare with their list. 5. Use the background information to review the water cycle. 6. Pass out the student activity worksheet to each student and have them fill in the

blanks. 7. After everyone has completed the worksheet, discuss the answers as a class. 8. Tell the students they are going to become water molecules moving through the

water cycle. 9. Looking at the nine stations, discuss as a class the conditions that would cause the

water to move from one location in the water cycle to another. a. Explain that water movement may depend on energy from the sun and

gravity; plants and animals may be responsible for the movement; and sometimes water will stay at a particular place.

10. Pass out a piece of string to every student and have them tie a knot close to end of one side.

11. Divide class up into nine groups of equal numbers of students and have them line up at the different stations.

12. Explain the rules of play as follows: a. Tell every student to collect a bead from their current station and thread it

onto their string. b. Tell the students the round will begin and end with the sound of a bell (or

other noisemaker). c. After the bell to begin, the first student in each line rolls one of the dice

and goes to the station indicated on the dice. They should go to the back of the line at their new stations.

i. Some students will be asked by the dice to stay at that particular station. They should keep taking beads for as many times they get in line and roll the dice, no matter if they move to a new station or not.

d. The next student in each line then rolls the dice until everyone has had a turn. When everyone is at a new station (or has had a turn to roll), the bell will sound again.

e. The teacher will briefly go around the room and ask for volunteers to see where students have moved (or if they did not move). The students should also provide some ideas on how they think they moved (what process got

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them to the new station – for example, an animal, rain storm or so forth) or why they think they did not move.

f. After a short discussion, ring the bell again for the start of the next round. The students are to take a bead from their current station, roll the dice at their station and move to whichever station the dice tells them to go to.

g. Then, at the next stations, students should take a bead, add it to their bracelet in that particular order, roll and move again until the bell has rung to end the game.

i. The game can continue for as long as you choose. Depending on your group of students, you can alter how many times the students go around to each station. It is optimal that every student has approximately 10 beads on his or her bracelet.

13. Once the game is over, have everyone return to their seats and tie up the other end of their water cycle bracelet. (These can be placed on their wrists or used as a key chain or backpack chain.)

14. Lead a class discussion to determine what the students have learned from this activity. The following questions can be used:

a. Have students discuss the places they traveled as a water cycle molecule. b. Discuss any cycling (circular movement) that took place. Why do students

think they might have returned to the same place? c. List one or more of the stations and have students identify ways water can

move to and from these specific locations. d. Where did most of the students stay when rolling the dice? e. What is a situation in everyday life where the students observe part of the

water cycle? 15. Once students understand what occurs during the water cycle, lead a class

discussion on how they feel about the amount of water that is in the world. a. Where does the water they use for drinking and bathing come from? (Most

people have pipes that run water to their houses, but some still use other sources such as wells and springs).

b. Tell the students that regardless of where their water comes from, it is not free! Their parents receive water bills every month (or pay for power to run the well pump), but that is not the only reason we should try to conserve this precious resource.

c. Do the students think we will ever run out of usable water? d. What are some human activities that might damage our water supply? e. Tell the students most people in the United States use at least 50 gallons of

water per day! This only includes direct uses, such as drinking, bathing and washing dishes. The water needed to make the energy they use in their houses or the water needed to cook the food they eat every day is not even included in this estimate! Before there was electricity and indoor plumbing, the average person only used 5 gallons of water per day. This huge increase in water use is why it is important for the students to become “water wise”. This means they need to realize how much water they use in a day and learn how they can cut back on their use!

f. Pass out the Becoming Water Wise Worksheet to every student.

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g. Allow the students to answer the questions and then lead a class discussion on these answers.

i. Some of the ways students could conserve water would be taking shorter showers, making sure the dishwasher and clothes washer are full before starting either of them and turning the water off while brushing your teeth

Extension:

Have students write a newspaper article describing ways people can conserve water and why it is important.

Blackline Masters

1. Water Cycle Dice 2. Water Cycle Worksheet 3. Becoming Water Wise

Resources Some of this material has been adapted from the Project WET Curriculum and Activity Guide, 1995, Bozeman, Mt. Garrels, R.M. et al. 1975. Chemical Cycles in the Global Environment. William Kaufmann, Inc. 206 pp. NOAA Water Cycle Activity http://response.restoration.noaa.gov/book_shelf/1064_Watercycle_instructions.pdf

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Water REcycledYouthh Wetlands WeekWetlands WeekStudent Activity SheetStudent Activity Sheet

Water Cycle Dice - ANIMAL

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Water Cycle Dice - CLOUDS

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Water Cycle Dice - GLACIER

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Water Cycle Dice - GROUND WATER

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Water Cycle Dice - LAKE

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Water Cycle Dice - OCEAN

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Water Cycle Dice - PLANTS

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Water Cycle Dice - RIVER

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Water Cycle Dice - SOIL

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Water REcycled

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Student Activity SheetStudent Activity SheetWater Cycle

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Water REcycled

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Student Activity SheetStudent Activity SheetBecoming Water WiseDirections: Have you ever wondered how much water you and your family use on a given day? Using the informa-tion provided about average daily water use and the questions below, determine how much water is used during common daily activities and what you can do to conserve water.

Average Daily UseToilets (The average person fl ushes the toilet about fi ve times daily) = 1.6 gallons per fl ush

Showerheads (The average person showers about 5 minutes each day) = 2.5 gallons per minute

Faucets (The average person uses faucets for about 8 minutes each day) = 2.5 gallons per minute

Clothes Washer (The average home washes about seven loads of laundry per week) = 43 gallons per load

Dishwasher (The average home uses a dishwasher about fi ve times per week) = 7–10 gallons per load; if you hand wash your dishes, assume 2.5 gallons of water each time

1. Fill in the number of household members in the fi rst column.2. Fill in the water consumed by each appliance using the values from the information provided above.3. Multiply these numbers to calculate the total gallons of water you and your family use in your home each day.

Toilet ______ household members X 5 fl ushes/person X ________gpf = ______gal/day

Shower ______ household members X 5 min/person X ______ gpm = ______ gal/day

Faucets ______ household members X 8 min/day X ______ gpm = ______ gal/day

Clothes Washer ______ loads of laundry/wk X ______ gpl X 7 days = ______ gal/day

Dishwasher ______ loads of dishes/wk X ______ gpl X 7 days = ______ gal/day

OR Hand-washed Dishes ______ meals/day that require dish washing X 2 1/2 gal of water/meal = ______ gal/day

4. Add the values in the far right column to get the total daily water use of the appliances in your home.

Toilet + shower + faucets + clothes washer + dish washing + other uses = _____gal/day

5.Divide this value by the number of household members to get the total amount of water consumed by each person.

_______ gal per person per day

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Water REcycled

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Student Activity SheetStudent Activity Sheet6. Other than the items listed above, describe fi ve ways you use water at home.

7. What are three ways you use water that you could easily give up?

8. Name three water uses you would least like to give up.

9. What are some changes you can make in your daily activities to conserve water?

(continued)

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Water REcycled in the T-3 Format


Today we will be learning about water and the way that it moves around the Earth.

Does anyone know how much of the Earth is covered with water?

How much of that water is salt water?

How much of the 3 percent of fresh water that is left can be used as drinking water?

Use the background information at the beginning of the lesson to answer these questions and to fully explain the Earth’s supply of water. Also, explain to the class about renewable and nonrenewable resources.

Talk about what they know about the supply of water on the Earth and renewable and nonrenewable resources.

Can anyone name some places where water is found?

Solicit answers and write these on the board.

Answer aloud where water is found on Earth.

Those are some good answers, and you all are correct! The pictures I am holding up show the main places where water is located during the water cycle. How do these compare to your list?

Hold up the nine station names one at a time and compare with students’ lists.

Observe station pictures and compare to their lists.

Can anyone tell me what they know about the water cycle?

Using background information, review the water cycle.

Talk about what they know about the water cycle.

Using the information we just discussed about the water cycle, fill in the blanks of this diagram to complete the water cycle.

Pass out Water Cycle Student Worksheet

Take worksheet and fill in the blanks.

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Let’s review the sheet together.

Review worksheet with the class.

Answer aloud with what they wrote in the blanks to complete the water cycle.

Today you are each going to become a water molecule moving through the water cycle. Looking at the nine stations set up around the classroom, what do you think would cause a water molecule to move between these areas?

Using procedural steps, solicit answers and walk students through the different water cycle stations.

Listen and call out answers when prompted by teacher.

Each of you is receiving a piece of string that will become your water cycle bracelet. Tie a knot close to one end of the string so the beads placed on the string will not fall off.

Pass out a piece of string to every student and assist them in tying a knot in their strings.

Take string and tie a knot in one end.

We are going to divide into groups to move through the water station. As I call your name, go to the station I point you to.

Divide class evenly into nine groups and place them at the nine different stations.

Divide into groups and go to correct station.

Now, everyone needs to listen to the rules of the water cycle game.

Procedural step No. 12 (in the earlier section) lists the rules of the game. Read this aloud to the entire class.

Listen to rules.

Are there any questions? Is everyone ready?

Blow whistle to begin game. Once they hear the whistle, students should begin to move through the water cycle until they hear the next whistle.

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Blow whistle after the first round is finished (after everyone rolls the dice once).

Stop moving when they hear the whistle.

Let’s briefly go around the room and see where everyone has moved. Has anyone not moved? Why do you think you moved or did not move? What would have caused you to move or not move?

Solicit answers from class. Answer aloud about their movement through the water cycle.

OK, at the first whistle we are going to start again and continue moving until I blow the whistle to stop the game.

Blow whistle to start and stop game.

Go through water cycle until they hear the whistle to stop the game.

Now, everyone can return to their seats and tie up the other end of your bracelets. If you don’t want to wear it as a bracelet, you can use it as a key chain or tie it onto your backpack.

Return to seats and tie other end of strings.

So who would like to volunteer to walk me through your movement as a water molecule? You must use the beads on your bracelet to tell the class where you went on your journey.

Select volunteers to tell about their journey as a water molecule.

Volunteer to tell about their journey as a water molecule. Go through each bead on their water cycle bracelet.

What did you learn about the water cycle?

Lead a class discussion on the water cycle. Use procedural step No. 14 (in earlier section) for questions.

Talk about the game and what they learned about the water cycle.

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So now that you understand how water moves around the Earth, where do you think the water that you use every day comes from?

Use background information and procedural step No. 15 (in earlier section) to discuss the water supply on Earth and water conservation.

Listen and discuss water conservation.

Have you ever wondered how much water you and your family use on a given day? Using the information and the questions on this worksheet, you can determine how much water is used during common daily activities. Then answer the questions about what you can do to conserve that water.

Pass out Water Wise Worksheet.

Take worksheet and answer questions.

What would some of you do to conserve more water on a daily basis?

Lead class discussion on ways students can conserve water.

List ways they can conserve water on a daily basis.

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Grade Level High School Duration One class period Setting The classroom Vocabulary Hydrometer Salinity Density See GLE table in the index.

Density Dynamics Teacher Instructions

Focus/Overview Students will learn how changes in water salinity affect the density of the water by making their own hydrometer. Learning Objectives The students will:

Learn to define different water salinity types: brackish, fresh and salty.

Learn how salinity affects density of water. Build a hydrometer to measure the densities of fresh,

brackish and saltwater samples. Materials List

Water (teacher provides) 100-milliliter graduated cylinder Modeling clay Fine-tip permanent marker Straw Salt 4 cups or jars of equal size

Background Information Marshes are a specific type of wetland characterized by soft-stemmed grasses that inhabit the area. There are a variety of marshes along the coast of southern Louisiana that are predominately defined by their salinities. Most of Louisiana’s wetland marsh habitats are defined by the salinity of the water – the amount of salt dissolved in the water. Salinity is measured in parts per thousand (also known as ppt). The average salinity of the ocean is 35 parts of salt to 1,000 parts of water (or 35 ppt). The salinity of the water also has an effect on the density of the water. The more salt that is dissolved in the water, the more dense or heavy the water becomes. This is why items float better in salt water than in fresh water. (There are more materials in the water that can help “hold up” substances that are floating in water.) The same effect happens when you mix water (more dense) and oil (less dense). The oil will float at the surface, and the water will sink to the bottom. The salinity of water is measured using a hydrometer.

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See the General Wetlands Information at the front of the curriculum binder for more information on marsh types and how the salinity defines the habitat. Louisiana Wetland Marsh Habitats Swamp (salinity = 0 ppt) – any place holding water and having woody vegetation. In Louisiana, cypress and tupelo-gum are the most common trees found in a swamp. Swamps mostly contain fresh water, but in Louisiana salt water is slowly creeping in. Freshwater Marsh (salinity = 0 ppt) – areas that have no woody vegetation and are typically holding fresh water. A freshwater marsh includes animals such as alligators, snakes, turtles, mink, raccoons, otters, nutria, egrets, herons, ducks, bass, bluegills and grass shrimp, as well as many insects. Intermediate Marsh (salinity = 1-6 ppt) – this is a transitional zone between a freshwater and a brackish marsh. Intermediate marshes have several types of plants that are found in both freshwater marshes and the saltier marshes found near the Gulf of Mexico. The most common plants are bull tongue, roseaucane and wiregrass. This is a great habitat to view a variety of ducks and other water birds, snakes, alligators, a few turtles, muskrats, raccoons, nutria and other fur-bearing mammals. Brackish Marsh (salinity = 7.5-15.0 ppt) – is a marsh that mostly contains wiregrass (Spartina patents). It is a favorite habitat for waterfowl, and many salt-loving creatures begin to appear in this marsh. This is one of the best habitats for blue crabs, redfish, speckled trout and fiddler crabs. Salt Marsh (salinity greater than 15.5 ppt) – a marsh that is flooded daily with saltwater tides. Specialized plants have adapted to live in this habitat because of the high amount of salt in the water. The plant that is most seen in this marsh is oyster grass or smooth cordgrass (Spartina alterniflora). One tree that can take the high amount of salt water is black mangrove. Fiddler crabs and oysters are common animals that live in a salt marsh. Definitions: Hydrometer – an instrument used for determining the density of liquids. Salinity – the amount of salt in water measured in parts per thousand (ppt). Many of the wetlands in Louisiana are defined primarily by the salinity levels found in the water. Density – measurement of an amount of mass per given unit of volume. Seawater has a higher density than fresh water because it contains more dissolved substances (like salt), and these add mass to the water within which they are dissolved, thereby producing a greater mass per unit volume – or a density higher than that of pure water.

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Advance Preparation 1. Mix up “unknown” test solutions and place in the jars with the following

solutions: a. 1,000 milliliters of fresh water at room temperature – label the jar as

Sample C. b. 15 grams salt to 1,000 milliliters of water at room temperature – label the

jar as Sample A. c. 35 grams of salt to 1,000 milliliters of water at room temperature – label

the jar as Sample B. 2. Make copies of the student worksheet. 3. Add fresh water to the graduated cylinder to the 100-milliliter line for students to

use to create their hydrometers. Procedure Part 1

1. Use the background information and the information found in the General Wetlands Information section (in the front of the curriculum binder) to explain the different marsh habitats found in Louisiana, how they are characterized by their salinity levels and how salinity relates to density.

2. Break the students into pairs or groups (depending on class size and time) and pass out the student worksheet, a small ball of clay (just big enough to plug the end of the straw) and a straw to each pair.

3. Have the students press the ball of clay into one end of the straw to form a plug. The straw will become the hydrometer.

4. Have members of each group place their hydrometer in the 100-milliliter graduated cylinder and remove or add clay until the hydrometer floats in the water leaving about 1 inch of straw above the water line.

a. For this lesson, the students will make all readings on the hydrometer. The lines on the graduated cylinder are not used in the data.

5. Carefully make a small horizontal line on the straw to mark the point where the surface of the water meets the straw with a permanent marker. Remove the straw and mark the line with “0.” This is the line that shows where the meter will read fresh water or 0 ppt of salt.

6. Once all the groups have a hydrometer with the “0” line marked, add 1 gram of salt to the graduated cylinder and dissolve all the salt.

7. Place each student group’s hydrometer back in the water and mark the straw at the point where the surface of the water meets the straw with another line. Remove the hydrometer and mark the line with “10” (because 1 gram of salt was added to 100 milliliters of water, which makes a solution with salinity of 10 ppt.

8. Once all the groups have a hydrometer with the “10” line marked, add another 1 gram of salt to the graduated cylinder and dissolve all the salt.

9. Repeat step 6 and mark the straw at the line where the surface of the water meets the straw with “20” (because a total of 2 grams of salt was added to 100 milliliters of water to make a 20 ppt solution).

10. Repeat steps 6 and 7 one last time, adding another 1 gram of salt to the water in the graduated cylinder. This time, label the line formed where the surface of the

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water meets the straw with “30” (because a total of 3 grams of salt was added to 100 milliliters to make 30 ppt).

11. Ask the students to make notes on their student worksheets about what they saw happen to the straw as the salinity of the water increased.

Part 2 1. Show the students the three unknown samples you mixed before the lesson began. 2. Tell the students they will now use their hydrometers to figure out the salinities of

the three unknown samples of wetland water. a. They can estimate the salinity if the hydrometer measures between its

lines. 3. Explain that it is important for wetland scientists to know the salinity of water for

wetland restoration projects. Salt can hurt some plants and help others, so it is important to know the salinity of the water before planting vegetation in a wetland environment.

4. Have the students use their hydrometers to test the salinity of each water sample and to mark their answers on their student worksheets.

5. Once all students have recorded their answers, have them return to their desks. Have the class give their estimates of the salinities for each sample to see if there is consensus among all the students.

6. Have the students fill out the rest of the questions on their student worksheets. Blackline Master

1. Making the Hydrometer Resources “Density and Salinity – A Curriculum in Marine Sciences for Grades 4-8.” University of California, Los Angeles Marine Sciences Center. Revised for UCLA OceanGLOBE, 4/04. www.msc.ucla.edu/oceanglobe/pdf/densitysalinity/densityentire.pdf

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Density Dynamics

Youthh

Name


Student Activity SheetStudent Activity SheetMaking the Hydrometer

Part 1In the space below, describe what happened to the hydrometer as the test water became more salty.

Part 2Test the unknown water samples and write their salinities in the graph below. Choose if this type of water would

be found in a fresh, brackish or saline marsh.

Sample Salinity (ppt) Marsh TypeA

B

C

Part 3Answer the following questions after you have tested the water samples.

1. What does “ppt” stand for?

2. The range of salinity for seawater is between 25 ppt and 40 ppt. Did any of the samples fall within that range? If yes, which sample?

3. What conditions could account for a salt marsh having a slight shift in salinity so that it be-comes more fresh or more salty?

4. Along the coast of Louisiana, where would you expect to fi nd areas of more fresh marshes? Where would you expect the marshes to be more salty?

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Density Dynamics in the T-3 Format


Wetlands defined by the soft grasses that grow around them are called “marshes.” There are a variety of marshes found along the coast of Louisiana that are defined by their salinities.

See General Wetlands Information in the front of the curriculum binder to help explain the types of marshes found in Louisiana.

Does anyone know what salinity means?

Students will tell what they know about salinity.

Explain salinity and how it helps define the different marsh types.

The more salty (or the higher the salinity level) water is, the greater its density will be. Density is defined as the amount of mass per unit of volume. Because there is more salt dissolved in salt water, there is more mass in the water, thus it has more density.

Use the background information to help explain the relationship between salinity and density.

A “hydrometer” is a device used to measure salinity. Today you will be making your own hydrometers to determine the salinity of different samples of water and thus the type of marsh the water would be found in.

Break the classroom into groups of two to three students each and hand out the hydrometer materials and the student worksheets.

Get into groups and collect supplies and student worksheets.

Please press the ball of clay into one end of the straw to form a plug. The straw will become the hydrometer.

Students will make their hydrometers.

Before we can use our hydrometers, we have to “calibrate” it – or we have to mark lines on the straw that correspond to different known salinity levels so we can then use the hydrometers

Have the students place their hydrometers in the 100 milliliter graduated cylinders and remove or add clay until the hydrometer floats in the water leaving about 1 inch of straw above the water line.

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to measure unknown samples.

See steps 5-11 in Part 1 of the Procedure section to finish calibrating the hydrometers.

Students will calibrate their hydrometers.

Now that we have calibrated our hydrometers, we are going to use them to determine the salinity of these unknown samples of liquids.

Show students the water samples with various salinities.

You can estimate the salinity if the hydrometer measures between the lines we marked on the straw. It is important for wetland scientists to know the salinity of water for wetland restoration projects. Certain plants can only grow in certain salinities, so it’s important to know the salinity of the water before adding plants to a wetland environment.

Have the students use their hydrometers to test the salinity of each water sample and to mark their answers on their student worksheets.

Students will use their hydrometers to measure salinity and fill out each of their student worksheets.

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Wetlands Wildlife and

Fisheries

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Grade Level Upper Elementary Duration One class period Setting The classroom Vocabulary Adaptation Wetland Habitat See G.L.E. table in the index

Animal Adaptations Teacher Instructions

Focus/Overview The plants and animals that live in wetlands have special characteristics that help them to live in these wet areas. This lesson teaches students how animals survive in their habitat by adapting, or fitting in, to the environment. Learning Objectives The students will:

Describe the behavioral and physical adaptations of a wetland animal

Relate how animal adaptations help them to survive in a specific habitat

Design the ultimate wetland animal with wetland survival adaptations

Materials List

Plastic beaver teeth (or picture) Brown towel or brown coat (teacher provides) Swim fins Oil can (spray can with oil written on the side) Gloves Ear plugs Nose plugs Goggles Musk cologne or perfume Paddle

Background Information See the General Wetlands Information at the front of the curriculum binder for more information on wetlands and the animals that live in these areas. A habitat is where animals live. Habitats provide food, water and shelter that animals need to survive, but there is more to survival than just what is found in their habitat. Animals also depend on their physical features to help them obtain food, be safe, build homes, withstand weather and attract mates. These features are called physical adaptations and some examples are:

The color of the fur The thickness or thinness of the fur The shape of the nose or ears Horns or antlers that can be used to fight off predators

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Chemicals that are sprayed from various body parts to deter predators Animals may even be poisonous or unpleasant-tasting so that predators soon learn

them alone Many animals have developed remarkable defenses to keep from being eaten. For example, grazing animals often feed in herds for protection. When a predator attacks, the animals scatter and run in different directions to confuse the predator and allow time for the animals to escape. These characteristics are called behavioral adaptations and other examples are:

Animals never venture too far from their home in underground dens or thick vegetation; therefore, they can quickly hide when danger approaches

Many animals rely on camouflage or the ability to blend in with their surroundings to hide from predators

Animals use their keen senses of sight, smell and hearing so to detect danger and escape

Animals are active only at night when it is harder for predators to find them Animals that rely on trickery and copy the defenses of other animals to protect

themselves. Wetlands Animals Wetlands are unique habitats that are characterized by the presence of water and saturated soils. That means that plants and animals living in these habitats must have special adaptations in order to survive there. Wetland plants must be suited for survival in soils that remain wet for most of the year. Animals that live in wetlands must have special biological and behavioral characteristics in order to live there. They must be able to use nutrients found in water, protect themselves from their enemies in a wet envrionment, and survive during times of saturation or drought. These animals would not be able to survive in a wetland area unless they adapted or developed the skills necessary to migrate when conditions became undesirable. Here are some examples of animals that live in Louisiana wetlands and the adaptations that help them survive there: Alligator

Back webbed feet for steering Bulging eyes which make it look like a log Protective, armored plated skin

Nutria

Webbed hind feet Eyes, ears, and nostrils are set high on their heads. Teats of the female are located high on the sides, which allows the young to

suckle while in the water Crawfish

Breathe through gills

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Eyes are on movable stalks to allow sight in different directions. Emit chemical cues to identify one another

Louisiana Black Bear

Ability to not eat, drink, urinate, or defecate, in the winter Claws reach up to 9-12 inches long in order to catch and maintain it’s diet of fish,

berries, and nuts Possess a very acute sense of smell

Brown Pelican

Large bills with a flexible lower pouch that functions both as a fishing net and as a temperature regulation surface

Special air sacs under the skin on the front of its body protect the pelican from the impact of the dozens of dives it makes each day

Beaver information (Read out loud to class) The beaver is the largest North American rodent and lives in every state and province in the United States and Canada. Its biological name is Castor canadensis. American Indians called the beaver the “sacred center” of land because of its ability to change the landscape by damming streams and small rivers that enables other wetlands mammals, fish, frogs, turtles, ducks and birds to thrive in the newly constructed wetland habitat. Beavers live in lodges that they build on the banks of rivers and streams from small trees and mud. First, the beaver gnaws down trees that fall into the river to form a dam, which floods the upstream portion of the river. Beavers then build their home, or lodge, on the bank of the river with the opening to the home underwater, which helps keep them safe from predators. Beavers are great swimmers and can hold their breath for as long as 12 to 15 minutes and can swim underwater up to a mile. Beavers are often confused with another large rodent that is not native to Louisiana, the nutria. Unlike the nutria, beavers have a wide flat tail, which measures 11-15 inches long and 6 inches wide. They use their big tails like a paddle to propel them through the water when swimming and to warn other beavers of danger by slapping it on the water to raise an alarm. Adults are humped-backed and weigh an average of 33 pounds. Beavers have several features besides their tails that help them live in an aquatic habitat. They have webbed feet and special castor glands on their abdomen that produce oil that the beaver rubs onto its fur to waterproof it. Also, their ears and nose have special muscles that allow them to close these openings when underwater. Beavers mate for life during their third year. Both parents care for the baby beavers, called “kits,” which are usually born in the spring. From one to four kits can be in a litter. The kits normally stay with their parents for two years, and yearlings act as babysitters for the new litter. Beavers can live for as long as 19 years and can grow as long as 3 to 4 feet. During their lifetime, beavers are strict vegetarians, eating on the outer layers of many woody trees, such as sweetgum, yellow poplar and willow. In Louisiana, beavers

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are trapped for their fur, which is part of a fur industry that produces more than 1.3 million pelts a year from nutria, muskrat, mink, otter and beaver.

Definitions:

Adaptation – The ability of a species to survive in a particular habitat or niche. Any physical changes in an organism that allows it to survive a particular habitat, defend itself from prey or more easily reproduce.

Habitat – The natural environment of an organism; place that is natural for the life and growth of an organism

Wetland – A low-lying area that is wet year-round or during portions of the year. It is usually able to support types of vegetation typically adapted for saturated soil conditions.

Advance Preparation 1. Place all beaver adaptation props in a brown bag or pillow case. 2. Place pictures of a beaver at the front of the classroom. 3. Divide students into groups of no more than 3 or 4.

Procedure 1. Tell the students that today we will discuss several animals that live in wetlands

and how they are able to survive living in those wetlands. Bring up the vocabulary word adaptation. Can students define adaptation?

2. Use the background information to lead to class discussion on adaptations and wetland animals.

3. Read out loud the background information of a beaver to the class. 4. Ask the students for a volunteer to come to the front of the classroom. This person

will be the “new class pet,” a beaver. 5. Take out one prop at a time from the bag. Ask the students what adaptation of a

beaver the prop represents. 6. If the student gets it right he or she can help the “new class pet” put on the prop.

See list of correct answers for all props. You may have to help students think creatively.

7. Now that students have completely dressed their new class pet and described many typical adaptations of a beaver to a wetland, ask students to once again define a wetland. After getting several student answers, ask them to describe a wetland. You may want to write descriptive words on the blackboard. Good answers would be lots of water, sometimes salty, muddy, different kinds of plants, different kinds of animals, etc.

8. Once students have adequately described a wetland, ask the groups to create a fictitious wetland animal. They will need to give their fictitious wetland animal at least five different adaptations that allow it to survive in the wetlands.

9. Students should draw their new animal on the student activity sheet and list the five adaptations below the picture.

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10. Student volunteers will then hold up the fictitious wetland animal picture for the class to see and describe how that particular animal is adapted to surviving in the wetlands.

11. Hang all class pictures around the classroom for the remainder of Youth Wetlands Week.

Answer key to dressing a student like a beaver!

Item Represents Beaver Part Functions

Paddle Tail • Helps beaver maneuver while swimming (propeller to push it through the water and rudder to steer). • A warning for other beavers of possible danger when slapped on the surface of water. • A place to store fat when the food supply is low. • Becomes a support (like a stool) when beaver sits to gnaw on trees.

Teeth Teeth • Help the beaver obtain wood materials for food (tree cambium) and to build their lodges and dams. • Are unique. They grow at an enormous rate (as much as 3 inches a month). • Front teeth grow continuously, keeping pace with the constant wear from gnawing wood. They stick out past beaver's lips so it can gnaw, chew and swallow underwater without choking.

Brown Towel Fur • Helps keep the animal warm. • Inner fur, or undercoat, is thick, soft and fuzzy. It traps air to keep the body warm. • Outer fur consists of tough guard hairs that shed water like a raincoat. • The beaver has a built-in radiator, a special kind of circulation that brings heat to their legs and feet, which are often wet and exposed to the cold. • The brown coloration of beaver fur provides protective camouflage when out of water. • The beaver was once an endangered species in western North America because of extensive trapping for the sale of furs.

Oil can Oil gland • Oil helps keep the beaver dry even when swimming.

Swim Back feet • Webbed hind feet of the beaver enhance the

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flippers swimming ability by providing propulsion. • Second nail on each foot has a split nail that is used for grooming.

Gloves Front paws • Enable beaver to grasp materials much like human hands. • Used for digging, working on dams and building lodges, as well as gripping food.

Ear plugs Special muscles in ear canals

• Enable beavers to close their ear openings completely so no water to enter when underwater. • Beavers can stay underwater up to 15 minutes.

Nose plugs Special muscles in beavers nose

• Enable beavers to close their nose openings completely so that no water is able to enter while they are submerged. • Beavers can stay underwater up to 15 minutes.

Swimming goggles

Third clear eyelid • The “nictitating membrane” covers and protects the eyes.

Musk perfume

Caster gland • This special oil gland is used for marking territory. • Beaver musk oil has been used to make some perfumes and medicines.

Blackline Master

1. Animal Adaptation

Resources Alaska Department of Wildlife and Game Division of Wildlife Conservation. River Otter Fun Facts. Black Bear Fun Facts. Http://www.wildlife.alaska.gov/index.cfm?adfg=funfacts.riverotter Http://www.wildlife.alaska.gov/index.cfm?adfg=funfacts.blackbear Barataria-Terrebonne National Estuary Program. Understanding Animal Adaptations. Living Resources: Animal Adaptations. www.btnep.org Mosbacker, Linda Animal Adaptations Utah Education Network http://www.uen.org/utahlink/activities/view_activity.cgi?activity_id=4750 Seaworld. Manatees Adaptations for an aquatic environment. http://www.seaworld.org/animal-info/info-books/manatee/adaptations.htm

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Animal AdaptationsStudent Activity SheetStudent Activity Sheet

Youthh

Name


Directions: In the box below create the ultimate wetland animal. Give your animal at least 5 adaptations that allow it to survive in the wetlands. Describe the adaptations of your animal below the box!

Adaptations

1.

2.

3.

4.

5.

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Animal Adaptations in the T-3 Format

What You Say What You Do What the Students Do All animals live in habitats that provide water, food and shelter for them.

Explain to the students about habitats.

Students will listen to your explanation of habitats.

Today we will discuss several animals that live in wetlands and how they are able to survive living in those wetlands. Can anyone define the word adaptation?

Solicit answers from students about what they think the word adaptation means.

Students will answer with what they think adaptation means.

I will now read out some background information on beavers to you.

Read out loud the background information of a beaver to the class.

Students will listen to the background information you present to them about beavers.

Ask the students for a volunteer to come to the front of the classroom. Tell them that this person will be the “new class pet,” a beaver.

Pick a student volunteer.

Students will pick volunteer to be the new “class pet beaver.”

Tell the students that you have some adaptations of a beaver in a bag and that you want them to name the adaptation as you take a prop out. Tell them that the student who gets the adaptation correct will get to help the “class pet” put on the adaptation (prop).

Take the props out one at a time and solicit answers from the students about what kind of adaptation it is.

Students will give their feedback to you on what type of adaptation each prop is. Then they will help the “class pet” put the prop on.

Ask students to once again define a wetland.

Solicit for answers from the class.

Students will define what a wetland is.

After they have defined a wetland ask them to describe a wetland.

Solicit answers and write them down on the blackboard for the students to remember them better.

Students will describe the characteristics of a wetland. Good answers would be lots of water, sometimes salty, muddy, different kinds of

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plants, different kinds of animals, etc.

Tell the students that in their groups, they will create a fictitious wetland animal. Tell them that they will need to give their fictitious wetland animal at least 5 different adaptations that allow it to survive in the wetlands.

Give students directions about what their fictitious wetland animal needs to have.

Students should draw their new animal on the student activity sheet and list the 5 adaptations below the picture.

Tell the students to designate a group representative and he or she will hold up the fictitious wetland animal picture for the class to see and describe how that particular animal is adapted to surviving in the wetlands.

Help appoint a group representative if the students cannot decide themselves.

The group representative will hold up the fictitious animal drawing and describe what it is and what the adaptations of the animal are.

Tell the students that you will hang the fictitious animals around for the remainder of Youth Wetlands Week, and they can admire each others work and maybe even learn something else about adaptations.

Hang the drawing of the fictitious animals around the classroom for the remainder of Youth Wetlands Week.

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Grade Level Upper Elementary Duration One class period Setting The classroom Vocabulary Estuary Wetland See G.L.E. table in the index

Wetlands Creative Writing Teacher Instructions

Focus/Overview This lesson teaches students how to organize a variety of ideas into a complete document and allows them to develop a nonfiction story about estuary creatures. Learning Objective The students will:

Organize thoughts and compose a story about wetland animals

Materials List

Worksheet Pencils Encyclopedias, dictionaries or approved Internet sites

(teacher provides) Background Information See the General Wetlands Information at the front of the curriculum binder for more information on Louisiana wetlands. Wetlands are important because they provide habitat for all kinds of plants and animals. A wetland is an environment that is transitional between dry land and water. Water is the dominant factor controlling the nature of the soil and, therefore, the types of plants and animals living in and on the soil. Through the America’s WETLAND Campaign, the America's WETLAND Foundation is raising awareness about Louisiana's wetland loss and supporting ways to conserve and save the coast. The foundation has recruited the help of nine loveable action heroes, the Estuarians (Estys, for short) to help in this effort. Their name is derived from estuary, the place where seawater and river water meet.

These campaign mascots help spread awareness about Louisiana's coast and the fight to save it. Each of the animals and their friends live in America's WETLAND and depend on us to save their habitat. “This is our home, and we are eager to help save it,” said Capt. Eddy, leader of the Estys.

Sadly, America's WETLAND is vanishing at a rate of 24 square miles a year! America’s WETLAND, an estuary, serves as home to many different types of animals and is very important to us all! You can help the Estys by educating family and friends about the dangers of losing Louisiana’s wetlands.

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Definitions:

Estuary – a place where seawater and river water meet. This means that estuaries are unique because they have both salt water and fresh water.

Wetland – A low-lying area that is wet year-round or during portions or the year. It is usually able to support types of vegetation typically adapted for saturated soils. Advance Preparation

1. Make copies of the two worksheets and the informational sheets on the Estys.

Procedure 1. Use background information to lead a class discussion on Louisiana wetlands and the

current state of wetland loss. 2. As the students talk about what they know about wetlands, pass out the informational

sheets on the America’s WETLAND Estuarians. 3. Tell students that all of these animals live in the wetlands of Louisiana. 4. Select volunteers to read the descriptions next to each animal. 5. Students are then to compose a story that includes at least two or more of the following

Esturians: Shelly the starfish, Salty the shrimp, Delta the dolphin, Reed the reptile, Captain Eddy the bald eagle, Rocky the raccoon, Mossy the water moccasin, Pierre the Pelican and Murky the mudcat.

6. Students must look up information about their animal in the library or on the internet and use all of part of the definition of the animals/creature in their story.

7. They must cite all their references at the end of the story. 8. In their article, students must indentify:

i. Topic sentence of each paragraph ii. Central idea

iii. Conclusion iv. At least one supporting idea v. A logical order

vi. At least one transitional word. Blackline Masters

1. Story Outline 2. Story 3. Estuarian Information Sheets

Resources America’s Wetland Foundation. http://www.americaswetland.com/.

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Youthh Wetlands WeekWetlands Week

Wetlands Creative WritingStudent Activity SheetName

Story Outline

Title of Story/ Essay ____________________________________________________

Three main ideas of story/ essay 1. _______________________________________________________________2. _______________________________________________________________3. _______________________________________________________________

Paragraph 1 Topic Sentence

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Transition Sentence/Statement ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.


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Transition Sentence/Statement ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.


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Transition Sentence/Statement _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

Conclusion Paragraph

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(continued)

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Story

Once upon a time there was a…

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As the American Bald Eagle nests in America’s WETLAND, it is only natural that Eddy acts as the “captain” of the group. He is a real charmer, but also a strong, stern leader. He is named “Eddy” to bring to mind the ocean current and the “ebb and fl ow” associated with the tides. His cap-tain title is a nod to his leadership position within group and also brings in the association to a ship’s captain.

***Ahoy, mates! Captain Eddy the eagle here. I’ll be your captain during your journey through America’s WETLAND. Let’s start with a quick fact!

Q: Does anyone know how quickly America’s WETLAND, which is the land along the Louisiana coast, is disappearing?

A: Every thirty-eight minutes, we lose a chunk of land the size of a foot-ball fi eld!

Rocky is a real go-getter and is very inquisitive with lots of energy. He is the type that leaves no rock unturned in search of excitement. To his fellow Estys, he is like an excited little brother with lots of energy and enthusiasm. ***Hi! My name is Rocky the raccoon, and I live in the wetlands, too! Have you heard that America’s WETLAND is vanishing? Well, I know it’s true because I live there. The wetland is where I get my food. I swim out to the marsh to eat. On a good day, I can fi nd crabs, oysters, mussels, fi sh and dragonfl ies. Yum!

Q: Do you know how many rare, threatened, or endangered species live in America’s WETLAND?

A: There are 79 rare, threatened or endangered species who live in America’s WETLAND! Help us save them!


Estuarian Information Sheets

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Murky is the youngest of the male characters. He is playful and eager to please. As you may have guessed, Murky is named for the murky sediment of the river and marsh bottoms.

***Hi, I’m Murky the mudcat. No, I’m not a cat who lives in the mud. I’m a catfi sh who lives in America’s WETLAND. Here in Louisiana, the land is vanishing right before our eyes.

Q: Do you know how fast the land on Louisiana’s coast is disappearing?

A: Every 39 minutes, we lose a chunk of land about the size of a football fi eld!

Reed is well-liked by all for his good nature and strength of character. He is quick with a joke and always up for some fun. He is athletic and always en-joys a swim race with any of his friends. Though he’s pretty tough, he has a very even temper, and his friends all trust him to be measured and relaxed (and, with teeth like that, it’s a good thing, too!). His name comes from the reeds found in the wetlands, his home.

***Hey, buddy. I’m Reed the reptile. Not many years ago, my kind was almost wiped out, but humans realized how important alligators are and helped us survive! Now, it’s my turn to help humans get rid of pesky nutria, a spe-cies that destroys the wetlands. They are my favorite snack. Have you ever tasted nutria? Speaking of food, I probably wouldn’t try to catch and eat you for lunch, but it would be best for you to say “hello” from a distance if you ever see me in the wetlands.

Q: Did you know that, in addition to protecting animals, the wetlands pro-tect humans, too? How do you think they do that?

A: The wetlands are Louisiana’s fi rst line of defense against hurricanes. Since they’re right next to the water, they can block dangerous waves be-fore they reach populated areas. Cool, huh?

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Delta is perky, bright and a little playful. She is the cheerleader for the group and has a bouncy personality. She always has more energy than any of her Esty friends, so, when she’s worn them all out with water games, she’s happy to splash and play by herself, too. She is named after the river delta.

***Hey, gang. My name is Delta, and I’m a dolphin. I’m named after the part of the rivers that helped form America’s WETLAND. The Mississippi River Delta was formed when sediments were carried southward from the Mississippi, Missouri, Platte and Red rivers. That sediment – which means the dirt and rocks and stuff at the bottom of the river – piled up to make the coastal wetlands when the river reached the Gulf.

Q: If the sediment carried by the Mississippi River built the wetlands, how come it’s not rebuilding them as time goes by?

A: Well, since the time when the Mississippi River helped build the wetlands, humans have built dams and changed its course a bit. There-fore, all that sediment isn’t being carried to the wetlands. Meanwhile, the sediment the Mississippi brought to the wetlands a long time ago is being washed away in the Gulf of Mexico. We need to get all that good sediment from the Mississippi to replenish America’s WETLAND.

Mossy is mysterious, intelligent, and somewhat shy. Though she’s not always the fi rst to explain her opinion or volunteer for a game, she’s very perceptive. Named after the moss common in the swamp, beneath which she often hides, she is defi nitely the old sage of the group. *** I am Mossy the water moccasin. Maybe you’ve seen something called Spanish moss? It hangs from trees all over America’s WETLAND. Moss is very common here in Louisiana and so are water moccasins like me. I hide in a variety of places. You might fi nd me under a log or swimming in a bayou or lake. The scenery is beautiful where I live. Why don’t you come and visit me some time?

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Shelly is the matriarch of the group and has a fl amboyant, vivacious atti-tude. Having seen and done so much with her long and healthy life, she loves to share her stories and is quick with an anecdote for every situa-tion. Though she’s wise and mature, she’s still a lot of fun! She’s creative and great at giving advice to her friends. Her name is a reference to all the shelled creatures of the sea that spend their life in the coastal zone.

***Hello. I’m very pleased to meet you. My name is Shelly, and I speak for the starfi sh. There are not many of my kind left around here. But I live with the Periwinkle snails, the oysters, and the mussels in the coastal zone. We all play and grow here. Are you ready for your quiz?

Q: Now that you have learned so very much about America’s WET-LAND, what can you do to help?

A: You have so many options. First of all, tell your parents and your teacher what you’ve learned. They can help you learn more about Amer-ica’s WETLAND by ordering an Estuarian Guide for you or by emailing the people at America’s WETLAND to ask for some teaching materials for your class. We hope to hear from you very soon.

Salty is Captain Eddy’s sidekick and a humorous prankster. But he is loyal to a fault. Though he is very small, he always makes sure that his opinion is heard. And he always has an opinion. His name comes from the briny depths of the home of his forefathers.

***I’m Salty the shrimp. I hatched in the deep waters of the Gulf of Mexico and then made my way to an estuary in America’s WETLAND. I ate some good phytoplankton and detritus there, so I grew to about three inches. Hey, that’s big! When I got big enough, I moved back out to the Gulf. I love the saltwater, but I need the protected waters of the estuary to grow in.

Q: So what’s an estuary anyway?

A: An estuary is the wide part of a river where it nears the sea and fresh and salt water mix together. America’s WETLAND is an excellent example of an estuary because that’s where the Mississippi River meets the Gulf of Mexico. That’s why my friends and I are called the Estuarians.

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Pierre is French and his name is a nod to the French culture alive and well in America’s WETLAND. He is the historian of the group and enthusiastic about saving the region’s unique culture in which he is immersed. He is extremely well read, and, before learning to speak fl uent English, Ancient Greek, and Japanese, he spoke only French with his parents and many brothers and sisters.

***Bon jour, mes amis! My name is Pierre the pelican. I live on the barrier islands of America’s WETLAND. These islands really are “barriers” that protect America’s WETLAND against hurricane winds and tidal surges. The islands were once much larger than they are now, with fi shing camps, cattle, and even a hotel. But hurricanes destroyed the buildings and caused the landloss that my friends and I are trying to stop. Now, the people are gone, but I’m still here to keep an eye on things. I get to see fi rst hand how coastal restoration projects are starting to rebuild the barrier islands. Re-storing the barrier islands is a great big step towards saving the wetlands and preserving Louisiana’s unique culture. I myself enjoy culture a great deal. Et tu? But, before I give you too many French lessons, I have a ques-tion for you about America’s WETLAND.

Q: Speaking of culture, there are a lot of fun things for Louisianan families to do in the wetlands. Can you name some?

A: I bet you got some great ones! Did you think of hiking? And seeing the wildlife? You might even run into me and my friends.

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Wetlands Creative Writing in the T-3 Format


Today we are going to compose a story about: Shelly the starfish, Salty the shrimp, Delta the dolphin, Reed the reptile, Captain Eddy the eagle, Rocky the raccoon, Mossy the water moccasin, Pierre the Pelican, and Murky the mud-cat (cat fish).

Hand out informational sheet on Esty characters.

Ask students to describe each of the animals.

Solicit answers about each animal.

Give descriptions of each animal.

Look up each animal in the Encyclopedia or dictionary

Pass out encyclopedia or dictionaries

Begin looking each animal up.

Begin your story. Pass out worksheet. Begin the story.

Let students know that whenever they are done that they should find a partner and proof read each other’s paper.

Whenever they are done find a partner and proof read each others papers.

Allow time to make corrections.

Makes corrections to paper.

Let each student who wants to share their story with the class.

Allow each student who wants, the opportunity to share their story.

Students will read their story aloud.

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Grade Level Upper Elementary Duration One class period Setting The classroom Vocabulary Habitat Amphibian Life Cycle See G.L.E. table in the index

Frog-friendly Habitat Teacher Instructions

Focus/Overview In this lesson, students will analyze how a habitat meets the survival needs of the animals living there. This lesson specifically focuses on amphibians and students will compare a frog’s habitat to their own. Learning Objectives The students will:

Learn about amphibians and the life cycle of a frog Explore different wetlands habitats and how they support the

amphibians Materials List

Blackboard or poster-size pad of paper (teacher provides) Chalk or markers Paper Pencils A shoebox (with one long side cut away) for each student

(teacher provides) Art materials (such as colored construction paper) Paint Glue Pipe cleaners Stones, twigs, peat moss (for insect bodies and wings) (collect on school grounds)

Background Information See the General Wetlands Information at the front of the curriculum binder and the Animal Adaptations lesson for more information wetlands and the plants and animals that are found in these habitats. Amphibians are cold-blooded animals that transform from a water-breathing juvenile to an air-breathing adult. They are an intermediate form between fish and reptiles. Members of this class include frogs, toads and salamanders. A frog is an amphibian that is typically characterized by long hind legs, a short body, webbed fingers, protruding eyes and the absence of a tail. Most frogs have a semi-aquatic life cycle but move easily on land by jumping or climbing. They typically lay their eggs in puddles, ponds or lakes, and their larvae, called tadpoles, have gills and develop in water. Adult frogs follow a carnivorous diet, mostly of insects, worms and snails. Frogs are most noticeable by their call, which can be widely heard during the night or day, mainly during their mating season.

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Life Cycle of a Frog - this explains the series of changes occurring in the life of a frog:

The Egg – Frogs lay their eggs in water or wet places, and several thousand are sometimes laid at once. So many eggs are laid because most will die due to not being fertilized. The egg begins as a single cell surrounded by a protective jelly-like covering, and once fertilized, it will begin to split into many cells over an average 21 days.

Tadpole (also called a “pollywog”) – Tadpoles hatch from the egg and do very little for the first few weeks of their life. Tadpoles get their strength from digesting the remainder of the egg yolk, which is found in its stomach! It is extremely fragile and must rely on its camouflage to protect it from other water animals. After a few days, the tadpole has enough strength to swim around and begins to feed on algae.

Tadpole with Legs – In this stage the tadpole sprouts legs first and then arms. It has a longer body and a more distinct head but still breathes using gills and has a tail. The diet of tadpole may now include insects and larger plants.

Froglet – In this stage, the almost-mature frog breathes with lungs and only has a small portion of its tail remaining. The froglet’s mouth widens, the legs grow, and it looks like a miniature version of an adult frog.

Adult – The adult frog has legs, breathes with lungs and has lost its tail completely (it has been absorbed by the body). This frog will live mostly on land, with occasional swims, and feed on insects and worms. Eventually, it will find a mate and the female will lay the eggs to be fertilized by the male, and the whole process will begin again!

Wetland Habitats that Support Frog Species Ponds: Conditions: defined as a shallow body of water where light can hit the bottom and plants can grow all the way across the surface of the water. Dark green in color, the pond surface is often covered with floating plants that bloom above the surface, such as water hyacinth. Other pond plants grow entirely under water, such as cabomba, and are important because they provide oxygen to fish. The water in a pond is roughly the same temperature throughout, and fewer seasonal changes occur here compared to lakes. The life cycle of a pond is dependent upon the algae and plant life growing throughout the water body. Frog Species Found: eastern American toad, bullfrog, green frog, northern leopard frogs and pickerel frog Lakes: Conditions: defined as a body of water surrounded by land. The water body is generally larger and deeper than in a pond, and light does not reach the bottom. The life cycle of the lake is dependent on phytoplankton, rather than plants and algae. There are differing temperatures throughout lake; therefore, most animals can only survive in one region of the water body. Frog Species Found: eastern American toad, bullfrog, green frog, northern leopard frog and pickerel frog

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Rivers/Streams/Creeks: Conditions: the species in this habitat must be versatile order to compete with the constant flow of water and the ever-changing environment around them. A river is the largest water body of the three. A stream is confined by banks and usually flows into a larger body of water. A creek is a small natural stream that may dry up during some portions of the year. Frog Species Found: bullfrog Vernal Pool (temporary/ephemeral pool): Conditions: defined as temporary ponds that hold water for several months every year. These are depressions that lack fish because of their inconsistent supply of water. The vernal pool is typically dry and largely uninhabited for much of the year until rains arrive and fill it with water. Animals present must be able to survive long dry periods and low oxygen levels. This isolated habitat is very important because in the early spring, vernal pools are extremely crowded with the breeding rituals of many amphibian species. Frog Species Present: wood frog, spring peeper, gray tree frog, green frog, eastern spade foot, eastern American toad and Fowler's toad. Definitions: Amphibian – any cold-blooded vertebrate of the class Amphibian, comprising spices of frogs and toads; the larvae are typically aquatic, breathing by gills and the adults typically live in both water and on land Habitat – the natural environment of an organism; place that is natural for the life and growth of an organism Life Cycle – the course of developmental changes through which an organism passes from its creation to the mature state Procedure

1. Review the background information and lead a class discussion on amphibians, specifically frogs. Students should be familiar with wetland habitats before beginning this lesson.

2. Tell the students they are going to compare what they need to live with what a frog needs.

3. Pass out the student worksheet and pencils. 4. Ask the students to refer to Part 1 on the worksheet. 5. Tell them to imagine that they have been shipwrecked and have washed ashore on an

island. There are no other survivors or people on the island. 6. In the left-hand column titled “What I Need”, ask them to list what they would need

to survive on this island. They should start with the most important things first. Give them three to five minutes to complete this task.

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7. Divide the blackboard or paper in half and title the left column “What people need.” Ask students to give you items from their lists. Discuss why these items are important.

8. Ask students to now look at the right column, “What frogs need.” Ask them to write down what they think frogs need to survive. Remind them to think about what they learned about the life cycle of frogs because eggs, tadpoles and adults may each need different things and a frog-friendly habitat should include them all. Give the students three to five minutes to complete this task.

9. Write the same title on the right side of the board and ask students to give you their ideas. As you write the ideas down, ask why the student thinks this item is important for frogs.

10. Compare the lists and draw lines between items that are the same, similar or related. How many were the same and how many were different?

11. Ask the students to use the materials provided to make a frog-friendly habitat in a shoe box. They should add things that reflect the items on the list they created. They should include shelter, water and food. They can include other animals and plants that could be found in that habitat. They should make a list of the things they have included in their habitat and attach the list to the outside of the box.

12. Have a “frog visit” by having students set up a display of their habitat boxes in the classroom. Allow volunteers to tell what is inside their box and why they feel these things are necessary for a frog’s survival.

Extensions:

Invite a group of younger students to visit your frog habitats. Have the class put on a short frog skit, read or act out a frog story, or report on what they

learned about frogs. You may also want to play a tape of frog sounds while students look at the other students'

habitat boxes. Blackline Master 1. People Versus Frog Needs Resources http://library.thinkquest.org/11034/habitat.htm http://encarta.msn.com/encyclopedia_761552464/Frog_(animal).html http://www.enchantedlearning.com/subjects/amphibians/label/froglifecycle/label.shtml http://en.wikipedia.org/wiki/Frog Definitions from “Windows on the Wild: Biodiversity Basics,” © 1999 World Wildlife Fund.

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Frog-friendly HabitatStudent Activity SheetStudent Activity Sheet

Youthh

Name


People Versus Frog Needs

What I Need What Frogs Need

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Life Cycle of the Frog

Fill in the blanks next to the stage of the frog’s life cycle with:

tadpoleeggstadpole with legs adultfroglet

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Frog-friendly Habitat in the T-3 Format


Tell the students they are going to compare what they need to live to what a frog needs. Ask “Why could it be harmful to a frog to pick it up from one location and put it in another location?”

Pass out the paper and pencils Students will answer with some form of – because the habitat maybe not be the same as they were in

Ask the students to draw a line down the center of the paper. On the left column, they should write the title: “What I need.”

Tell them to imagine they have been shipwrecked and have washed ashore on an island. There are no other survivors or people on the island.

Students will draw line down paper.

Ask “What would it be like if you were dropped off in a strange neighborhood and did not know how to find your way home?”

Solicit answers from the students.

Students will answer with their opinions.

In the left-hand column, ask them to list what they would need to survive. They should start with the most important things first. Give them three to five minutes to do this task.

Divide the blackboard or paper in half and title the left column “What people need.” Ask students to give you items from their lists. Discuss why these items are important.

Students will list items that they would need to survive.

Ask “What could happen to your frog population if a road was constructed through your habitat so that your frogs had to cross it to get to water?”


What if your habitat did not provide any protection from the sun for your frogs and their eggs?

Solicit answers from students.


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Why might you want to have frogs living in your backyard?

(Hint: Think about what they eat.)

Students will answer with their opinions. (Hint: looking for the answer – insects)

Have a “frog visit” by having students set up a display of their habitat boxes in the classroom. You may want to invite a group of younger students to visit. Your class can put on a short frog skit, read or act out a frog story, or report on what they learned about frogs. You may also want to play a tape of frog sounds while students look at the other students' habitat boxes.

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Grade Level Upper Elementary Junior High Duration Two class periods Setting The classroom Vocabulary Prime number Composite number See G.L.E. table in the index

Math Crabbing Teacher Instructions

Focus/Overview This lesson uses one of Louisiana’s favorite animals, the blue crab, to introduce students to prime and composite numbers. Use this activity to determine what the students know about blue crabs (besides that they are good to eat) the number of legs that they have. Learning Objectives The students will:

Learn important information about the blue crab Distinguish the difference between prime and

composite numbers Materials List

Pencils Paper

Background Information The blue crab’s scientific name is Callinectes sapidus, which means, “Beautiful swimmer that is savory.” Blue crabs are important bottom-dwelling predators that live in marshes along the Atlantic Coast of North and South America.

Feeding – Blue crabs are scavengers and will eat anything they can get their claws on, including grass particles, small fish, decaying larger fish and detritus.

Legs – Blue crabs are called “Decapods.” o Deca means 10 and pod = means feet.

Thus, crabs have 10 legs. o Two front legs are the big claws – used for grabbing and shedding food o Middle six legs are the walking legs.

Crabs don’t walk forward and backward, they walk sideways o Back two legs are called “swimmerets” – they are shaped like

paddles/shovels. They’re used for digging into the sand and swimming away quickly (that’s why they can be hard to catch)

o Blue crabs have the ability to re-grow their legs. This works as a defense mechanism if a bird or someone picks them up by their legs. They will break off that leg and re-grow it the next time they molt (explained below).

Male/female blue crabs – look at the belly

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o If it is shaped like a “rocket ship” or the “Washington Monument” it’s a male.

o If it’s shaped like a “pyramid” or the “top of the Capitol building,” it’s a female

Egg laying – The pyramid-shaped portion of the female blue crab is called the “purse” and will open up when the crab lays eggs. The egg sack looks like a big orange sponge. Females lay 750,000 to 8 million eggs at one time.

How blue crabs grow – If you are ever at the beach and find the empty shell of a blue crab, most people think it is dead, but that’s not the case.

o Blue crabs will “molt” when they grow. Since they have an exoskeleton, it does not grow as they get larger. Because of this, a crab will start to outgrow its shell (like a person outgrows shoes).

o Just before they molt, the crab is surrounded by both the hard, outer shell and a soft, new one just beneath it.

o When a crab has outgrown its shell, the top will break away from the bottom portion at the back of the body. The crab will then step out of the back of its shell and leave the empty carapace behind.

o For three days, the blue crab is a soft-shelled crab (a favorite food here in Louisiana.).

Blue crabs will take in sea water (which has calcium in it) and then push this calcium out through their skin to form the hard shell. (They “sweat out” the calcium).

Blue crabs breathe by using gills – they inhale water and pass it over their gills to remove oxygen from the water. If you ever hold a crab outside of the water and see it blowing bubbles, it is doing that to keep its gills moist and this allows it to keep breathing even though it is out of the water.

Blue crabs can see 360 degrees. They can pull their eyes into their shell or stick them out.

Definitions: Prime Number – a number that only can be divided by itself and 1. A prime number can be divided, without a remainder, only by itself and by 1. For example, 17 can be divided only by 17 and 1. Composite Number – a number that is a multiple of at least two numbers other than itself and 1. Any number, greater than 1, that is not a prime number. Helpful facts:

The only even prime number is 2. All other even numbers can be divided by 2. If the sum of a number's digits is a multiple of 3, that number can be divided by 3. No prime number greater than 5 ends in a 5. Any number greater than 5 that ends

in a 5 can be divided by 5. Zero and 1 are not considered prime numbers. Except for 0 and 1, a number is either a prime number or a composite number.

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Advance Preparation

1. Make one copy of the activity sheet for every student.

Procedure 1. Ask students if they know what kind of animals live in the Louisiana wetland.

(Let the students know that one of the animals is the blue crab. 2. Give the students some facts about the blue crabs from the background

information. 3. Introduce the topic about prime and composite numbers to the students. Explain

the difference between the two by reading the definitions to them. a. Prime numbers are numbers that only can be divided by itself and 1.

Examples are 1, 2, 3, 5, 7, 11, etc. b. Composite numbers is a number that is a multiple of a least two numbers

other than itself and 1. a. Examples are 4, 6, 8, 9, etc. b. Factors of the number 8 = 1, 2, 4 and 8.

4. To prove whether a number is a prime number, first try dividing it by 2 and see if you get a whole number. If you do, it can't be a prime number. If you don't get a whole number, next try dividing it by prime numbers: 3, 5, 7 and 11 (9 is divisible by 3) and so on, always dividing by a prime number.

5. Give students the Math Crabbing work sheet. The directions are for the students to count the total number of crab’s legs and then break total number down to a prime number.

6. Once the class is finished, discuss the answers with the whole class. Blackline Master

1. Math Crabbing

Resources http://www.bluecrab.info/ http://www.dnr.state.md.us/fisheries/fishfacts/bluecrab.asp www.factmonster.com

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Math Crabbing

Youthh

Name


Student Activity SheetStudent Activity SheetMath CrabbingBlue crabs can drop their legs to get away from predators. Their legs will grow back the next time the

crab molts. Before that happens, we can use the number of remaining legs to learn about prime and composite numbers.

Prime number = a number that is only divisible by itself and 1.Composite number = a number that is a multiple of at least two numbers other than itself and 1.

Directions: Before the crabs molt and regrow their legs, add up the number of legs by using the numbers in the stomach and then breaking them down into prime numbers.

1.

6

How many legs do all the crabs have total? ________

Is the number of legs a prime or a composite number? ______________

If the number of legs makes a composite number, what are the prime numbers?

_______________________________________________________________________

2.




_______________________________________________________________________

6 2 7 3

7 4 2 10

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Math Crabbing

Youthh

Name


Student Activity SheetStudent Activity Sheet

3.




_______________________________________________________________________

4.




_______________________________________________________________________

9 8 4 7

6 4 5 3

(continued)

249

Math Crabbing in the T-3 Format


Today we will be doing an activity dealing with prime and composite numbers by learning about blue crabs. Does anyone know what a blue crab is?

Wait for students’ response.

The students will give their opinion of what a blue crab is.

Let’s discuss a few things that make a blue crab unique.

Review the background information on blue crabs with the students.

Now we will go over prime and composite numbers. Can you give me the definitions of a prime number and a composite number?

After the students response you will read the definitions of prime and composite numbers.

Students will define what prime and composite numbers are.

I will give examples of prime numbers and composite numbers. Prime numbers are 1,2,3,5,7, etc. and composite numbers are 4,6,8,9, etc. To prove whether a number is a prime number, first try dividing it by 2, and see if you get a whole number. If you do, it can't be a prime number. If you don't get a whole number, next try dividing it by prime numbers: 3, 5, 7 and 11 (9 is divisible by 3), always dividing by a prime number.

Give examples of each. When examples of composite numbers are given, ask the students to beak composite numbers down to prime numbers.

Students will break down composite numbers into the prime numbers that the composite numbers are divisible by.

Now we will do an activity sheet about prime and composite numbers using blue crabs as an example. You count the crab legs and determine if the total number of legs is a prime or composite number. If it is a composite number, break the number of legs into a prime number.

Pass out the activity sheet.

Work on the activity sheet.

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Grade Level Upper Elementary Junior High High School Duration One to two class periods Setting The classroom Vocabulary Anatomy Edge effect Land-water interface See GLE table in the index

Gone Fishin’ in Louisiana Wetlands


Focus/Overview In this lesson, students will learn basic fish anatomy and how several Louisiana fish species survive in the different wetland habitats found in our state. The students will explore “edge effect” and fisheries populations by simulating marsh deterioration. Learning Objectives The students will:

Identify and label parts of a fish Identify fish as freshwater, saltwater or offshore species Explore the relationship between wetland loss and fisheries Understand how edge effect can change fisheries production in

and around wetland areas Materials List

Fish ID cards (one for each student) Hole punch String Sidewalk chalk

Background Information See the General Wetlands Information at the front of the curriculum binder for more information on wetlands, the plants and animals that live in wetlands and the different habitats located in wetlands. All things are connected in nature. The survival rate of one plant or animal can be very dependent on the survival of something else. This is especially true for wetlands. Because so many organisms depend on the presence of a wetland, destruction of or damage to a wetland habitat can drastically reduce the number of organisms living there. The seafood industry is an important part of Louisiana’s economy – with commercial fisheries alone accounting for a harvest value of more than $202 million (U.S. Department of Commerce, 2007). The state’s marshes provide an ideal nursery ground for many economically important species including shrimp, crabs, redfish and other fin fish. Louisiana Wetland Marsh Habitats There are different types of habitats in Louisiana wetlands that are characterized by the level of salinity found in the water. The salinity levels determine what plants and animals can survive in these habitats. High levels of salt may hurt some animals and help others to thrive. The following describes the different habitats of Louisiana wetlands and what types of animals might be found there:

Swamp – (salinity = 0 parts per thousand) any place holding water and having woody vegetation. In Louisiana, cypress and tupelo gum are the most common trees found in a swamp. Swamps mostly contain fresh water, but in Louisiana salt water is slowly creeping in.

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Freshwater Marsh – (salinity = 0 ppt) areas that have no woody vegetation and are typically

holding fresh water. A freshwater marsh includes animals such as alligators, snakes, turtles, mink, raccoons, otters, nutria, egrets, herons, ducks, bass, bluegills and grass shrimp, as well as many insects.

Intermediate Marsh – (salinity = 1-6 ppt) a transitional zone between a freshwater and a

brackish marsh. Intermediate marshes have several types of plants that are found in both freshwater marshes and the saltier marshes found near the Gulf of Mexico. The most common plants are bull tongue roseaucane, and wiregrass. This is a great habitat to view a variety of ducks and other water birds, snakes, alligators, a few turtles, muskrats, raccoons, nutria and other fur-bearing mammals.

Brackish Marsh – (salinity = 7.5-15.0 ppt) a marsh that mostly contains wiregrass (Spartina

patens). It is a favorite habitat for waterfowl and many salt-loving creatures begin to appear in this marsh. This is one of the best habitats for blue crabs, redfish, speckled trout and fiddler crabs.

Salt Marsh – (salinity > 15.5 ppt) a marsh that is flooded daily with saltwater tides.

Specialized plants have adapted to live in this habitat because of the high amount of salt in the water. The plant that is most seen in this marsh is oyster grass or smooth cordgrass (Spartina alterniflora). One tree that can take the high amount of salt water is black mangrove. Fiddler crabs and oysters are common animals that live in a salt marsh.

Fish Anatomy There are five common characteristics found in most fish –they have a backbone, are cold-blooded, live in water and have gills, have fins and most (but not all) have scales. Fish come in all shapes, sizes and colors; but they share many traits because they are all adapted to aquatic life. Understanding fish anatomy helps us understand how fish are adapted to live in the water. They have special body parts that help them move freely, defend themselves, find food, breathe and sense their surroundings. Body Parts of a Fish:

Anal Fin – the fin on the lower side of the body near the tail that lends stability in swimming. Caudal Fin – in most fish, the Caudal or tail fin is the main propelling fin. Pectoral Fins – the paired fins on either side of the body, near the head, that allow side-to-side

movement. Pelvic Fins – the paired fins on the lower side of the body, near the head. First Dorsal Fin – the harder fin on the upper side of the body that lends stability in

swimming. Second Dorsal Fin – the softer fin on the upper side of the body that lends stability in

swimming. Eyes – sight organs located on the head. Vision under water is limited to a few yards at best,

and fish do not use sight as one of their primary senses. Operculum (gill cover) – a flexible, bony plate that protects the sensitive gills. Gills are fleshy

organs that are used for breathing. They are located on the sides of the head. Water is “inhaled” through the mouth, passes over the gills and “exhaled” from beneath the operculum.

Lateral Line – a series of sensory pores (small openings) that are located along the sides of fish that sense vibrations in the water. This line can be easily seen on a fish as a band of darker looking scales running along its side.

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Mouth – the part of the body which the fish uses to catch food. It is located at the front of the body. The mouth’s shape is a good clue to what fish eat. The larger it is the bigger the prey a fish can consume.

Nostril – Paired nostrils, or nares, in fish are used to detect odors in water and can be quite sensitive. In general, fish use smell rather than sight to locate food.

Edge Effect Numerous fish live in Louisiana’s wetlands and the current problem of wetland loss can have negative effects on these species. As the marsh subsides and breaks into pieces, small islands of marsh grass are created. These islands of broken marsh can temporarily support more organisms than the healthy, unbroken marsh. This is due to a phenomenon called “edge effect.” Edge effect is an increased number of organisms supported at the interface between habitats. In this case, the edge referred to is the area between the marsh and the shallow open water habitat. The formation of these small islands of marsh grass provides more surface area of edge for organisms to feed on detritus formed from decaying marsh grasses. This area of edge is called the “land-water interface,” and the edge effect in such an area results in an increased number of organisms thriving there. It is important to note, however, that this is only a temporary support system. As erosion and other natural and manmade processes cause the marsh to further deteriorate, the islands get smaller and the entire ecosystem continues to break down. Over time, the habitat is no longer able to support the food web, and the numbers of fish species and seafood organisms begin to decline. When studying the edge effect, you could be fooled into thinking the breakdown of the marsh is actually beneficial to the fisheries of Louisiana. This is simply not true. The edge effect is a trend that creates a temporary increase in the numbers of fish and seafood that spawn and feed near the edge of land. As wetlands continue to deteriorate, the loss of habitat leads to a loss of fisheries and a decline in populations across the state. Definitions: Anatomy – the bodily structure of a plant or an animal or of any of its parts. Edge Effect – where two habitat types join together resulting in increased diversity for vegetation and wildlife. Land-Water Interface – area where land and water meet. Advance Preparation

1. Make copies of fish anatomy worksheet and a fish ID card for each student. 2. Draw large fish sketch (from blackline master No. 1) on board. 3. Cut out fish ID cards.

Procedure Part 1

1. Discuss the types of fish students have seen or heard about. Talk about where the students might have seen these fish – at an aquarium, a lake, the ocean or a pet store.

2. Ask which of these fish they have seen in Louisiana waters. Write the names of these fish on the board as students call them out.

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3. Tell students they are going to learn about the anatomy of a fish. Ask if anyone can define “anatomy”? (Anatomy simply means the body parts of a fish.) Lead class discussion using the following questions:

a. What body parts do you use to see, hear, taste, touch and smell? b. What body parts do you use to move around? c. How do you move backward? (Let students demonstrate.) d. How do you move side to side? (Let students demonstrate.)

4. Tell students fish move around the same way we do – using their body parts. 5. Pass out Fish Anatomy worksheet. Without reviewing any of the background information, have

students label the parts using the word bank included on the sheet. 6. When every student has completed the worksheet, use the large drawing of the fish on the

board to review the sheet. The background information provides useful facts about each body part that should be reviewed with the class as you go through the diagram.

Part 2 7. Divide the class into groups of no more than five students per group. 8. Pass out a fish necklace to each student. 9. Designate three areas in the classroom as fresh water, salt water, and off shore. 10. As a group, students should discuss their fish and decide which body of water each fish

belongs in. The students can use the descriptions on the back of their cards to help with their selections.

11. After approximately five minutes of group discussion, have each fish “swim” to the area in which it belongs – fresh water, salt water or off shore.

a. The teacher may wish to make it more interesting by having the freshwater fish “swim” by doing the overhand stroke to their area, the saltwater fish “swim” by doing the back stroke and the offshore fish “swim” doing the breast stroke.

12. After all the fish have gone to their selected areas, the teacher should check to see if there are any “fish out of water (in the wrong area).

13. Any fish not in the correct area will be “hooked” by the teacher (tapped on the head) and should flop like a fish out of water.

14. When the teacher has identified all those in the wrong places, have those “fish” attempt to find their correct areas. (Explain to the students that a fish living in a saltwater environment can die due to an inundation of fresh water. This holds true for all three types of environments that the “fish out of water” game addresses.)

15. Play the game until all the fish are in the correct places. 16. After this is complete, have each student show the class which fish he or she has on the

necklace and to read the description on the card. Then have each student tell the class what habitat the fish lives in – fresh water, salt water or offshore waters.

Part 3 17. Using the background information, explain to the students about the edge effect and how this

might result in a loss of fisheries populations. 18. Have class go outside to a concrete area. 19. Using the sidewalk chalk provided, have students draw a grid on the sidewalk. The grid should

consist of 25 squares with rows and columns of 5 squares. Each square should be approximately 1 foot by 1 foot.

20. Explain that this grid represents a 25-acre marsh. The edges or sides of the area represent feeding opportunities for the fish.

21. Tell students they are all fish today, and have the fish stand around the edges of the marsh. 22. Tell the fish to lift their fins (arms) and see if they touch fins with the fish next to them.

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23. Discuss the fact that though all the fish may fit around the edge of this marsh, they don’t have much room to feed.

24. Using the chalk, shade the center row of squares to represent a canal that has been dug across the marsh. (Use attached Teacher Instructions to shade correct areas.)

25. Have the students count the number of squares of remaining unbroken marsh. These are the acres of marsh left after the canal is dug.

26. Tell the fish to move around the new edges of marsh. (Note that they have more room to feed.) 27. Now shade in the center row of squares that are perpendicular to the first canal. 28. Have the students count the number of squares of remaining unbroken marsh. These are the

acres of marsh that are left after this second canal is dug. 29. Have the fish move around and give each other more room since there is yet more marsh edge

to feed around. Again, have them notice, by flopping their fins, how much more room each one of the fish has.

30. Tell the fish that the first canal is eroding because of boat traffic and saltwater intrusion, and over time it doubles in width. (Show this by shading in the row next to the first canal.)

31. Have the fish count the number of squares left, move to the new edges, and discuss what is happening with this wetland loss.

a. You can use this step to lead a class discussion on wetland loss. Canal dredging and erosion are not the only causes for erosion, and wetlands deteriorate due to a number of reasons. With wetland loss comes habitat loss for the plants and animals living in these wetlands.

32. Now, have the second canal erode and double in width. Shade the column of squares next to the one you marked as the second canal.

33. Have the fish shift around again, and ask the students if they notice the fish are getting cramped around the marsh area again.

34. Continue to widen each canal, one at a time, until there is no habitat left for the fish. 35. Use the background information to lead a class discussion on how wetland loss equals fisheries

loss. Blackline Masters

1. Fish Anatomy 2. Fish ID Cards

Resources Louisiana Department of Wildlife and Fisheries: http://www.wlf.louisiana.gov/ BTNEP: http://www.btnep.org University of Maine Museum of Art: http://www.umma.umaine.edu/downloads/BonyFishAnatomy.pdf

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Gone Fishin’Student Activity SheetStudent Activity Sheet

Youthh

Name


Fish Anatomy

Directions: Label the parts of the fi sh using the words in the word bank.

MOUTH ANAL FIN FIRST DORSAL (BACK) FINPELVIC FIN GILL SLIT (OPERCULUM) EYE CAUDAL (TAIL FIN)PECTORAL FIN SECOND DORSAL (BACK) FIN NOSTRIL LATERAL LINE

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Gone Fishin’Teacher Answer Key to

Fish Anatomy

Fish AnatomyDirections: Label the parts of the fi sh using the words in the word bank.

MOUTH ANAL FIN FIRST DORSAL (BACK) FINPELVIC FIN GILL SLIT (OPERCULUM) EYE CAUDAL (TAIL FIN)PECTORAL FIN SECOND DORSAL (BACK) FIN NOSTRIL LATERAL LINE

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Gone Fishin’Teacher Instructions for Edge Effect Game

Instructions on how to shade squares:Once you have the fi ve-by-fi ve table drawn on the sidewalk, follow Steps 1 through 6 to shade the dark areas in the order shown below. As you shade areas with the chalk, the “fi sh” will try to fi t around the areas left that have not been shaded. Each time you shade, there will be less marsh left. At the end of the game, you should only have four marsh areas remaining.

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Fish Identifi cation CardsThe alligator gar is a primitive ray-fi nned fi sh that lives in fresh water. This fi sh gets its name from its alligator-like teeth and its long snout. It is the largest species of gar and the largest freshwater fi sh in North America. The fi sh are brown or olive in color, can be 8 to 10 feet long and can weigh more than 200 pounds. The current world record for one caught on a rod and reel is 279 pounds.

The Atlantic croaker is closely related to the black drum, silver perch and the spotted sea trout. They commonly are found in estuaries from Massachusetts to the Gulf of Mexico and live in coastal waters from Maine to the Gulf of Mexico. Extremely young croakers eat small planktonic organisms, while juveniles and adults feed on bottom organisms such as marine worms, mollusks, crustaceans and some smaller fi sh. They live in fresh water.

The black crappie is a freshwater fi sh that is in the sunfi sh family. These fi sh usually are less active during the day and tend to feed at dusk or dawn. Other names for crappies are calico bass, paper mouths, strawberry bass, white perch, perch, speckled perch and sac-a-lait (in southern Louisiana). The black crappie is darker than other crappies and has black spots. It also prefers clearer water and usually lives about seven years. It also has eight spines on its dorsal fi n.

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The Atlantic spadefi sh is a saltwater fi sh commonly found off the coast of southeastern Louisiana. It is named by many other names including angel fi sh, ocean cobbler and moonfi sh. The Atlantic spadefi sh gets its name from its “angelfi sh-like” appearance. They normally weigh from 3 to 10 pounds but have found as large as 20 pounds.

The bluegill is a freshwater fi sh often known as a bream, brim or copper nose. It is a member of the sunfi sh family, is used in game fi shing and is renowned as a very tasty fi sh. It is relatively easy to catch. These fi sh can be caught with live bait, hot dogs, fl ies, corn, raw chicken, maggots, small spinners, spoons or crank baits. The blue-gill usually gets no longer than 16 inches, and these fi sh often are used as bait for larger species. Because of its small size, it is sometimes called a panfi sh.

The black drum is a saltwater fi sh that is known as the largest member of the drum family. Some of these fi sh have been found to exceed 90 pounds. The world record black drum was 113 pounds. Black drum are bottom feeders and commonly are caught with the bait either on the bottom or with the bait suspended within a couple of feet of the bottom.

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The bowfi n, along with the gar and the sturgeons, are among the few freshwater fi sh that are contemporaries of the dinosaurs. The more common name for a bowfi n in Louisiana is the choupique. When the oxygen level is low in the water, this fi sh can rise up to the surface and gulp air into its swim bladder, which is lined with blood vessels and can serve as a lung. The bowfi n lives in fresh water.

The bluefi sh is found in saltwater areas in all climates. It is commonly known as a shad on the East Coast and as an elf on the West Coast. The bluefi sh is a migratory marine fi sh found in most places except for the eastern shores of the Pacifi c. They are also very voracious and are the only fi sh known to kill just for the sake of killing.

The channel catfi sh is a freshwater fi sh and is North America’s most abundant catfi sh species. These fi sh also are the most fi shed catfi sh species – with more than 8 million anglers targeting them each year. They thrive in large rivers, small rivers, ponds and natural lakes. They also posses a very keen sense of smell. Channel catfi sh can be caught using a variety of natural and artifi cial baits. They have been known to even take Ivory soap as bait.

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The fl ounder is an ocean-dwelling fl at fi sh found in coastal estuaries of the Northern Atlantic and Pacifi c oceans. When hatched, the fl ounder has one eye situated on each side of its head. One eye migrates to the other side of the head during metamorphosis. The fl ounder is known for lying on the bottom of the ocean fl oor and camoufl aging itself from predators. Because of the eye placement, the fi sh can still observe its surroundings.

The fl athead catfi sh is a large North American freshwater catfi sh. It is sometimes called the yellow cat. They grow up to 61 inches and may weigh up to 120 pounds. Sport fi shing for this fi sh can be an exciting pastime. Anglers look for fl athead catfi sh in small rivers, large rivers and reservoirs. Generally, large live baits work best when fi shing for fl athead catfi sh. They also are easier to fi sh for at night.

The king mackerel is a migratory species of mackerel found in salt water. They are typically found as a 5-pound to 30-pound fi sh but have been caught as large as 90 pounds. These fi sh are found near the coast of Texas in the summer to the mideast coast of Florida in November through March. King mackerel are the most sought after game fi sh in their range of North Carolina to Texas.

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The largemouth bass is a species of fi sh in the sunfi sh family. It is sometimes known as the big-mouth or wide-mouth bass. This fi sh lives 15 years, on average, and it is the largest of all the black basses. The largest one ever caught was 29.5 inches and weighed 24.9 pounds. Anglers most often fi sh for largemouth bass using artifi cial lures and worms. Live bait such as frogs, minnows, crawfi sh and night crawlers can also be successful baits to use.

The red snapper is a reef fi sh found in the salt waters of the Gulf of Mexico. The red snapper commonly is found in waters from 30 to 200 feet. These fi sh will form large schools, consisting of a variety of different sizes of fi sh, around oil rigs, shipwrecks and reefs. They can be caught on live bait, as well as cut bait, and will also take artifi cial lures but not with as much aggression. Their vibrant red color comes from the pigment found in the high number of shrimp in their diet.

The long-ear sunfi sh is a freshwater species fi sh and is part of the sunfi sh family. Its maximum recorded length is 9.5 inches and maximum recorded weight is 1.7 pounds. This fi sh prefers heavily vegetated shallow waters in lakes, ponds and sluggish streams. Many anglers enjoy catching these fi sh, although they are too small to be used as food and generally are released. This is one reason their conservation status is secure. Trade of this fi sh is restricted in Germany due to the potential environmental damage.

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The redfi sh is a saltwater fi sh found off the coast of Louisiana. It is sought by anglers and enjoyed by many. The meat is cooked in many different ways, but lots of people choose to grill it. The fi sh is most easily identifi ed by the black spot on its tail. The redfi sh also is known as the red drum. Anglers use a variety of baits, live and artifi cial, to lure the redfi sh to a catch. Most people enjoy smaller redfi sh over the larger ones, saying the meat is more enjoyable.

The red-ear sunfi sh is a freshwater fi sh sometimes called the red gill, bream or the sun perch. It is a native fi sh of the southeastern United States, but since it is so popular among anglers it has been introduced all over North America. The favorite food of this bottom-feeding fi sh is snails. The fi sh has thick pharyngeal teeth and hard, moveable plates in its throat, which allow it to crunch exoskeletons. The red-ear sometimes hybridizes with other species of sunfi sh. Fossils of this fi sh date back as far as 16.3 million years ago.

The sheepshead is a saltwater fi sh that is normally 5 to 8 inches, but it has been found up to 30 inches in length. Its diet consists of oysters, fi ddler crabs, barnacles and other crustaceans. Anglers have success using shrimp, mussels, clams and sand fl eas for bait. These fi sh are most easily caught near rock jetties, bridge pilings and piers. The sheepshead has a knack for stealing bait, so it is imperative to use a small hook when fi shing for them.

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The spotted bass is a freshwater species of the sunfi sh family. It is native to the Mississippi River basin and the Gulf states. Also one of the black basses, it is often mistaken for the more common largemouth bass. This fi sh prefers cool and warm mountain streams and rocky bottom reservoirs. The spotted bass gets its name from the irregularly shaped dark spots on its upper body. Its mouth is smaller than that of the largemouth bass, though they are very similar in color.

The Spanish mackerel is a saltwater migratory fi sh that swims to the northern Gulf of Mexico in the spring, returns to the eastern Gulf near Florida and then goes back to Mexico in the western Gulf in the fall. Its sharp teeth look very similar to the teeth of the bluefi sh. Spanish mackerel are voracious, opportunistic carnivores. This fi sh is popular among devotees of sushi, who prize it for its fl avor. Its meat is primarily marketed as fresh or frozen fi lets.

The striped bass is a freshwater/saltwater fi sh and is the state fi sh for Maryland, Rhode Island and South Carolina, as well as the state saltwater fi sh for New York and New Hampshire. Striped bass spawn in fresh water, and though they have been successfully adapted to freshwater habitat, they naturally spend their adult life in salt water. This tendency is known as being anadromous. They have been hybridized with white bass, the white perch and the yellow bass. Striped bass frequently are fi shed for by anglers.

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The spotted sea trout is a saltwater fi sh also known as the speckled trout. They are found from the surf outside islands to far up coastal rivers, where they often come for shelter during cold weather. The fi sh gets its name from the similarities to the brown trout, but it is actually part of the drum family. The population of this fi sh is maintained by size and possession limits but is also kept safe because it enjoys the longest spawning season to help these fi sh reproduce with speed and frequency.

The white crappie has 6 spines on its dorsal fi n. With a lifespan of around 10 years, the white crappie usually outlives the black crappie. White crappie feed on smaller species, including the young of their own predators. Because of their diverse diets, crappie may be caught in many different ways including jigs, minnows, artifi cial lures, spinner baits or bobbers. They are popular with ice fi shermen because they are very active in the winter. This very prolifi c fi sh can overpopulate bodies of water smaller than 100 acres.

The striped mullet is a coastal species that often enters estuaries and rivers. It usually schools over sand or mud bottoms and feeds on zooplankton. This species is euryline, which means it can acclimate to different levels of salinity in the water. The striped mullet inhabits fresh, brackish or marine water at depths from 0 to 300 feet and temperatures from 40 to 80 degrees Fahrenheit. The meat of these fi sh does not keep well after it is caught. If kept on ice, it may remain OK for 72 hours – after which time it becomes nearly inedible.

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Tarpon are large coastal fi sh growing up to 8 feet in length. They have extremely large scales. Tarpon are prized by anglers for their leaping, head-shaking fi ght. Although they are enjoyed by many as a good catch, most of them are released unharmed since they have little or no food value. There are only two species of tarpon – one native to the Atlantic and the other to the Indo-Pacifi c oceans. Its name is derived from the Greek adjective meaning large and the Greek noun meaning eye. Tarpon larvae fl oat along surface waters before taking on the adult form

The great barracuda is an offshore species of fi sh with an elongated body, powerful jaws and sharp fang-like teeth. They are voracious predators and they hunt using a classic example of lie-in-wait or ambush. Large barracuda have even been known to herd a shoal of prey fi sh into shallow water and guard over them until they are ready for another meal. They rely on their element of surprise and short bursts of speed, up to 27 mph, to overrun their prey. Barracudas are more or less solitary in their habits.

The almaco jack is an offshore game fi sh that feeds both night and day on smaller baitfi sh and even small squid. These fi sh are farmed in Hawaii and were featured in a 2007 episode of Food Network’s Iron Chef cooking show. They are known for their stamina, making them prime targets for fi shermen. The fi sh remove skin parasites by rubbing up against the rough skin of passing sharks, and they have been known to brush against scuba divers, mistaking them for sharks.

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The great amberjack is an offshore fi sh also known as the yellowtail amberjack. It is a large fi sh found in the Pacifi c and Indian oceans. Mackerel, crab, sardines, anchovies and squid are well known as part of the great amberjack’s diet. The great amberjack is aggressive to other fi sh. It is often regarded by anglers as pound for pound the hardest-fi ghting fi sh in the ocean. They often are called kingfi sh. This fi sh can be prepared in many ways, with a favorite being barbequed kingfi sh steaks.

The blue marlin is an offshore fi sh that feeds on a wide variety of organisms near the surface. This fi sh uses its bill to stun, injure or kill while knifi ng through a school of prey and then returns at leisure to eat. Females can grow up to four times the weight of males, reaching 1,200 to 4,000 pounds. Humans are one of the only predators of blue marlin. Great white sharks and short-fi n makos also are known to eat marlin. This fi sh prefers to stay in blue water.

Sailfi sh live in warmer sections of oceans all over the world. The sailfi sh is related to the blue marlin. They hunt schooling fi sh such as sardines, anchovies and mackerel, although they also feed on some crustaceans. The sailfi sh is a metallic blue fi sh with a large sail-like dorsal fi n, hence its name. It is darker on the upper parts and lighter on the sides. Tests in the 1920s estimated that they were capable of short sprints of up to 69 mph, but a more conservative estimate is 23-34 mph.

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The bluefi n tuna is one of the world’s largest, fastest, most beautifully colored fi sh. Their torpedo-shaped, streamlined bodies are built for speed and endurance. They are camoufl aged from above and below by their coloring of metallic blue on top and silver shimmering white on the bottom. Their average size is 6.5 feet and 550 pounds. Bluefi n meat is delicious to eat and is sought after by anglers worldwide. This has caused its numbers to fall dangerously low. They also are prized among sport fi shers for the fi ght and speed.

The wahoo is a dark blue fi sh found worldwide in tropical and subtropical waters. It is a prized game fi sh because of its speed and high-quality meat. The fl esh of the wahoo is white and delicate. It is sometimes regarded as a pest, particularly when it interferes with big game fi shing such as fi shing for blue marlin. These fi sh tend to be solitary or to occur in small-knit groups of two or three rather than a school. Most wahoo taken by anglers have a trematode parasite living in their stomachs. It appears to do no harm to the fi sh. The wahoo eats other fi sh and squid.

The yellowfi n tuna is a species of tuna found in tropical and subtropical waters worldwide.This fi sh is sometimes referred to as albacore. The yellowfi n is one of the largest tuna species – with specimens reaching weights over 300 pounds. They feed on a wide variety of other fi sh, crustaceans and squid. Modern commercial fi shermen catch yellowfi n tuna using large encircling nets and industrial longlines. Yellowfi n tuna are prized sport fi sh because of their speed and strength when on a rod and reel.

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Gone Fishin’ in the T-3 Format


What are some different types of fish you have seen or heard about? Where might you have seen some of these fish – in lakes, aquariums, pet stores?

Solicit answers and write some of these on the board.

List different types of fish they have seen or heard about and where they have seen any of them.

What are some fish you have seen in Louisiana waters?


List different types of fish that they have seen in Louisiana waters.

Today we are going to learn the anatomy of a fish. Can anyone define anatomy?

Lead a class discussion using the background information and procedural step No. 3.

Talk about what they know about anatomy and fish anatomy.

Fish move around the same way we do – using their body parts.

Listen.

On this worksheet, label the parts of the fish using the word bank. Take the best guess about these parts, and be sure to use all of the words on the sheet.

Pass out student activity sheet.

Take worksheet and try to label the fish body parts.

Now that everyone has attempted to label the fish parts, let’s go through fish anatomy together.

Solicit answers and have the students who answer correctly come up to the board and fill in the blanks on the large diagram.

Fill in the blanks as a class.

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Now, we are going to break into groups to learn more about the different types of fish found in Louisiana and all over the world.

Divide class into groups of no more than five students per group.

Get into groups of five.

Each of you will be getting a fish ID card. Punch two holes in the top of the card and place the piece of string through the holes to make a necklace.

Pass out fish ID cards, hole puncher and string to each student.

Take card and make necklace.

Imagine that our room contains the different areas of fish habitat. This area is a freshwater system, this area is a saltwater system and this area is offshore in the Gulf of Mexico and beyond to other oceans.

Designate three areas of the classroom as fish habitat.

Observe where the different habitats are located.

As a group, you will have about five minutes to review each of your fish and try to determine what body of water you should live in.

Discuss fish ID cards with their group and select where they should live.

Now, each of you should swim to your correct area – fresh water, salt water or the offshore ocean area. The freshwater fish should swim using an overhand stroke, the saltwater fish should swim using the backstroke, and the offshore fish should swim using the butterfly stroke.

Observe fish swimming to their correct areas.

Swim to correct areas of habitat.

Let’s start with the freshwater area, and everyone tell me what kind of fish you are. We will then vote whether or not you are in the correct habitat.

Go around the room to each habitat and have the students tell what type of fish they are. If they are in the wrong habitat, you should “hook” them by tapping them on the head and having them flop around like a fish out of

Go around the room and take turns telling about their fish and what habitat they selected.

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water. Play the game until all fish are in the correct habitat.

So what did you learn about the different types of fish? Why is it important for the fish to be in the correct habitat?

Lead class discussion about habitats based on salinity levels and why this may be harmful to fish.

Talk about what they learned from this activity.

Everyone can return to your desks with your fish necklaces. Using what you learned about the different habitats, how do you think a loss of habitat might affect these fish populations?

Use background information to lead a class discussion on habitat loss, edge effect and fish populations.

Talk about what they know about habitat loss and the effects on fish populations.

Let’s all go outside to get a closer look at what edge effect does to the fish populations in Louisiana.

Lead class outside to concrete area.

Follow teacher outside.

This 25-square grid represents 25 acres of marsh in a Louisiana wetland. The edges or sides of the area represent feeding opportunities for fish.

Draw a 25-square gird (five columns across and five rows down) with each square being about 1 foot by 1 foot.

Observe the 25-acre marsh.

All of you are fish today, and you’re living in this wetland area. Everyone should move and stand around the edge of the marsh to act as feeding fish.

All students move to positions and stand around the edges of the 25-acre marsh.

Now, lift your fins (or arms) and see if you touch fins with the fish next you. If you touch fins, you will see that even though everyone fits around the edges of the marsh, you don’t have much room to feed.

Lift their arms and see if they touch fins with each other.

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A canal has been dug through the center of the marsh to aid in oil and gas exploration.

Use sidewalk chalk to shade the center row of squares down the grid. (Use teacher instructions to determine where to shade).

Observe new canal.

Now, count the number of squares (acres) that remain in this marsh after this canal was dug. Everyone should move around to the new edges of the marsh. You will notice that because of this new canal you have more edge habitat and more areas to feed.

Have students spread out around new edges of marsh.

Spread out around edges of marsh.

Now, a shrimper has come through in his boat and cut another canal through the marsh.

Use sidewalk chalk to shade a row of squares down the grid. (Use teacher instructions to determine where to shade).

Observe the new canal.

Now, count the number of squares (acres) that remain in this marsh after this canal was dug. Everyone should move around to the new edges of the marsh. You will notice that because of this new canal, you have more edge habitat and more areas to feed.

Have students spread out around new edges of marsh.

Spread out around edges of marsh.

The canals will start to erode over time and cause the wetlands to deteriorate

Repeat steps until there are only four squares of marsh remaining. Have the students continue to move around new edges of marsh.

Observe wetland loss and move to new edges.

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What is happening with this wetland loss? Are you running out of habitat to feed? What causes wetland loss?

Use background information and procedural steps 30-35 to lead class discussion on wetland loss and the effects on fisheries. Relate entire activity to how wetlands loss equals fisheries loss.

Talk about what is going on in the wetlands and how habitat loss leads to fisheries loss.

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Grade Level Upper Elementary Junior High High School Duration One to two class periods Setting Outdoors Vocabulary Food Chain Bioaccumulation Biomagnification Bioconcentration Pesticides See GLE table in the index

Backdoor Bioaccumulation Teacher Instructions

Focus/Overview This lesson teaches students about toxins in the environment and how these substances can “bioaccumulate” up the food chain. Students will go outside to simulate the effects bioaccumulation has on a wetland ecosystem. Learning Objectives The students will:

Learn how toxic substances can bioaccumulate in creeks, rivers, estuaries, oceans and animals in Louisiana.

Simulate the effects of bioaccumulation on a wetland ecosystem.

Use graphing and percentages to visualize the effects of toxins on wetland organisms.

Materials List

Rope to mark area (teacher provides) String Stopwatch (teacher provides) Construction paper (five different colors) Hole punch Index cards (1 for each student) Permanent marker

Background Information Food chains are the simplest arrangements of who eats whom. The roles organisms play within a food chain are well defined. Producers (mainly plants) make their own food through photosynthesis. Consumers (mainly animals) eat producers or other consumers and may be divided into four major categories: herbivores, which eat producers (mainly plants); carnivores (meat-eaters), which eat herbivores or other carnivores; detritivores, which recycle the energy from dead organisms to make nutrients available for producers; and omnivores, which eat producers and consumers. (See the Wetland Webs lesson in the Habitats Section for more information on a wetland food chain). Bioaccumulation is the buildup of a toxic substance (like a pesticide) in living organisms as they take in contaminated air, water or food. Plants and animals are exposed to toxins in the environment, either naturally or from human-caused circumstances (for example, oil spills). Consumers, or predators, then eat these contaminated plants and animals. As the food is digested, the toxins from the contaminated prey are absorbed into the feeding animal. As the animal continues to eat, toxins build up in its system, a process known as bioaccumulation. Higher-order predators are exposed to the greatest amounts of toxins because their prey has accumulated the

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toxins from the lower food chain, and the predator must eat a sufficient number of their potentially contaminated prey to survive. When these chemicals bioaccumulate in one animal and are then passed to other animals of the food chain, it is called biomagnification. Bioconcentration is the uptake of chemicals into an animal from water alone. Rain washes silt and other soil particles off of agricultural fields, construction sites and urban areas into local water bodies where they will eventually make their way to rivers, estuaries and the ocean. Nutrients and other toxic substances may be attached to these sediment particles and contribute to the pollution of these bodies of water. An example of bioconcentration that resulted in biomagnification occurred in the United States prior to 1972. The spraying of a pesticide known as DDT (dichlorodiphenyltrichloroethane) was done to help control mosquitoes and other insects. Rain washed the DDT into creeks, and it eventually found its way into rivers, estuaries, lakes and oceans. The toxic pesticide bioaccumulated within each organism and then was biomagnified into the food web of predatory birds (such as the bald eagle and the brown pelican). The levels of DDT were so high that the birds’ eggshells became very thin and the adult birds broke the shells of their unhatched offspring, causing the baby birds to die. The population of these birds declined, and DDT was banned in the United States in 1972. As a result of this chemical ban, the bird population has since rebounded. Louisiana wetlands are particularly vulnerable to bioaccumulation and biomagnification because they are the drainage basins for most of the state’s watersheds, including those associated with agricultural fields and urban areas with potentially contaminated runoff. Wetlands provide habitat to numerous organisms including brown pelicans, nutria, fish species, crabs, shrimp, oysters, crawfish and more. If harmful levels of toxic substances were to build up in Louisiana’s deteriorating wetland ecosystems, it would have negative effects on these organisms already suffering from habitat loss. Bioaccumulation would not only create problems in this already fragile food chain but would mean that humans could no longer indulge on the popular seafood products that come from our state. This has been especially concerning in Louisiana’s oyster populations and has even resulted in the postponement of oyster harvesting. Definitions: Food Chain – a series of organisms interrelated in their feeding habits, the smallest being fed upon by the larger ones, which, in turn, become the food of still larger ones, etc. Bioaccumulation – the buildup of a chemical in a living organism over time. Two reasons bioaccumulation occurs are because the chemical is taken up faster than it can be used or the chemical cannot be broken down and used by the organism. Biomagnification – when chemicals bioaccumulate in one animal and are passed to other animals in the food chain. Bioconcentration – the uptake of chemicals into an animal from water and air alone.

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Pesticides – chemicals used to kill pests and insects. Advance Preparation

1. Make a copy of Student Activity Sheet for each student. 2. Rope off a fairly large (50’ by 50’) area outside that you will use for this activity. 3. Using the attached list, write a different wetland organism on each index card. Have

one card for each student. There should be evenly divided groups of plants, fish, birds and other animals.

4. Cut the different colored construction paper into small squares. There should be 10 squares per chemical. The color of the card determines the type of chemical it represents: Pollution Chemical Chart:

Mercury = Red Copper = Yellow DDT = Green Lead = Blue Nickel = Orange

(So there should be 10 red squares, 10 yellow squares, 10 green squares, 10 blue squares, and 10 orange squares.)

5. Write different percentages on the small squares all the way up to 100 percent. (For example, 3 percent, 10 percent, 27 percent, 65 percent,…) Be sure the percentages written on each colored set of 10 squares equal 100.

6. Now, scatter the small construction paper squares in the roped-off area. Procedure

1. Ask students what they had for dinner last night and list some of these answers on the board.

2. Review with the students the basic concepts of a food chain. Take one example of the food they ate for dinner last night and trace the energy backwards on the board.

a. For example: A steak comes from a cow that grazes on grass that gets its energy to grow from the sun. (Almost all foods can be traced back to energy received by the sun.)

3. Tell the students that today we will discuss bioaccumulation and the effects it has on the food chain of wetland animals. Use the background information to lead a class discussion on bioaccumulation.

4. Ask the students to list some of the different plants, fish and animals that live in Louisiana wetlands.

5. Pass out one index card to each student. 6. Have the students punch two holes in the top of the card and string the yarn through

the holes to make a necklace. 7. Tell the students that everyone will be going outside to continue the lesson and lead

them to the roped off area. 8. Have the students put on their necklaces and break up into the different groups of

wetland organisms. There will be four groups: plants, birds, fish and the other larger animals.

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9. Tell the students to observe the roped-off area with the scraps of paper in it. They should imagine it is a Louisiana wetland area where they live as a wetland organism. (**Do not tell the students what each color or the numbers on the pieces of paper represent.**)

10. Starting with the plants, tell the group that when you say GO, they must walk around the wetland area and collect as many small squares as possible.

a. Give this group 30 seconds to collect their squares. Then yell STOP. 11. Once the plants have collected their squares, they should not look at the numbers on

them. Tell the plants they must stay in the wetland area (roped-off area) but cannot pick up any more cards.

12. Now the “fish” have 30 seconds to go out and eat (tag) the plants to steal their squares or collect some on their own squares off the ground. All groups must walk around the wetland area – no running.

13. As the fish collect their squares, no one is to look at the numbers on their squares. 14. After 30 seconds, yell STOP. The plants that were “eaten” (tagged by fish) must leave

the wetland area. All other plants and fish must stay in the wetland area but cannot pick up any more squares.

15. Next, give the birds 30 seconds to “fly” around the wetland area. Depending on their diet, they must eat plants or fish from the wetland and take their squares.

16. After 30 seconds, yell STOP. The plants and fish that were eaten must leave the wetland area. All other plants, fish and birds must stay in the wetland area but cannot pick up any more squares.

17. Next, give the “other animals” 30 seconds to eat and steal squares from the plants, fish and birds. They may also collect their own small squares off the ground.

18. After 30 seconds, yell STOP. All organisms that were eaten must leave the wetland area. The remaining plants, fish, birds and other animals should stay in the wetland area but cannot pick up any more squares.

19. Tell the remaining animals to continue holding their squares and lead the entire class back into the classroom to finish the activity.

20. Pass out one student activity sheet to each student. 21. Have the remaining (“alive”) organisms come up to the front of the class. These

students should separate the squares by color and add up the percentages of each color.

22. Tell the class that the squares represent the concentrations of a specific toxic substance. The colors are as follows:

a. Mercury = Red b. Copper = Yellow c. DDT = Green d. Lead = Blue e. Nickel = Orange

23. Ask students how they think these toxic substances might get into a wetland area? Where do these substances come from?

24. One at a time, have the students at the front of the class tell what organism they are and how much of each toxic substance they ingested during the bioaccumulation game.

25. All students should record the data on their worksheets.

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26. After every student has given the data for his or her organism, tell students that if an organism has over 50 percent of any one of the toxic substances it would have died due to the high concentration in its system.

27. Have the students create a bar graph based on data collected. a. The students can select what they would like to graph or follow teacher

instructions. For example, the graph could have all organisms on the x-axis with percentage (%) concentrations of substances on the y-axis, or students could choose one organism to graph.

28. After every student has completed the worksheet, end the lesson with a discussion on the possible solutions to bioaccumulation

Blackline Master

1. Backdoor Bioaccumulation

Resources This activity adapted from Project WILD activity How Many Bears Can Live in This Forest? ©Council for Environmental Education Polar Trec: http://www.polartrec.com/files/resources/lesson/Bioaccumulation_Toxins_FINAL.pdf Summer Research Program for Science Teachers: http://www.scienceteacherprogram.org/envsci/Kelly02.html My Science Box: http://www.mysciencebox.org/foodchain/background

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Backdoor Bioaccumulation

Youthh

Name


Student Activity SheetStudent Activity SheetBackdoor BioaccumulationDirections: As students present the data for the organisms they represent, record the name of the organism and the percentage of each toxic substance found in its system. If an organism has more than 50 percent of one of the toxic substances, it would have died from the high concentration in its system. Graph your fi nd-ings in the space provided below.

Species % Mercury % Copper % DDT % Lead % Nickel

Y-

Axi

s

X- Axis

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Backdoor BioaccumulationTeacher Answer Key to Wetland Organisms

Examples of Louisiana Wetland Plants:1) Smooth cordgrass2) Wiregrass3) Bull tongue4) Giant cutgrass5) Cat tail6) Three-cornered grass7) Phytoplankton8) Alligator weed9) Duckweed

Examples of Louisiana Wetland Birds:1) Great blue heron2) Brown pelican3) Bald eagle4) King rail5) American white pelican6) Swamp egret7) Turkey vulture

Examples of Louisiana Wetland Fish:1) Spotted gar2) Alligator gar3) Stripped bass4) Large-mouth bass5) Red drum6) Warsaw grouper7) Redfi sh

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Backdoor Bioaccumulation in the T-3 Format


What did everyone have for dinner last night?


List some things they ate for dinner the night before.

Can anyone tell me what a food chain is? Using some of the examples you just gave, let’s trace your food back through the food chain.

Trace one item backward through the food chain. For example: a steak comes from a cow that eats grass that gets its energy from the sun. (Most foods can be traced back to energy from the sun).

Tell what they know about a food chain and try to trace their meal from last night backward through a food chain.

Today we are going to learn about bioaccumulation. Can anyone define bioaccumulation?

Use background information to lead a class discussion on bioaccumulation and the possible effects it has on the food chain of wetland animals.

Talk about what they know about bioaccumulation.

Who would like to tell me some of the different plants, birds, fish and larger animals that are found in Louisiana wetlands?

Solicit answers and write these on the board.

List organisms that live in Louisiana wetlands.

I am going to pass out an index card with different wetland organisms listed on them. When you get your card, punch two holes in the top of the card using a hole puncher. Then place the piece of string through the holes to make a necklace.

Pass out cards to students and pass hole puncher around classroom. Assist students in making necklaces.

Take index card and make necklace using hole puncher and string.

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Everyone should put his or her necklace on, and we will go outside to play the bioaccumulation game.

Lead students outside to roped-off area.

Put on necklaces and follow teacher outside to roped-off area.

On each of your cards, you will find the name of a wetland plant, fish, bird or other animal. Get in four groups depending on what type of organism is listed on your card.

Designate where various groups should gather.

Get into groups based on wetland organisms.

Looking at the roped-off area in front of us, imagine that this is a Louisiana wetland area where you all live.

Do not tell the students what the scraps of paper represent.

Imagine a wetland area.

When I say GO, the plant group will walk out into the wetland area and collect as many squares as you can before I say STOP. You must WALK around the wetland – no running.

Say GO and give the plants 30 seconds to collect squares before you say STOP.

The plant group will walk around wetland area and collect squares.

Do not look at the writing on your squares. All you plants must now stay in the wetland area but cannot collect any more squares.

Plants should stay in wetland area but not collect any more squares.

Now it is the fish group’s turn to go out into the wetland area and choose to eat the plants there – and steal all of their squares – or to collect their own squares off the ground.

Say GO and give the fish 30 seconds to eat plants and collect squares before you say STOP.

The fish group will walk around the wetland area and collect squares from plants or off the ground. The plants can try to get away from the fish by walking around the wetland – but no running.

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Do not look at the writing on your squares. The plants that were eaten – that were tagged by fish and had their squares taken – must leave the wetland area. The remaining plants and fish must now stay in the wetland area but cannot collect any more squares.

Remaining plants and fish should stay in wetland area but not collect any more squares.

Now it is the birds’ turn to fly out into the wetland area.

Repeat steps for birds. The bird group will walk around wetland area and collect squares from plants, fish or off the ground. The plants and fish can try to get away from the birds by walking around the wetland – but no running.

Now it is the other animals’ turn to go out into the wetland area.

Repeat steps for other animals.

The animal group will walk around wetland area and collect squares from plants, fish, birds or off the ground. The plants, fish and birds can try to get away from the animals by walking around the wetland – but no running.

All organisms that were eaten must leave the wetland area. Those of you remaining organisms that survived should hold onto your colored squares.

Eaten organisms should leave wetland area and those that survived should stay there and hang onto their squares.

We will now go back into the classroom to finish the bioaccumulation game.

Lead class back to classroom. Follow teacher back to classroom.

The organisms that survived should come up to the front of the class and begin to separate your squares by color. The rest of you will each receive a worksheet to record the information about

Pass out student activity sheet to each student. The surviving organisms should also fill out the worksheet.

Take worksheet. Surviving organisms should come up to front of class and begin separating squares.

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these organisms.

As the organisms separate their squares, who can guess what the squares represent? All squares represent toxic substances that have been brought into a Louisiana wetland ecosystem. The colors are as follows:

Red = Mercury Yellow = Copper Green = DDT Blue = Lead Orange = Nickel

Show class what the colored squares represent.

Observe colors.

How do you think these substances might get into a wetland area? Where do you think these substances come from?

Solicit answers. Talk about what they know about these toxic substances.

One at a time, our surviving organisms are going to tell what species they are and how much of each toxic substance they digested during the bioaccumulation game. You should record this data on your worksheet for each organism.

Go through line of students and have them tell about their organisms and the substances they ingested.

One at a time, tell about their organism and the substances it ingested. All other students should be recording data on worksheet.

Now that everyone has gone, which organism has over 50 percnet of one of the substances? These organisms would be dead due to the high concentration of toxins in their systems.

Solicit answers. Use their data to determine what organisms would have lived and died.

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Now, everyone should graph the data that was collected from the bioaccumulation game.

Tell students what you would like on their graphs.

Graph data.

What do you think some possible solutions to bioaccumulation are?

Lead class discussion. Talk about possible solutions to bioaccumulation and what they learned today.

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Wetlands and YOU

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Grade Level Upper Elementary Duration One class period Setting The classroom Vocabulary Sediment Delta Continental shelf Subsidence See G.L.E. table in the index

Levees: The Good & the Bad Teacher Instructions

Focus/Overview Levees are very important to communities that live near the Mississippi River. Levees protect those communities, but they also prevent the formation of new deltas by forcing silt, sand and sediment downstream to the river’s mouth where they are swept off the continental shelf into the Gulf of Mexico. This lesson challenges the students to understand the dynamics of nature and man’s role in altering it. It further encourages students to take responsibility for fixing the problem. Learning Objectives The students will:

Take part in a physical representation of the happenings of the Mississippi River over time

Identify what levees positive and negative characteristics about levees

Understand man’s impact on the environment Materials List

At LEAST eight students (all are encouraged to be incorporated) Colored pencils

Background Information See General Wetlands Information at the front of the binder for more information on the delta process and how levees affect wetlands. Prior to 1927 (levees were federally constructed that year) the Mississippi River flowed freely and changed its course approximately 11 times throughout a 5,000-year period. As it followed this natural course, sediment was deposited at the mouth of the river. As sediment built up over time, deltas were formed. As deltas increase in size, land is formed. Once the land builds up to a high enough elevation, the course of the river changes toward a lower elevation and begins to build up the land in this new area. Historically, the Mississippi River delta was dynamic. Each pulse of floodwater reshaped the delta. Over the last 7,500 years or so, the mouth and lower main channel of the Mississippi River have shifted, sometimes to the east, sometimes to the west and sometimes by as much as 150 miles. Picture the river as an out-of-control fire hose, its end swinging wildly from the pressure of the water it discharges. These channel shifts

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occurred because deltaic processes built land that eventually impeded the river's flow. Not to be denied access to the Gulf of Mexico, the river sought alternate routes. If there was no other channel to follow, the river would overrun low-lying marshland, and the force of the water would make a new channel. These channel shifts might have been gradual, or they may have occurred dramatically during major flood events. In any case, the deltaic processes and associated river channel shifts were critical to the formation and maintenance of the Louisiana coastal marsh. Each time the river channel shifted, its sediment-laden water built new marsh. Meanwhile, marsh created around the abandoned channel began to subside (sink) and erode. Marsh creation was more or less equal to marsh loss during the past 7,500 years or so. The river would build delta, and the raised deltaic marshland would force the river to shift channels. The new channel would build new marsh. The marsh built by the old channel but now cut off from its source of sediments subsided as organic materials decayed and soils compacted. Wind and wave action further eroded these areas. Levees are necessary for people to populate areas near the Mississippi River. They are built to keep the Mississippi River from flooding the land and going through these natural shifts over time. While doing this, levees also interfere with sediment deposits. Instead of building up to form deltas, which eventually form new land, the sediment that the Mississippi River now carries in its levied-up state is dropped off the continental shelf. Definitions: Sediment – Any particulate matter that can be transported by fluid flow and which eventually is deposited as a layer of solid particles on the bed or bottom of a body of water or other liquid. Deltas – Low, watery land formed at the mouth of a river. It is formed from the silt, sand, and small rocks (sediment) that flow downstream in the river and are deposited in the delta. Continental shelf – The shallow bottom just offshore of most continents between water's edge and a sharp drop off where the bottom plunges steeply. Land subsidence - The sinking elevation of the ground surface. Advance Preparation

1. Make a copy of the “Mississippi River Levees Activity Sheet” for every student in the class.

2. Count number of students in the class and determine how many students to use for each part of the process

Procedure

1. Have a student come to the board and draw Louisiana while the rest of the students use the map of Louisiana on their activity sheet.

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2. Add the Mississippi River to the picture, ask students what it is. 3. Add levees around the river’s two edges and asks what this is. 4. Then place an X on land near the levee and ask what the levee is doing for this

land. 5. Ask what the levees are doing for the people who live on that land. 6. Tell students that they will be doing a demonstration to better understand what is

happening. 7. Use as many students as needed (four recommended) to act as the Mississippi

River. 8. Have these students stand in a line and connect to one another (recommended

hands on the shoulders of the person in front of them). 9. Place the tallest student in the back and have him stand still while the others move

in tandem from side to side showing the Mississippi River’s shifts (it could help for the instructor to get them started with the moving by taking the first person’s hands and walking from side to side)

10. Tell them that the actual process took over thousands of years so have them move in slow motion.

11. Tell the river to freeze in place. 12. Take another two students and introduce them as sediment. 13. Explain what sediment is and how it is carried by the Mississippi River. 14. Have the sediment start at the top of the river and hold their hands while they

twirl and you walk them down the river. 15. Place them on either to the left or right of the river (get some on each side). 16. Do for each piece of sediment. 17. Explain how they just formed deltas (recommended: if more then two sediments

are used, have them link arms in a circle facing out to show a formation). 18. Explain what a delta is and how it becomes land. 19. Have the river unfreeze and continue to shift and have the sediments (now deltas)

continue to turn. 20. Say something that would prompt the entrance of levees. 21. Have two to four students stand on either side of the river so they are even. 22. Tell the river it can no longer shift because the levee is holding it in place. 23. Bring in more sediment (recommended: 1) and ask the students what will happen

to the sediment now. 24. Ask them if any of them know what the continental shelf is. 25. Take guesses, then explain it to them (relate it to when you go out to the beach

and the depth of the water is the same for a while but then gets suddenly deep). 26. Take the last piece of sediment, twirl him and then when he gets to the last person

in the river line tell him he doesn’t get to become part of a delta but gets dropped off the continental shelf; then have him go back to the audience.

27. Ask the students if this is good or bad. 28. Tell them of another problem: Land is sinking! (Explain LAND SUBSIDENCE)

Have the deltas start to sink (have them sit on the floor or crouch). 29. Select another student and introduce him as sea level, ask the students to guess

what sea level is doing……RISING. Have sea level raise his arms up and down. 30. Give the participants a round of applause and have everyone return to their seats.

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31. Have discussion on what is good and bad about levees (good for us, bad for the land).

32. Have the students fill out the rest of the activity sheet. 33. Have discussion on how people are responsible to counter the bad done to the

land by doing something good for the land. Blackline Masters

1. Mississippi River Levees

Resources "Significance of Mississippi River Delta ‘Mud Lumps’ to ‘Mud Volcanoes’ and the New Madrid (MO) Earthquake Zone." Suburban Emergency Management Project. 3 Jan. 2006. 15 June 2007 <http://www.semp.us/publications/biot_reader.php?BiotID=313>. "Landforms and Bodies of Water." Enchanted Learning. 2007. 20 June 2007 <http://www.enchantedlearning.com/geography/landforms/glossary.shtml>. "Curriculum Center: Glossary." Discovery Education. 2006. 25 June 2007 <http://school.discovery.com/curriculumcenter/oceans/glossary.html>. Moorman, Tom. “America’s Marsh.” http://www.ducks.org/Page2220.aspx

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LeveesLeveesStudent Activity SheetStudent Activity Sheet

Youthh

Name


Mississippi River LeveesBelow is a map of Louisiana. With a colored pencil draw the path of the Mississippi River. Using another color, draw levees around the river’s edges.

Please fi ll in the blank with the right word from the word bank.

1. Levees along a river stop _____________ from being deposited at the mouth of a river which could have formed __________________.

4. Sinking land is called ______________. This is a big problem in coastal Louisiana because new land is not being created and ________________ is rising.

3. Currently we are losing sediment to the ___________________, which is the shallow bottom just offshore of most continents between water’s edge and a sharp drop off where the bottom plunges steeply.

4. Levees are ______________for people, but _____________ for the land.

5. Sediment could be ____________, ______________, _______________.

Deltas Continental shelf Good Bad SandSediment Subsidence Silt Clay Sea Level

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Levees Answer Key to

Mississippi River Levees

1. Levees along a river stop SEDIMENT from being deposited at the mouth of a river which could have formed DELTAS.

1. Sinking land is called SUBSIDENCE. This is a big problem in coastal Louisiana

because new land is not being created and SEA LEVEL is rising.

3. Currently we are losing sediment to the CONTINENTAL SHELF which is the shallow bottom just offshore of most continents between water's edge and a sharp drop off where the bottom plunges steeply.

4. Levees are GOOD for people, but BAD for the land. 5. Sediment could be SAND, SILT, CLAY.

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Levees: The Good & the Bad in the T-3 Format

What You Say What You Do What the Students Do We are going learn about the Mississippi River and the changes man has made to it.

Students identify the state Louisiana and the Mississippi River.

Over time the Mississippi River changed it course.

What did we build to protect our homes and cities from being flooded?

Students answer “levees.”

Are the levees doing a good thing for the people who live there? Are the levees doing a good thing for the land?

Students answer “yes” to first question. And elaborate of how. They typically answer “yes” to the second.

Are you sure the levees are doing only good, or are the levees hurting the land also? You will be doing a demonstration to better understand what is happening.

Move to place where the students will have the room to do the activity or have them move desks to make room.

Who would like to volunteer? I need 4-6 helpers.

Select about 4 or more students. Get them to stand in a straight line and place their hands on the shoulders of the person in front of them.

The last student in the line remains standing still as all the other students move from side to side in unison.

Class, you are the Mississippi River. This river changed course over time, making 11 major shifts every 5,000 years. Class, you are moving too fast; move in slow motion. Now freeze in place.

Students slow down and freeze in place.

Explain what sediment is and how it is carried by the Mississippi River.

You assist with twirling the students down the frozen river. Place them on either

Have the sediment start at the top of the river. Hold their hands while they twirl

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to the left or right of the river (get some on each side). Do for each piece of sediment.

and you walk them down the river.

Explain how they just formed deltas (recommended: if more then 2 sediments are used, have them link arms in a circle facing out to show a formation). Explain what a delta is and how it becomes land.

Have the river unfreeze and continue to shift and have the sediments (now deltas) continue to turn.

Say: Somebody decided to build their house on the land the delta turned into. And to keep their home for flooding, guess what was built?

The students reply, “Levees.”

Ask for strong volunteers to come hold the levee for you (4 or more). Tell the river it can no longer shift because the levee is holding it in place.

Have 2-4 students stand on either side of the river so they are even.

Ask for another volunteer to become a piece of sediment. Ask the students what will happen to the sediment now.

Bring in more sediment.

Take a couple of guesses.

Ask them if any of them know what the continental shelf is.

Take guesses, then explain it to them (relate it to when you go out to the beach and the depth of the water is the same for a while but then gets suddenly deep).

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Take the last piece of sediment, twirl him and when he gets to the last person in the river line, tell him he doesn’t get to become part of a delta but gets dropped off the continental shelf; then have him go back to the audience.

Ask the students if this is good or bad. Tell them of another problem: Land is sinking! (Explain LAND SUBSIDENCE.) Select another student and introduce him as sea level. Ask the students to guess what sea level is doing……RISING.

Give the participants a round of applause and have everyone return to their seats Have discussion on what is good and bad about levees (good for us, bad for the land). Have discussion on how people are responsible to counter the bad done to the land by doing something good for the land.

Answer: Bad for the land. Have the deltas sit start to sink (have them sit on the floor or crouch). Sea level raises his arms up and down. Students do activity sheet.

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Grade Level Upper Elementary Junior High High School Duration One period – field trip One period – classroom Setting Outdoors (near a water body) The classroom Vocabulary Debris Pollution Point source pollution Non-point source pollution See G.L.E. table in the index

Swamp Sweep Teacher Instructions

Focus/Overview Students conduct a scientific investigation to determine amounts, types and sources of debris found along a selected waterway within their community. Results are used to make a positive change concerning the problem. Learning Objectives The students will:

Discuss adverse effects of debris on the wetland ecosystem Identify common sources of debris in our wetlands Collect, organize and analyze data to determine amounts and types

of debris Use the results to identify possible solutions or action towards

public awareness Understand that students can make a positive contribution to our

community and make a difference in the world Learn the difference between point source pollution and non-point

source pollution. Materials List

Trash bags (teacher provides) Gloves (students provide from home) Data sheet and pen for each group First aid kit (teacher provides) Graph paper Colored pencils or crayons Overhead copy of data sheet (teacher provides) Whistle

Background Information See the General Wetlands Information at the front of the curriculum binder for more information on Louisiana’s wetlands and wetland conservation. Pollution has several different forms and affects many areas of our everyday life from our drinking water to the fields where our food is grown. The different forms are all very harmful to our environment. Today, we are going to focus on non-point source pollution, which is mainly caused by rainfall moving over the ground. As rainfall collects on the ground and runs downhill, the runoff moves, picks up and carries away natural and human-made pollutants, depositing them into lakes, rivers, wetlands, coastal waters and even our underground sources of drinking water. The different forms include urban runoff, sediment pollution, bacteria and nutrients from livestock and other wildlife and chemical. The most common is trash/debris. All of these forms

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make it very hard to trace their origin, which makes it even harder to stop the pollution. Non-point source pollution can be very harmful to our drinking water, recreation activities, fisheries, and other wildlife in the area. However, we can all do our part to reduce or even stop the sources of non-point source pollution. Definitions: Debris – Carelessly discarded refuse; litter. Pollution – The act or process of polluting or the state of being polluted, especially the contamination of soil, water or the atmosphere by the discharge of harmful substances. Point-source pollution – a single, identifiable, localized source of air, water, thermal, noise or light pollution. Non-point source pollution - Pollution caused by rainfall or snowmelt moving over and through the ground. As the runoff moves, it picks up and carries away natural and human-made pollutants, finally depositing them into lakes, rivers, wetlands, coastal waters and even our underground sources of drinking water.

Advance Preparation

1. Copy enough data cards for each group. 2. Purchase trash bags (if your area has a strong recycling program, you may want different

colored bags to separate recyclable materials collected). 3. Ask students to bring work gloves from home or purchase enough so there is at least one

pair for each student (many dollar stores stock work gloves). 4. If a wide area is being covered, you may want to bring a whistle, a megaphone or two-

way radios to communicate with other chaperones and students. 5. Students also enjoy using “Litter Gitters,” which are long trash tongs. These are available

at Home Depot and Forestry Suppliers for between $10 and $16 each. 6. Choose a clean-up site near or at your school and set clear boundaries for students. Scout

out the area for hidden dangers such as ant hills and poison ivy so you can either mark the area or inform students to steer clear.

7. Predetermine a central drop off point for students to stack their garbage bags. A volunteer will need to drop off the collected material at the parish’s designated recycling/trash area.

8. Constantly remind students of safety rules that include: Students must not attempt to collect trash that includes medical waste, broken

glass or jagged metals. An adult must be alerted so that such trash is collected safely.

Students should not touch any dead animals they may find. Dead animals can carry diseases.

Depending on the area, students should wear jeans and old shoes, bring mosquito spray and sun block, and have water (or you can provide water).

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Procedure 1. Ask students to close their eyes and imagine they are taking a trip through one of the

most precious ecosystems in the entire world. For example, the Barataria-Terrebonne National Estuary System (feel free to adapt the story to another location). Read the following guided imagery to the students, asking them to picture the scenes in their mind’s eye.

“Drifting slowly with the current, you are enveloped in silence from modern-day noises. Above the soft breeze rustling through the leaves, you hear the twittering and whistle of countless colorful birds. Some live here year round, and some are just resting during their long migration. Murky bayou water meanders through ancient cypress trees adorned with long, gray, spiral strands of moss. “You pass by a large hill built from thousands of small white clamshells. This long-abandoned shell midden created by Native Americans serves as a lone reminder of a civilization that thrived here long ago. Surrounded by timeless wonder, you may be traveling down the same wandering waterway some of Jean Lafitte’s privateers navigated. Thriving cypress swamps and flourishing marshes provided perfect hideouts for these infamous pirates and their stolen loot. A bright flash of light sparkling in the sunshine catches your eye. Could it be a piece of forgotten treasure? As you cautiously near the bank, you se it is not the silver and gold doubloons you may have imagined. Instead, it is a discarded aluminum can trapped in the long marsh grass. Snapped back from the beautiful past, you take a closer look beyond the fallen limbs and purple swamp lilies. Hidden in the shallow waters are reminders that it is a much different time in which we live. Submerged potato chip bags, portions of a rusted crab trap, plastic water bottles, knotted fishing lines and fast food wrappers are all visible upon closer scrutiny.” Students may open their eyes. “Litter not only detracts from the beauty of this magical place, but it also affects the health. In many places so much trash is discarded that tidal action has formed piles of it along the shoreline. Modern plastics and other synthetic materials may take hundreds of years to degrade naturally. Some of the trash is mistaken as food and ingested by animals. They either choke on it or die soon after from internal injuries. In many cases, animals become entangled in the trash. This either limits their ability to breathe or hunt for food or results in extreme body deformation. Floating debris clogs waterways and limits the amount of sunlight needed for healthy aquatic systems. “For nearly 200 years, legends of Lafitte’s treasure hidden in the Barataria-Terrebonne Estuary have stirred the imaginations of young and old. With the incredible amount of value provided by the Barataria-Terrebonne Estuary, it may have been considered as Jean Lafitte’s most prized treasure. The

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Barataria-Terrebonne Estuary is one of the most productive ecosystems in the entire world. Times have changed. Unless we take action to do our part and encourage others to assist in the care of this valuable treasure, it may also become part of the folklore as another of Lafitte’s lost treasures.”

2. Give the students background information on pollution and the different types of

pollution:

“Pollution has several different forms and affects many areas of our everyday life from our drinking water to the fields where our food is grown. The different forms are all very harmful to our environment. Today, we are going to focus on non-point sources of pollution, which is caused by rainfall moving over the ground. As the runoff moves, it picks up and carries away natural and human-made pollutants, depositing them into lakes, rivers, wetlands, coastal waters, and even our underground sources of drinking water. The different forms include urban runoff, sediment pollution, bacteria and nutrients from livestock and other wildlife and chemical. The most common is trash/debris. All of these forms make it very hard to trace their origin which makes it even harder to stop the pollution. Non-point source pollution can be very harmful to our drinking water, recreation activities, fisheries and wildlife in the area. However, we can all do our part to reduce or even stop the sources of non point source pollution.”

Travel to clean up area:

1. Gather students together in one group and remind them of the importance of what they are doing. Read over safety rules and stress the reasons behind each so there is a clear understanding. Point out the drop off point where bags will be collected.

2. Divide students into groups of 3 or 4 assigning the roles of recorder, bag carrier, and collectors. Distribute gloves, clipboards, pens, and data cards to each group. Review over the data cards, making sure there is a clear understanding of what each item is and how to fill it out correctly.

3. Ask students to look around the selected clean-up area and then look at the categories on their data card. Students must predict which activity they think resulted in the most trash left behind at this specific location.

4. All members of each group should sign their group’s data card and their prediction after their name.

5. Allow students enough time for thorough coverage of the area. Motivate groups that do not seem to be putting forth much effort. (Some teachers provide prizes in many different categories such as most trash collected, weirdest piece of trash collected, etc.).

6. Once complete, collect all data cards, clipboards, pens and any gloves you may have provided. Reiterate to the students what an important service they are providing for their community and for the environment.

7. Take a picture of all of the students with all the trash they collected. Back at school: copy the data cards; call and remind parish officials about the collected trash and where you left it.

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Back at school:

1. Divide class into groups of 2-3 students. Return to the students a copy of their data cards. 2. Provide each group of students with a blank data sheet so that they can record the total

tabulated results for each category as you tabulate the results on a blank data sheet on the overhead projector.

3. Have each group create a bar graph comparing the total number of items collected in each major category (shoreline/recreational, ocean/waterway, dumping, etc.). After students have had enough time to create a graph, ask volunteers to share their results.

4. Ask students to infer an explanation for the results. Would their data be different if they cleaned up a different area? Why? Have them provide examples with their explanations.

5. Explain to students that littering and illegal dumping are widespread problems across our state and in many parts of the country. Based on the data they have collected, which group of people would they have to target with an awareness campaign?

6. Brainstorm ideas of how the students could communicate to the general public the negative impact that littering has on our environment (brochures, fact sheets, signs, etc.). List student ideas on the board.

7. If interested in an extension to this lesson, as a class, choose one plan of action and follow up on it. Have students research more information on the Internet or from publications from local agencies.

Blackline Master

1. Swamp Sweep Data Card

Resources Ocean Conservancy, 2005, The International Coastal Clean-up, accessed July 22, 2005, at http://www.coastalcleanup.org/. The Litter Reduction and Public Action Program, Louisiana Department of Environmental Quality, 2005, accessed July 22, 2005, at http://www.deq.state.la.us/assistance/litter/index.html

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Swamp SweepStudent Activity SheetStudent Activity Sheet

Youthh

Name


Swamp Sweep Data CardModifi ed from the International Coastal CleanupTM Data Card

Cleanup Location

Zone or Parish Cleaned: ________________________________________ Beach or Site Name: ___________________________________________Today’s Date: Month _________________ Day _______ Year __________ Name of Teacher: ______________________________________________Number of People Working on this Card:_________ Distance Cleaned ________ miles or km (circle one)Number of Trash Bags Filled: ________ Total Estimated Weight: ________ lbs or kg (circle one)

Names of Participants in Your Group ____________________________________________________________________________________________________________________________________Entangled Animals _________________________________________________________________________________________________________________________________________________What was the most peculiar item you collected? __________________________________________

RECREATIONAL ACTIVITIESBags Cups, Plates, UtensilsBalloons Pull TabsBeverage Bottles (glass) Food Wrappers/ContainersBeverage Bottles (plastic) 6-Pack HoldersBeverage cans Shotgun Shells/WaddingCaps, Lids Straws, StirrersClothing, Shoes Toys

WATERWAY ACTIVITIESBait Containers/Packaging Fishing NetsCleaner Bottles Light Bulbs/TubesBuoys/Floats Oil/Lube BottlesCrab/Fish Traps PalletsCrates Plastic Sheeting/TarpsFishing Line RopeFishing Lures/Light Sticks Strapping Bands

SMOKING-RELATED ACTIVITIES DUMPING ACTIVITIESCigarettes/Cigarette Filters AppliancesCigarette Lighters BatteriesCigar Taps Building MaterialsTobacco Packaging/Wrappers Car Parts

55-Gallon DrumsMEDICAL/PERSONAL HYGIENE DEBRIS ITEMS OF LOCAL CONCERN

Diapers (please list)SyringesOther

Modifi ed from the data card of the Ocean Conservancy

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Swamp Sweep in the T-3 Format What You Say What You Do What The Students Do

I want you to close your eyes and imagine you are taking a trip through one of the most precious ecosystems in the entire world – the Barataria-Terrebonne Estuary System. As I read this description to you, try to picture the scene in your minds eye.

Give the students the instructions to close their eyes.

Students will close their eyes.

Drifting slowly with the current, you are enveloped in silence from modern-day noises. Above the soft breeze rustling through the leaves, you hear the twittering and whistle of countless colorful birds. Some live here year round, and some are just resting during their long migration. Murky bayou water meanders through ancient cypress trees adorned with long, gray, spiral strands of moss. You pass by a large hill built from thousands of small white clamshells. This long-abandoned shell midden created by Native Americans serves as a lone reminder of a civilization that thrived here long ago. Surrounded by timeless wonder, you may be traveling down the same wandering waterway some of Jean Lafitte’s privateers navigated. Thriving cypress swamps and flourishing marshes provided perfect hideouts for these infamous pirates and their stolen loot. A bright flash of light sparkling in the sunshine catches your eye. Could it be a piece of forgotten treasure? As you cautiously near the bank, you see it is not the silver and gold doubloons you may have imagined. Instead, it is a discarded aluminum can trapped

Describe the scene to the students.

Students will have their eyes closed and listen to the narration of the story and picture in their mind’s eye what they are being told.

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in the long marsh grass. Snapped back from the beautiful past, you take a closer look beyond the fallen limbs and purple swamp lilies. Hidden in the shallow waters are reminders that it is a much different time in which we live. Submerged potato chip bags, portions of a rusted crab trap, plastic water bottles, knotted fishing lines and fast food wrappers are all visible upon closer scrutiny. Litter not only detracts from the beauty of this magical place, but it also affects the health. In many places, so much trash is discarded; tidal action has formed piles of it along the shoreline. Modern plastics and other synthetic materials may take hundreds of years to degrade naturally. Some of the trash is mistaken as food and ingested by animals . They either choke on it or die soon after from internal injuries. In many cases, animals become entangled in the trash. This either limits their ability to breathe or hunt for food or results in extreme body deformation. Floating debris clogs waterways and limits the amount of sunlight needed for healthy aquatic systems. For nearly 200 years, legends of Lafitte’s treasure hidden in the Barataria-Terrebonne Estuary have stirred the imaginations of young and old. With the incredible amount of value provided by the Barataria-Terrebonne Estuary, it may have been considered as Jean Lafitte’s most prized treasure. The Barataria-Terrebonne Estuary is one of the most productive ecosystems in the entire world. Times have changed. Unless we

(Students may open their eyes)

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take action to do our part and encourage others to assist in the care of this valuable treasure, it may also become part of the folklore as another of Lafitte’s lost treasures. So can anyone tell me what pollution is? That’s right oil, trash and debris are all considered part of pollution, but there are many different types and kinds of pollution.

Solicit answers from students about what pollution is.

Students may answer the question with trash and debris, oil, etc.

Pollution has several different forms and affects many areas of our everyday life from our drinking water to the fields where our food is grown. The different forms are all very harmful to our environment. Today, we are going to focus on non-point source pollution, which is caused by rainfall moving over the ground. As the runoff moves, it picks up and carries away natural and human-made pollutants, depositing them into lakes, rivers, wetlands, coastal waters and even our underground sources of drinking water. The different forms include urban runoff, sediment pollution, bacteria and nutrients from livestock and wildlife and chemical. The most common is trash/debris. All of these forms make it very hard to trace their origin which makes it even harder to stop the pollution Non point source pollution can be very harmful to our drinking water, recreation activities, fisheries, and wildlife in the area. However, we can all do our part to reduce or even stop the sources of non-point source pollution.

Explain the different types of pollution to the students.

Students will listen and take notes of different types of pollution.

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So now we are going outside and help our community by picking up some pollutants. Bring a pencil or pen; you’ll need one!

Take the students out to a designated area where they will do a “Trash Bash” or “Swamp Sweep.”

Students will follow you to designated area with a writing utensil.

I will give you all some gloves and trash bags, and we will pick up the trash and debris pollution. As we go along, I want you to mark on this sheet how much of each type of trash you pick up. After I pass out the sheet you may begin to clean up!

Hand students the swamp sweep data cards.

Students will put on the gloves, get the data form, begin to clean up the area and mark down what they find.

(After designated time) Alright, let’s all go back into the classroom and reflect about what we’ve found. I’ll put the totals on the board so we can see how much trash and debris we’ve picked up.

As students give you their numbers, write the totals on the board.

Students will give you the numbers of the different pieces of trash and debris they picked up.

Alright guys! This is a lot/ only a little bit (depending on the numbers). What does this say about our community and what can we do to fix this?

Ask students to discuss what could be done to decrease the amount of pollution in the area.

Students will brainstorm ways to decrease the amount of pollution in the area.

Those are all great ideas. Now you can take what you’ve learned and teach others about the problems non-point source pollution causes.

Wrap up the lesson.

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Grade Level High School Duration One class period Setting The classroom Vocabulary Barrier Island Delta Levee See G.L.E. table in the index

America’s Vanishing Treasure Teacher Instructions

Focus/Overview This lesson will increase student understanding of the importance of Louisiana’s wetlands and the negative effects of wetland loss. The students can use this knowledge to increase support for conserving and saving these important habitats. Learning Objective The students will:

Watch a video on “America’s Vanishing Treasure” and answer questions concerning the importance of wetlands, wetland loss and what they can do to help.

Materials List

Pencil or pen BTNEP “Vanishing Wetlands, Vanishing Future”

video Background Information See General Wetlands Information at the front of the curriculum binder for more information on Louisiana’s wetlands. Since 1927, the leveeing of the Mississippi River has cut off fresh water, sediments and nutrients to the largest delta on earth, Louisiana. Every year 24 miles of Louisiana shoreline washes away, resulting in the loss of valuable wetlands equal in size to a football field every 38 minutes. We are rapidly losing one of the most significant estuaries in the world. Louisiana’s wetlands are home to more than 70 rare, threatened and endangered species and are America’s largest wintering habitat for migratory waterfowl and songbirds. Beyond ecological significance, Louisiana is the heart of America’s Energy Coast, a place where we fuel the nation and provide for its domestic energy and economic security. Definitions: Barrier Island – long, narrow strips of sand forming islands that protect inland areas from ocean waves and storms. Delta – an area formed from sediments deposited at the mouth of a river.

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Levee – (from the French word for "raised") is a natural or artificial embankment or dike, usually earthen, which parallels the course of a river. The word seems to have come into English through its use in Louisiana. Advance Preparation

1. Have the video “Vanishing Wetlands, Vanishing Future” ready to play before beginning the lesson.

Procedure

1. Tell the students that during Youth Wetlands Week they will be discussing the value of Louisiana’s wetlands. They will first watch a video produced by the Barataria-Terrebonne National Estuary Program (BTNEP) and answer questions on the worksheet while they watch the video.

2. After the video, begin a general discussion about Louisiana’s wetlands. You may want to discuss the video questions as a class or use this as an assignment.

Blackline Master

1. America’s Vanishing Treasure Resources Chauvin, Cally. BTNEP. America’s Vanishing Treasure, a video activity sheet. America’s Wetland. Accessed October 15, 2008. http://www.americaswetland.com/ http://www.nwrc.usgs.gov/fringe/glossary.html http://www.nwrc.usgs.gov/fringe/glossary.html http://en.wikipedia.org/wiki/Levee

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America’s Vanishing Treasure

Youthh

Name


Student Activity SheetStudent Activity SheetAmerica’s Vanishing Treasure

Directions: As you view the fi lm, answer the following:

1. Name two reasons for the disappearing wetlands in Louisiana.

2. What helps build new land in Louisiana?

3. Why were levees constructed?

4. Instead of building new land, where is the sediment of the Mississippi River ending up now?

5. How do man-made canals contribute to saltwater intrusion?

6. Why are the wetlands important?

7. How do barrier islands help us against storms?

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America’s Vanishing Treasure

Youthh

Name


Student Activity SheetStudent Activity Sheet8. The fi lm compared the loss of land by 2050 to the size of what state?

9. Why is Port Fourchon important?

10. Name two agricultural crops grown in the Barataria-Terrebonne National Estuary area.

11. What else, beside land, is vanishing due to the loss of wetlands?

12. What is meant by “diverting the river”?

13. Why do you think the Mississippi River is called “The River of Life”?

14. What must citizens do to help save the Louisiana wetlands?

(continued)

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America’s Vanishing TreasureAnswer Key

1. Name two reasons for the disappearing wetlands in Louisiana.

a. Nature b. Humans

2. What helps build new land in Louisiana?

The river built new land as deltas were formed. 3. Why were levees constructed?

Levees were made to stop flooding. 4. Instead of building new land, where is the sediment of the Mississippi River ending up

now?

The sediment goes off the continental shelf into the Gulf of Mexico. 5. How do manmade canals contribute to saltwater intrusion?

Salt water enters a freshwater system, destroying plants in the process. 6. Why are the wetlands important?

Answers will vary but must include:

a. Provide protection from hurricanes b. Flood control c. Clean pollutants d. Provide habitats for wildlife

7. How do barrier islands help us against storms?

The barrier islands act as a buffer and help reduce storm surges.

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8. The film compared the loss of land by 2050 to the size of what state?

The state used for comparison was Rhode Island. 9. Why is Port Fourchon important?

Port Fourchon is economically important for Louisiana because it provides a port for the oil and gas industry.

10. Name two agricultural crops grown in the Barataria-Terrebonne National Estuary area.

The agricultural crops grown include sugarcane, soybeans, cotton and corn.

11. What else, besides the land, is vanishing due to the loss of wetlands?

The Louisiana culture and traditions also are vanishing.

12. What is meant by “diverting the river”?

Diverting the river means changing the direction or course of the river.

13. Why do you think the Mississippi River is called “The River of Life”?

Answers will vary. 14. What must citizens do to help save Louisiana’s wetlands?

Answers will vary.

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America’s Vanishing Treasure in the T-3 Format

What You Say What You Do What the Students Do During Youth Wetlands Week you will be discussing the values of Louisiana’s wetlands. You will first watch a video produced by BTNEP – or Barataria-Terrebonne National Estuary Program – and answer questions on the worksheet while you watch the video. (After the video)

“How can we save the wetlands?” “What do you think the main cause of the coastal regression is?”

Explain to the class that you are going to watch a video on wetlands and give them a worksheet to work on as they watch the film.

After the video, begin a general discussion about Louisiana’s wetlands. You may want to discuss the video questions as a class or use this as an assignment

Watch the video and answer printed questions.

Participate in general discussion facilitated by you.

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Grade Level: Junior High High School Duration: Two to three class periods Setting: The classroom See G.L.E. table in the index

The Great Marsh Dilemma Teacher Instructions

Focus/Overview This role-play helps students understand the many sides to the problem of wetland loss in Louisiana. Learning Objectives The students will:

Take roles of members of the community who have an interest in the future of a large tract of marshland and meet to make their recommendations.

Take roles of parish police jurors charged with the tasks of developing a management plan for the land.

Solve the problem of a lawsuit brought against the police jury by a party dissatisfied with the management plan.

Materials List

Role-play cards (laminated, if possible) Props for police jury debate to represent their profession or occupation (teacher

provides) Props for courtroom scene (teacher provides) Flip chart and easel (teacher provides) (can use butcher paper taped on board or wall) Markers

Background Information See General Wetlands Information at the front of the curriculum binder for more information on Louisiana’s wetlands and wetland conservation. The activity has three parts. In the first part, each student receives a role card describing the position of a community member who will make a position statement at a public meeting. After preparing their statements, the students role-play a town meeting at which they take turns to make statements. Each speaker’s recommendations are recorded on a flip chart and allowed and prohibited uses are listed as the meeting progresses. In the next part of the activity, the students assume the roles of police jury members (they are no longer playing the special interest roles of the first part of the activity). A mock police jury meeting is held with the teacher or leader as chairperson. At this meeting, the police jury members’ charge is to develop a management plan for the marsh area using the citizens’ recommendations and the list of allowed and prohibited uses developed during the first meeting. The main uses are discussed and a plan is written. This plan is displayed in the classroom. At this point, the teacher discusses why certain uses were allowed or prohibited and the potential biases

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that were evident. The idea that, in some cases, compromise is necessary can be discussed, too. The ideas of sustainability and mitigation are central to this discussion. In the last part of the activity, a surprise visitor serves the entire police jury with subpoenas to appear in court to defend their decisions in a lawsuit filed by a party whose special interests were not met in the management plan. Finally, a court scene is acted out. Students are called upon to testify in their original roles of citizens with special interests in the future of the land. To conclude the court scene, the judge (played by the teacher or leader) must decide who has the most convincing arguments: those in favor of plaintiff’s suit or those against. This activity plays out differently with each group of students. The important lesson is that resolving a dilemma such as this one within a community is very complex. During the police jury meeting, individual biases will play a large part; this will be recognized. The students should see how a balance or compromise is often the final outcome, with consideration being given to retaining the functions and values of the wetland while allowing some uses that will economically benefit the parish.

Advance Preparation

1. Copy, cut, and laminate (if possible) the role-play cards. 2. Collect props for police jury debate and courtroom scene. 3. Familiarize yourself with Robert’s Rules of Order for the police jury meeting. 4. Contact a person to serve a subpoena (police officer, judge, principal, etc.)

Procedure 1. Read the introductory paragraphs (below) to the students. Embellish the story and explain

the situation in any way you wish to help your students grasp the central dilemma.

“We are members of a coastal community that has recently lost a well-respected friend, Mrs. LaTerre. The LaTerre family has lived in this parish since 1780, when it obtained a Spanish land grant. Although the family was once prominent, Mrs. LaTerre was the last remaining survivor. She loved the parish and the land. Mrs. LaTerre has bequeathed an 80,000-acre tract of marshland to a Louisiana coastal parish upon her death. Members of the community are now at odds about how the land should be used. The police jury of the parish has been given the task of deciding the future of the valuable piece of property. Mrs. LaTerre made no stipulations in her will about the land, other than the land should be used to “benefit the residents of the parish.” The interpretation of this phrase is what has created the dilemma. Some members of the community and police jury consider the word “benefit” in economic terms only; others disagree with that interpretation, contending that the aesthetic quality of the land must be preserved. Some advocate a complete “hands-off” approach in which residents should make the land into a wildlife refuge with limited access. A nonprofit organization has shown an interest in purchasing the land from the parish to set it aside for conservation and educational purposes only.

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The land itself is made up of mostly pristine intermediate marsh habitat, with some freshwater marsh and swamp on the inland side and some brackish and salt marsh closer to the Gulf of Mexico. It is home to incredible populations of wildlife and acts as a nursery for many seafood species. This coastal parish depends heavily on commercial fishery landings for its income, as well as the presence of many recreational fishers who visit and spend money in stores and at other local businesses. Members of the community are aware of the relationship between healthy marshes and productive fisheries. The land has been in the ownership of the same family since the 1700s. The only development has been several hunting and fishing camps and a few small oil wells owned by the family. There is suspected to be a fairly large reserve of oil beneath the property that has not yet been exploited. An oil company, having heard about the ownership change, is interested in exploration with a view toward producing the oil and gas from the property.”

2. Discuss the concepts involved so the students understand the big picture concerning the

land. Consider posting a map (i.e. USGS topographic map) of a suitable marsh area on which you have marked out an 80,000-acre area. This will assist students in understanding the size and location of the land.

3. Tell the students,

“It is our job is to work together to decide what should be done with the land. We have many options. Remember, however, that the land is mostly coastal marsh and unsuitable for urban development. As you think about the dilemma, bear in mind all the things you have learned about the functions and values of wetlands and the problems of coastal land loss and pollution we have discussed.” First we will hold a public meeting at which people with special interests in the area may make statements about how they think the land should be developed. Next, we will hold a police jury meeting. All of you will represent members of the parish police jury. We will discuss proposals of the people who spoke at the town meeting. Our job will be to rank the potential uses of the land and develop a management plan for the land.”

4. Review the 10 role cards and tell the students that if they want to play a role of a special interest group representative, listen to the names as you read them. Students should raise their hands if they want to volunteer to play a certain role. (Students can play more than one role, as is the case in real life. You also can create additional roles, if desired).

Sierra Club, represented by Ms. Scarlet Tanager. Shrimp fisherman’s union, represented by Ted Trawl. Oil and Gas Industry Consortium, represented by Mr. R. Evenue, a member of

the parish police jury. University researchers, represented by Professor O. Tolith, a marine scientist

at Louisiana State University Marine Science Lab.

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Local concerned citizens, represented by Ms. Lindy Lovetree. Ducks Unlimited, represented by Mr. Merve Ganzer, a local hunting

enthusiast. Recreational fishermen, represented by Mr. Red Drum. Parish Economic Development Council, represented by public affairs

professional with expertise in ecotourism Ms. Misty Waters Archeologist, represented by Ms. Betsy Diggs, who is particularly concerned

about the cultural history of the area. Businessman and land developer, Mr. Q. Buck.

5. Once all the role cards have been selected by students, allow them time to familiarize

themselves with their characters as explained on the role cards. 6. Conduct a town meeting, with yourself as chairperson, at which the students assume their

roles and state their opinions on the appropriate use of the land. Record the citizens’ recommendations about use of the land on a flip chart or chalkboard. After the positions have been stated, have the students create a list of allowed and prohibited uses and record them on the flip chart.

7. Tell the students,

“Now we will hold a police jury meeting to discuss the proposals made at the previous meeting and to develop a management plan for the land.”

8. Hold a parish police jury meeting to develop the management plans for the land. Follow

Robert’s Rules of Order throughout the meeting. Once your jury meeting is set up, you can tell the students the following:

“Presiding over the police jury meeting is Poll E. Ticker (me). I call this meeting of the Parish Police Jury to order. We will follow Robert’s Rules of Order throughout the meeting. Each of you is a member of the parish police jury, and you have the right to state your opinion – provided you address the chairperson (me) correctly first. We will begin with the list of allowed and prohibited uses from our previous meeting. First, we will rank the listed uses by taking a vote on each one. Your vote for the proposed land use will indicate that you support that proposed use of the land. The number of votes determines the rank of each proposed land use. We will use this ranked list to write our management plan for the LaTerre land.”

9. After the management plan has been developed, have someone (a local police officer, judge, the principal, etc.) enter the classroom to serve the police jury members with subpoenas stating that they are being sued by whichever special interest group feels it did not get due consideration during the final police jury vote. [Inform your visitor about particulars of the disgruntled group. You can even prepare simulated subpoenas for the person to hand out to the class.]

10. Hold a mock court case with roles of judge, plaintiff’s lawyer, defense lawyer and

witnesses from the council meeting, including all those who wish to speak. After all the

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testimony is heard, the judge can make a ruling, or the class can serve as a jury to vote on a decision. Again, the teacher or leader may wish to play the role of judge to ensure the role-playing stays on track.

Blackline Master 1. Marsh Dilemma Role Play Cards

Resources Holmstrom, Laurel, Sonoma State University, May 13, 2003, Robert’s Rules of Order Made Simple, accessed July 8, 2005 at http://www.sonoma.edu/Senate/Roberts_Simple.html. Summary of Robert’s Rules of Order. Jennings, C. Alan. 2004. Robert's Rules for Dummies (Dummies Series). Wiley, John & Sons, Inc., 338 pp. ISBN: 0764575740. Portrait of an Estuary, publication by LSU AgCenter and BTNEP. Rules Online Web site, no date, Robert's Rules of Order Revised, by General Henry M. Robert, 1915 4th Ed., Public Domain, accessed July 8, 2005 at http://www.rulesonline.com/. Online reference for Robert’s Rules of Order. Sylvester, Nancy. 2004. The Complete Idiot's Guide to Robert's Rules. Penguin Group (USA), 352 pp.ISBN: 1592571638. A book on Robert's Rules that is loaded with understandable and easy-to-read information.

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The Great Marsh DilemmaStudent Activity SheetStudent Activity Sheet


Ms. Scarlet TanagerSierra Club

We feel truly pristine natural areas are becoming dangerously scarce, jeopardizing the biodiversity of the nation as well as our beautiful state. This has implications for many user groups – the fi sh-ers, hunters, wildlife enthusiasts, scientists, as well as the general public who benefi t from sharing their world with nature. This area is one of the last undisturbed wilderness areas of our state. It is home to hundreds of species of birds: migratory water fowl, wading birds, pelicans, egrets and bald eagles. We also believe the parish has a wonderful opportunity in the form of this generous gift of the LaTerre family to contribute to the future of Louisiana. We feel this land should be set aside as a wildlife preserve, managed for the benefi t of the wildlife, not for people and fi nancial gain. If we allow oil and gas interests or other commercial developments to encroach on this land we will lose an opportunity to save an ecosystem that cannot be replaced.

Dr. O. TolithLouisiana State University Marine Lab

At our research and teaching facility we have discussed the need for access to pristine wetland environments. There are few truly undisturbed sites that can be used as control sites for our research on the effects of pollution on the wetlands. We would like to fi nd a site where students could learn about wetland ecology and do fi eld work. The LaTerre land would solve our problem if we could have access to it. Ideally we would like to acquire a small portion to build a fi eld labora-tory and dormitories. This would cause limited disturbance to the wetlands. As for large-scale com-mercial or industrial development on this land, we feel it would do irreparable harm to this unique ecosystem. Therefore, we urge the police jury not to accept the offers of the oil and gas industry in spite of the economic temptation.

Mr. Ted TrawlShrimpers United

My family has been in the shrimping business here for generations. We have seen many changes over the years. When a marsh is affected by erosion or development, the shrimp lose their habitat for the juveniles to grow and mature. If we lose more marsh in this parish, my shrimping business will not survive. Think about the economic contribution of all the shrimping in this parish. If we were to lose the shrimp, we would lose a lot. If you like shrimp, you should be for preserving the marsh.

The Great Marsh Dilemma Role Play Cards

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Youthh Wetlands WeekWetlands Week(continued)

Ms. Lindy LovetreeSchool teacher, concerned citizen

I have lived here all of my life and, being a teacher and a mother, my concern is for the next generation. Although I agree that children need opportunities and the community would benefi t from economic improvements, let’s keep all this in perspective. I cannot see destroying this unique and beautiful place in the name of progress alone. I share Dr. Tolith’s views about the educational value of these wetlands, but I feel we must also preserve them because of the ways in which they affect the quality of all of our lives here. To develop the LaTerre land would take away the natural beauty that is so easy to take for granted. I believe we should keep the land in its present state and allow the citizens of our parish and visitors to enjoy the waterways for fi shing and bird watch-ing. And let’s not forget the values the wetlands provide in terms of fl ood protection and acting as a buffer against hurricane damage and as a fi lter for the pollutants our everyday lives produce.

Mr. R. EvenueLouisiana Oil and Gas ConsortiumOur recent seismic survey showed large reserves of oil and gas beneath the land that this par-ish now owns. The economic benefi ts to be gained by the parish from extracting these mineral resources are incredible. The parish is suffering from economic depression and could certainly use these revenues. Visualize new schools for the children of the parish with computers in every classroom and modern teaching equipment and new businesses providing many new jobs for the people of this parish, helping to keep families together. We all use energy – and lots of it. We use it in our cars, boats and in our homes. We need the energy here and throughout the United States. The only wise choice is to develop the potential oil and gas reserves on the LaTerre land. To choose otherwise would be robbing your children of their future in the parish. Today oil and gas extraction can be done with minimal environmental impact. When properly done, we can have the energy and the jobs and protect the environment, too.

Mr. Merve GanzerDucks Unlimited

I represent Ducks Unlimited. We are a national organization concerned with maintaining adequate habitat for waterfowl of all kinds. If we fail to protect wildfowl habitats, we will see a decline in duck populations nationwide. The LaTerre land is prime habitat for the ducks and geese that migrate to Louisiana from the north each winter to feed. If this marsh is developed, we will destroy the duck habitat and will have lost an opportunity to develop the potential of this land for duck hunting. Duck hunters can contribute huge amounts to the economy of this parish if you provide access for them during hunting season. I advocate the acquisition of at least 75 percent of the LaTerre land by Ducks Unlimited for waterfowl protection and hunting. We discourage any development that would alter the hydrology of the land as well as development for oil and gas extraction. We also discour-age drainage of marsh waters for construction of any kind.

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Mr. Red DrumRecreational fi sherman

Fishing is a big industry here in Louisiana. The recreational fi shermen contribute millions of dollars annually to the economy of the state. The LaTerre wetlands, which the parish now owns, are liter-ally a gold mine in terms of fi sh and the potential for economic gain from encouraging recreational fi shing in the area. I see a marina with accommodations for visitors and docks for their boats. I pic-ture big events bringing thousands of visitors here – like the fi shing rodeos on Grand Isle. Hotels, restaurants, campgrounds – all of these will benefi t if you draw recreational fi shermen here. At the same time, you will not need to spoil the beauty of the wetlands themselves. In fact, the more they are left as they are, the better the fi shing will be.

Mr. Q. BuckBusinessman

I own a construction business. Buck’s Construction is located in this parish and to stay in business and make money, we need to be building things. We can build anything, but the contract has to be there. I can hire the young men of this parish in well-paying jobs once we get the contracts. Real economic development is not in little “warm and fuzzy” projects. We need BIG projects – multimil-lion dollar projects! We need to extract the minerals that lie beneath the LaTerre marsh or we are cheating ourselves out of a livelihood and schools, stores, shopping malls, big houses, new cars – you name it – we can have it if we are smart. We need to allow the oil industry in to do business in our parish or we will be poor forever.

Ms. Misty WatersParish Economic Development Offi ce

We must be realistic. Our parish does not have a sound economic base. We need to proceed carefully and develop the potential of this parish for attracting visitors from far and wide. We have alligators and mysterious swamps. We cook the most delicious food in the nation! We just need to provide good opportunities for tourists, and they will come – ready to spend money in our parish! For the LaTerre land, I see a crucial role in strengthening our standing in the tourism industry. We just need to attract investors who are willing to build quality accommodations. Local people will fi nd work as swamp tour guides. We can market the romance of our swamps! Although oil and gas development would bring revenues and business to our parish, do we really want to see ugly oil fi eld equipment trucks rumbling through our town and barges on our waterways? Or do we want to see people enjoying the beauty of our unspoiled wilderness and coming from far and wide to observe the migration of neotropical birds?

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Ms. Betsy DiggsArcheologistI am just horrifi ed by some of the things I have heard today. I guess none of you has heard of Section 404 of the Clean Water Act. Not one person has mentioned that wetlands cannot be developed in any way we please. Before any project involving alteration of a wetland can begin, a permit process must be followed. If the people of the parish have any concern at all for the LaTerre land and the wonderful family who left it to the parish, they will make certain that a full environmental impact statement is conducted before any permits are issued. My job involves documenting past human activities in places that may be altered. I know that this land has Native American burial mounds and shell middens where villages once stood. We should learn about the people who once lived on the land we now claim as ours. We must show respect to them in deciding the fate of the LaTerre land. I urge this police jury to be cautious in its decisions and not let promises of big shiny cars and beautiful shopping

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The Great Marsh Dilemma in the T-3 Format


Imagine we are all responsible for deciding the future of a local wetland area. Right now what are some suggestions on the use of the land?

Solicit answers or opinions from the students.

Contribute opinions to the class of their proposed ideas for the land.

At this time I will read a story that unfolds a very complicated dilemma involving the wetlands. I want you to pay close attention and take notes on the facts and important details while I read the story.

Read the introductory paragraph to the students.

Listen to the story carefully and attentively. Take notes of important details and statistics from the story.

Now that we have history and background information regarding this particular piece of land, I will give each of you a “role” card that will describe your position in the community and how you feel about the future of the land.

Give each student a “role” card and answer questions from the students.

Take time to read their role cards and ask questions if need be.

Now that everyone has had the opportunity to review their role cards, as a group we will work together, keeping in mind that it is coastal marshland, the functions and values of the wetlands and problems of coastal erosion.

To give everyone an opportunity to express his or her opinions and position statements, a public meeting will be held. Following the public meeting, you all will serve as members on a police jury where we will rank the potential uses and develop a management plan for the

Allow students time to work on position statements. Teacher will guide the public meeting, ensuring full participation. Record student responses on a flip chart. Teacher will serve as chairperson following Robert’s Rules of Order. Read the paragraph provided to the students.

Each student will prepare and present his or her role in the community and position statement to the class. Listen to the teacher “chairperson” and develop a management plan for the LaTerre land.

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land. Presiding over the police jury meeting is John P. Smith (teacher). I call this meeting of the Parish Police Jury to order. We will follow Robert’s Rules of Order throughout the meeting. Each of you is a member of the parish police jury and you have the right to state your opinion – provided you address the chairperson (teacher) correctly first. We will begin with the list of allowed and prohibited uses from our previous meeting. First, we will rank the listed uses by taking a vote on each one. Your vote for the proposed land use will indicate that you support that proposed use of the land. The number of votes determines the rank of the proposed land use. We will use this ranked list to write our management plans for the LaTerre land. Hold a mock court case, where the judge (teacher or class) will come to a consensus to make a ruling on the use of the land.

Monitor class discussions, students’ maintaining assigned roles and guiding students with limited interaction.

Working together with peers to make a final decision on developing a management plan for the land.

What was the hardest compromise in making the decision? What was the most obvious or easiest decision in the process?

Solicit answers from numerous students.

Provide teacher and peers with opinions and answers to the questions addressed.

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Grade Level High School Duration Two class periods Setting The classroom Vocabulary Economics Renewable resource Nonrenewable resource See G.L.E. table in the index

Weaving Our Wetland Economic Web Teacher Instructions

Focus/Overview This lesson introduces students to renewable and nonrenewable resources. Students also discover how important wetlands are to the state’s economy. Learning Objectives The students will:

List the economic activities of their community. Conduct a survey of their family’s economic activities. Construct a Wetland Economic Web concept map for their

community. Materials List

Literature on the economic activities of your parish (teacher provides)

Easel paper or butcher paper Markers and other materials for decorating concept map

Background Information See the General Wetlands Information at the front of the curriculum binder for more information on Louisiana’s wetlands and wetland conservation. A timber town will be able to log indefinitely if it cuts timber no faster than the forest can regenerate. A farm town can remain viable only if farmers add nutrients to replace those removed by wind, water and harvest (and only if the nutrients don't irreversibly pollute area water supplies). Renewable natural resources — timber, soil, quality of life, etc. — are the chief capital assets of many communities. Unsustainable communities spend these capital assets as if they were income. That's how a retail business is liquidated: tables, counters and cash registers are sold to pay the bills. When natural resources are spent like income, the economy operates like a business in liquidation, leaving nothing for future generations. In the business world, there often are economic incentives to operate this way. For example, if the CEO of a large timber corporation is forced to choose between clear-cutting a forest to make a 15-percent profit or harvesting it sustainably to make only 9 percent, he's likely to choose the short-term profit from clear-cutting and then move the corporation on to another forest or even another business. Oil, mineral, grain and other large resource-extraction industries are similarly driven by the quest for short-term returns. A community whose economy is based on natural resources may find it extremely difficult to resist these corporate

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pressures to spend down its precious capital. Yet, in the long term, it cannot afford not to – the corporation can always move on to the next forest, but the community cannot. Activities such as mining and oil drilling are not necessarily wrong or harmful, but the fact is that they deplete finite resources or nonrenewable natural resources. Someday the silver, oil and coal will run out. All towns based on the extraction of nonrenewable resources eventually must find another basis for their economy. Many have transformed themselves into tourist towns. Others have attracted software designers, stock traders and other entrepreneurs of the information age. Still others have evolved local economies based on exportable arts and crafts. In general, the smart ones anticipate the shift and ensure a hospitable environment for other, more renewable economic activities well before the change takes place. The following are examples of values associated with Louisiana’s wetlands. If there are wetlands located in your local area of Louisiana, discuss the values of those wetlands. Recreational Values - Hunting and Fishing Both of these recreational activities are closely tied to the economy. Recreational fishing is big business in Louisiana. Recreational fishermen contribute millions to the economy if you take into account purchasing licenses, fishing equipment, boats, bait, camps, etc. Hunter-related spending includes license purchasing, guns, ammunition, camps and other equipment, all of which contribute significantly to the economy. Ecotourism The growing popularity of coastal wetlands and Louisiana’s culturally related tourist attractions are important to the economy. Swamp tour businesses, canoe rental businesses, restaurants, hotels and bed and breakfast enterprises are of benefit, as well as recreational charter fishing boat operators. Visitors from all over the United States and the world visit Louisiana each year. French-speaking Europeans are particularly attracted to the area. Visitors come to observe bird migrations, view wildlife (particularly alligators) and sample the local cuisine that has become famous. Local people seeking family recreational activities travel to beaches, and many people own camps used for hunting, fishing and family trips.

Definitions: Economics – the branch of social science that deals with the production, distribution and consumption of goods and services and their management Renewable resource – a resource that can potentially last as long as the sun is around because it can be renewed fairly rapidly through natural processes Nonrenewable resource – natural material that is considered finite, or exhaustible because of its scarcity, the great length of time for its formation or its rapid depletion

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Advance Preparation 1. Read background information. 2. Collect literature on the economic activities in your parish.

Procedure 1. Discuss with the class renewable and nonrenewable resources. Ask students to give

examples of both. 2. Ask students to give examples of renewable and nonrenewable resources of the

wetlands. You may want to re-define a wetland. 3. Write all of these examples in two columns on the board. 4. Are these same resources found in your local community? 5. How would your local community or those in the wetlands be affected if these

resources were suddenly gone? Discuss the relationship between resources and the local economy.

6. Have each student write down one of his or her family member’s occupations. Collect these and have the students write another family member’s occupation.

7. Group the occupations under headings such as commercial fishing, oil and gas, service industries (including restaurants, hotels, stores, banks, etc.), ecotourism, other (add more categories if necessary).

8. If the wetlands suddenly disappeared, what would happen to the listed occupations? Students will recognize that those involved in the fishing industry, specifically shrimping and oyster farming, would have to find another occupation if there were no more wetlands. They may see that if the fishing industry fails, so will the businesses that support it – boat building, net suppliers, ice houses, fuel stations, etc.

9. Help the students make the connections between the jobs their families have and the wetlands. Most of the links will be through the fishing industry. In the case of oil and gas, it would be much more expensive to produce oil and gas if the marsh was lost. All infrastructure, such as pipelines, well heads, etc., also would be lost.

10. Pass out the Wetland Economy Questionnaire. This is to be completed at home. 11. The next day, compile all data and have the students complete the economy data

chart, rate the wetlands chart and draw a concept map on the work sheet. 12. As an alternative to a concept map you can create a class chart representing all of the

families’ occupations and how they relate to the wetlands. Blackline Masters

1. Wetland Economy Questionnaire 2. Wetland Economy Data Chart 3. Rate the Wetland Chart 4. Wetland Economy Concept Map

Resources Weaving Our Wetland Economic Web LSU AgCenter and Barataria-Terrebonne National Estuary Program (BTNEP) Wetland Activities

327

Weaving Our Wetland Economic Web

Youthh

Name


Student Activity SheetStudent Activity SheetWetland Economy Questionnaire

1. Occupation of family member completing questionnaire

2. How many years has your family been involved in this occupation?

3. How many years have you personally been involved in this occupation?

4. How would you rate the presence of the wetlands (marshes and swamps) in

importance to your family’s profession? (Circle your chose response)

A. Extremely important

B. Very important

C. Important

D. Not important

E. Wetlands hinder my occupation

5. Does the loss of wetlands in our area cause any problems for your occupations?

6. If yes, in what way?

7. Does the company or business you work for obtain supplies from other businesses in

this parish?

8. If your company or business left the parish, how would the economy of the parish be

affected?

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Youthh

Name


Student Activity SheetStudent Activity SheetWetland Economy Data Chart

Number of family members in selected occupationsCommercial

fi shing/natural

resource harvesting

Fisheries/trapping suppliers

Oil and gas production

Oil and gas suppliers

Ecotourism/recreational

activities

Service industries

Other occupation

Draw a bar chart using the data in the above chart.

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Youthh

Name



A essential

B very important

C important

D not important

E hindrance

Draw a bar chart showing the number of responses for each category above.

Rating the Importance of Wetlands

330


Youthh

Name


Student Activity SheetStudent Activity SheetWetland Economy Concept MapUse this page to create your own Wetland Economy Concept Map

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Weaving Our Wetland Economic Web in the T-3 Format

What You Say What You Do What the Students Do The wetlands of Louisiana are important to the economy of our community. The wetlands provide resources that provide revenues or income to our community. Resources can be divided into renewable resources and nonrenewable resources.

Prepare enough pieces of paper for the students to write occupations on. You can spray artist’s spray glue on the back of the paper, use large sticky notes or stick small pieces of tape on each piece. Tape a large sheet of bulletin board paper or plain newsprint paper on the wall. All the smaller pieces of paper will be displayed on that.

What would we list under the heading “Renewable Resources” found in our wetlands? What would we list under the heading “Nonrenewable Resources” found in our wetlands?

List the resources on the board, easel pad or overhead transparency.

Students list examples of renewable resources found in or associated with the wetlands. Students list examples of nonrenewable resources.

The presence of these resources provides not only revenues but employment. When there is a source of revenue and a source of jobs for the people, the economy of the area is healthy. The more of both, the better everyone is economically. If the resources we just listed all disappeared, what changes would we see in our communities? Would these changes affect you and me and our families?

Help the students recognize the connections between the resources and the economic well-being of their community and families.

Students reply that less money would come to the parishes and people would lose their jobs. There would be less income, so people would spend less money, causing other businesses, such as stores, to suffer. People would have to leave the area to find jobs.

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Your families represent a sample of our community. If we list the occupations of some of your family members, we’ll be able to see how our lives are linked to the wetlands. Let’s list some of the ways your families make a living. Write down one occupation of a member of your family. It can be your mother, your father, you uncle, your grandfather – as long as they are close family members.

Pass out the papers and markers.

Now, take a second piece of paper and write a different occupation of another family member. If all of your family is involved in the same business, write that occupation again. Pass the papers to the front. I’ll put them up on the wall, and we’ll group the occupations into types.

Now let’s make a connection between these occupations and the wetlands. If the wetlands disappeared, which of these occupations would also disappear or change?

Group the occupations under headings such as commercial fishing, oil and gas, service industries (including restaurants, hotels, stores, banks, etc.), ecotourism, other (add more categories, if necessary).

Students will recognize that those involved in the fishing industry, specifically shrimping and oyster farming, would have to find another occupation if there were no more wetlands. They may see that if the fishing industry fails, so will the businesses that support it – boat

333

building, net suppliers, ice houses, fuel stations, etc.

Help the students make the connections between the jobs their families have and the wetlands. Most of the links will be through the fishing industry. In the case of oil and gas, it would be much more expensive to produce oil and gas if the marsh was lost. All infrastructures, such as pipelines, well heads, etc., also would be lost.

They may not immediately appreciate the effect the loss of the wetlands may have on the oil and gas industry.

The next step in this investigation is to take home a short survey for your family to complete. It will give us a little more information on how our economy is linked to the wetlands of our area.

Pass out the survey and review it with the students, answering any questions they might have. Make changes or additions. When the survey has been completed, compile the data and complete the Wetland Occupation chart. Pass out the concept map blanks for each student to complete. Alternatively, or in addition, create a large illustrated class concept map to be displayed in the classroom or in the hallway of the school.

The students take the survey home and complete it for homework.

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Grade Level Junior High High School Duration One to two class periods Setting The classroom Vocabulary Tourism Ecotourism See G.L.E. table in the index

Wetland Promotions Teacher Instructions

Focus/Overview This lesson teaches students about ecotourism and its importance to the community. Learning Objectives The learner will

Design a brochure advertising an imaginary swamp tour, charter fishing business, duck hunting guide service, hotel or guest house or other tourist venue.

Investigate promotion and advertising in the tourism business.

Materials List

Computer or word processors (optional) Magazines or materials from parish tourist

commission for illustrations Examples of tourism promotional materials Markers

Background Information See the General Wetlands Information at the front of the curriculum binder for more information on wetlands and Louisiana wetland conservation. The idea of ecotourism is to help preserve a natural environment rather than damaging or destroying it when traveling. Enjoy natural wonders, but also help conserve them. Ecotourism helps boost economic conditions so local communities can afford to protect their natural environments.

One of the basic tenets of ecotourism is to engage local communities so they benefit from conservation, economic development and education. While nearby inhabitants are those most directly affected by the establishment ecotourism areas, they also stand to profit the most by their conservation. By bringing residents into the business of ecotourism, not only can local people meet their economic needs, but they also can maintain and enhance the "sense of place" that is critical for guaranteeing long-term conservation. There is no doubt that many community-based ecotourism projects create some local employment or generate some revenues that enhance some local incomes or help support community projects.

335

Definitions: Tourism – Occupation of providing local services such as entertainment, accommodations and catering for tourists Ecotourism – Nature-based tourism that involves education and interpretation of the natural environment and is managed to be ecologically sustainable Advance Preparation

1. Break students into groups of four. 2. Pass out local brochures for ecotourism activities.

Procedure 1. Discuss tourism and ecotourism with the students. 2. Pretending to be an advertising company, students should work in groups to

design brochures promoting wetlands ecotourism activities. 3. The students should choose ecotourism activities they normally would find in

their local area. 4. Allow students to break into groups and review real brochures from the local area. 5. Students should fill out the brochure planning activity sheet and design their

fictional brochures. 6. After students have finished their brochures, allow time for each group to present

their fictional ecotourism activity and brochure. 7. Ask students if any of their families obtain income from tourism activities? 8. Do students think their local area would benefit from more tourism activities?

Blackline Master

1. Wetland Promotions Brochure Planning

Resources Wetland Promotions. LSU AgCenter and Barataria-Terrebonne National Estuary Program (BTNEP) Wetland Activities. The Nature Conservancy. Accessed October 15, 2008. http://www.nature.org/aboutus/travel/ecotourism/about/art14829.html Scholastic and the American Museum of Natural History Science Explorations. Accessed October 15, 2008. http://teacher.scholastic.com/activities/explorations/adaptation/libraryarticle.asp?ItemID=6&SubjectID=113&categoryID=2

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Youthh

Name


Wetland PromotionsStudent Activity SheetStudent Activity Sheet

Planning a Wetland Promotions Brochure

1. Who is our audience?____________________________________________________

___________________________________________________________________

2. What is the main message we want to give the audience?_______________________

___________________________________________________________________

___________________________________________________________________

3. What is the title of our brochure?___________________________________________

___________________________________________________________________

4. What information do we need?_____________________________________________

___________________________________________________________________

5. Where can we fi nd this information?_________________________________________

_________________________________________________________________

6. What illustrations do we need?_____________________________________________

___________________________________________________________________

7. Task Assignments (write in students’ names):

Writers/Editors:_____________________________________ and __________________

___________________________________________________________________

Graphic designers/Layout specialists:___________________________ and __________

___________________________________________________________________

Brochure Design and Production

After planning the brochure, everyone in the group is responsible for gathering in-

formation. The writing team then compiles the information into text while the graphic

designers fi nd and generate illustrations and graphics. Next, the text is edited and the

layout specialists put all the parts together to make an attractive presentation.

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Wetland Promotions in the T-3 Format

What You Say What You Do What the Students Do More and more people today look for ways to explore the outdoors in their leisure time. The business of ecotourism is important to the economy of our area. In fact, this is a growing business that could offer some of you a job. If you were to go into the ecotourism business, you’d have to know how to attract tourists to your business, whether it is a swamp tour, a charter fishing business or a hotel or campground.

You can choose to allow the students to make a choice between types of business or assign the students a business and a group.

In this activity you will work in groups to promote the wonderful qualities of our wetlands to tourists. We are an advertising company called Wetland Promotions.

Our job is to create attractive brochures for businesses in the ecotourism industry to increase tourism in our parish. You can choose to make a brochure for a swamp tour operator, a charter fishing boat operator, a duck hunting guide service, a guest house, a resort proprietor located next to a marina or the operator of another business dependent on the tourist trade. When you have decided which of these you want to represent, let me

Students choose or are assigned an ecotourism business to represent.

338

know and we will divide the class up into groups to make promotional brochures for these businesses. To get started on your brochure, get together in your group to complete this activity sheet. Decide who will be responsible for which part of the brochure production, and sign your names next to the headings. In a group of four, two should specialize in the writing and editing and two should be responsible for the graphics and layout. Divide the tasks according to the strengths and talents of your group. Everyone should be responsible for research and bringing in resources. Before you start, look at some samples of real promotional brochures.

Hand out the Planning a Wetland Promotions Brochure Activity Sheet.

Students fill out the activity sheet and make decisions on who will do what to complete the assignment. Roles will include writing, layout, graphics and editing.

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Grade Levels Junior High High School Duration One to two class periods Setting The classroom Vocabulary Iambic pentameter Levee Delta Tributary Wetland See G.L.E. table in the index

Ode to Levees: To Build or Not to Build


Focus/Overview This lesson focuses on the coastal wetlands Louisiana has lost as a result of its levee system. Students will learn and understand why Louisiana levees were built and how these levees have had both positive and negative effects on the people and the environment. Students also will discuss possible solutions to the current situation and learn what experts are doing to help reverse some of the land loss while conserving healthy wetland environments. Learning Objectives The students will:

Compose a poem about Louisiana’s wetlands. Understand the use of iambic pentameter when writing

a poem. Create a poem in iambic pentameter using wetlands and

levees as a theme. Express their feelings within a poem about a given

topic. Materials List

Computer for research (If there are no computers available, printing articles on the topic and passing those out for students to read also will work).

Paper Pencils

Background Information Review the General Wetlands Information at the front of the curriculum binder so you can explain the various types of wetlands to students, as well as telling them how Louisiana wetlands formed and why these wetlands are degrading. The wetlands of southern Louisiana were formed from different delta lobes that were naturally created as the Mississippi River flows to the coast of Louisiana and into the Gulf of Mexico. As the river flows downstream to the coast, it deposits soil and sediments along the coastline. This sediment piles up along the coast and creates land and wetlands along the coast of Louisiana. Eventually, the sediment that is deposited becomes so high the river can no longer get over the top. The river then changes directions, abandons one lobe and finds another route to the coast. When this happens, a new lobe begins to form, and a new section of the coast begins to build (see the delta lobe diagram in the General Wetlands Information index for more information).

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Louisiana’s wetlands are disappearing quickly. Every 38 minutes Louisiana loses coastal land the size of a football field. There are many different factors that contribute to coastal wetland loss. One cause of wetland loss is from the construction of levees along the Mississippi River. Since the early 1900s, people have built levees along the Mississippi River to make sure the river flows within the levees and to protect their land from flooding. Problems come with this protection, however. Because the river is no longer allowed to deposit sediment and form deltas along the coast, the land is not being built up and is subject to forces that erode it away – subsidence (the gradual sinking of the land) and erosion from ocean waves. What is a Levee? A levee is a type of dam that runs along the banks of a river. Levees reinforce the banks and help prevent flooding. Levees can be natural or constructed. A natural levee is formed when sediment settles on the riverbank, raising the level of the land around the river. To construct a levee, workers pile dirt or concrete along the river banks, creating an embankment. This embankment is flat at the top and slopes at an angle down to the water. For added strength, sandbags sometimes are placed over dirt embankments. More information on the Mississippi River levee system can be found at: http://www.mvn.usace.army.mil/pao/bro/misstrib.htm http://www.tulane.edu/~bfleury/envirobio/enviroweb/FloodControl.htm Writing a Poem Using Iambic Pentameter People often assume that the primary way to get information out to communities about wetland loss is through lectures and other traditional methods. Artists and students have also found that using other forms of expression (plays, paintings, photography and stories) is an effective way to make sure people hear about Louisiana’s wetland loss. In this lesson, students will write poems about the levees that have been built along the Mississippi River to examine both the positive and negative effects those levees have had on the marshes of Louisiana. What is Iambic Pentameter? Iambic pentameter is a meter in poetry. It refers to a line consisting of five iambic “feet.” A unit of the internal “beat” in a poem is called a “foot.” A foot that is made up of a long/hard beat followed by a short/soft one is called an “iamb.” When five of these in a poetic line are put together, it is called pentameter, from the Greek “pente” for five and “meter” for beat. Most English poems have this structure, because it most nearly resembles normal speech, and it is called iambic pentameter. There are three basic types of poems that use iambic pentameter:

Rhyming verse – a verse that has a regular correspondence of sounds, especially at the ends of lines (the end of each line rhymes).

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Sonnet – A 14-line poem usually having one of several conventional rhyme schemes (for example, ABAB CDCD EFEF GG).

Blank Verse – unrhymed poetry that has a regular rhythm and line length. Analyzing a Poem Analyzing a poem is called “scanning,” and the reader looks for the hard and soft beat (or foot). The foot is represented by a ~ for a hard beat and a / for a soft beat. A line of iambic pentameter with five feet is shown as ~ / ~ / ~ / ~ / ~ / above the words or beats they represent in the poem. Iambic pentameter has: • 10 syllables in each line. • Five pairs of alternating unstressed and stressed syllables. • A basic rhythm in each line that sounds like: ba-BUM / ba-BUM / ba-BUM / ba-

BUM / ba-BUM. Most of Shakespeare’s famous quotations fit into this rhythm. For example: ~ / ~ / ~ / ~ / ~ / If mu- | -sic be | the food | of love, | play on or ~ / ~ / ~ / ~ / ~ / Is this | a dag- | -ger I | see be- | fore me? Each pair of syllables is called an iambus. You’ll notice each iambus is made up of one unstressed and one stressed beat (ba-BUM). Although iambic pentameter usually refers to the five iambs in a row (as above), more advanced poets vary their iambic pentameter while maintaining the iamb as the most common foot. Iambic pentameter must still always contain only five feet per line, but the hard and soft feet can alter. For example, the first line of Shakespeare’s play “Richard III” begins with the soft beat (represented with / ): / ~ ~ / ~ ~ / / ~ / Now is | the win- | ter of | our dis- | content Definitions: Levees – walls used to regulate water levels next to bodies of water. Some are natural. People also build levees, which are mounds made of earth or concrete. We use levees to keep rivers from flooding, but that prevents rivers from overflowing into their natural floodplains. Mississippi River – the second longest river in the United States. It is 2,320 miles long with a source in Lake Itasca in Minnesota and it ends when it pours into the Gulf of Mexico along Louisiana’s coast. Delta – a land form at the mouth of a river.

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Tributary – a smaller stream or river that flows into a mainstream river (like the Mississippi River). Wetland – an area of land where soils are saturated with moisture either permanently or seasonally. Wetland types include swamps, marshes, bogs, fens and others. Water found in wetlands can be fresh, brackish or salty. Advance Preparation

1. Review background information on Louisiana’s wetlands, levees and writing poetry using iambic pentameter.

2. Print out the student worksheet “Analyzing and Writing a Poem in Iambic Pentameter.”

Procedure:

1. Review with students why Louisiana’s wetlands are important and the good and bad aspects of levees.

2. Have the students go online or to the library and research wetland loss, the Mississippi River levee system and the Great Flood of 1927.

3. Have students come back with 10 facts written about levees. 4. Share these facts with the class – filling any blanks from the information provided

in this curriculum binder. 5. Make sure to explain that the levees were built to protect our homes from flooding

and that it’s unfortunate levees also have played a part in wetland loss. 6. Ask them these questions to get their minds flowing:

How would you have felt if you lived when the river was overflowing and flooding your home or the area around it?

Would you have wanted to build a levee to save the land you lived on? Should we have built the levees? What should we do now?

7. Explain to the students that they will be writing a poem about Louisiana’s levees. 8. Explain what iambic pentameter is and how to write a poem in iambic pentameter. 9. Hand out the student worksheet and review the first part of the worksheet with the

class. That part asks the students to look at the famous monologue from “Hamlet” written in iambic pentameter and to identify the hard and soft beats. Help the students along using the following steps:

Step 1 – Read the poem out loud to the class while emphasizing the internal hard and soft beats. Then read it again and clap along to the beats. Clap hard for a hard beats and clap short and light for the soft beats. Step 2 – Read the poem with your students and have them clap the beat as you read. Step 3 – Have the students mark the hard and soft beats above the syllables in the words of the poem on their worksheets using the ~ symbol for a hard beat and a / symbol for a soft beat.

10. Have the students write their own poems in iambic pentameter about Louisiana’s wetlands and the levees that have been constructed along the Mississippi River.

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11. Once the students have finished their poems, have them share what they wrote with the rest of the class.

12. Feel free to mail copies of the student’s work to the Youth Wetlands Education and Outreach office:

Ashley Mullens 4-H Youth Development

LSU AgCenter P.O. Box 25100

Baton Rouge, LA 70894 Adaptation: Students can write a different type of poem or an opinion essay on the subject if iambic pentameter poetry does not fit into your curriculum.

Blackline Master

1. Analyzing and Writing a Poem in Iambic Pentameter

Resources Teaching Iambic Pentameter - http://www.bukisa.com/articles/20340_teaching-iambic-pentameter Iambic Pentameter - http://shakespeare.wikia.com/wiki/Iambic_pentameter Shakespeare Resource Center – Hamlet: “To be or not to be. . .” http://www.bardweb.net/content/readings/hamlet/lines.html Future References for Teachers: http://www.mvn.usace.army.mil/pao/bro/misstrib.htm http://en.wikipedia.org/wiki/Great_Mississippi_Flood_of_1927 http://news.nationalgeographic.com/news/2001/05/0501_river4.html

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Ode to Levees

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Analyzing and Writing a Poem in Iambic Pentameter

Part 1 – Scanning a Poem for Iambic Pentameter

Below is a portion of one of Shakespeare’s famous monologues from the play “Hamlet.” Read the material, iden-tify the hard and soft beats and mark them above each syllable. Also, break down the poetic “feet.”

To be, or not to be: that is the question:

Whether ‘tis nobler in the mind to suffer

The slings and arrows of outrageous fortune,

Or to take arms against a sea of troubles,

And by opposing end them? To die: to sleep;

No more; and by a sleep to say we end

The heart-ache and the thousand natural shocks

The fl esh is heir to, ‘tis a consummation

Devoutly to be wish’d. To die, to sleep;

To sleep: perchance to dream: ay there’s the rub;

Part 2 – Writing Your Poem

Use the following outline to determine how you will get started writing your wetland poem. Make sure to check with your teacher to see the minimum length of lines your poem needs to be (10 is average).

1. Circle the type of poem you plan to write:

Rhyming Verse Sonnet Blank Verse.

2. How many lines do you plan to write? Will it be divided into stanzas (sections of lines orga-nized together)?

3. In the space below, write the fi nal draft of your poem. (Use your own paper to write out a few drafts fi rst.)Make sure: Your syllables have one unstressed syllable followed by a stressed one. Example: ba BUM, ba BUM, ba BUM. You proofread your poem using slash marks above each word to indicate stressed and un-stressed beats. Count up your beats and write the total at the end of each line. If you’re over or under 10, you’ll have to go back and rework that line.

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Ode to Levees Answer Key to Scanning a Poem

~ / ~ / ~ / / ~ ~ / ~ To be, or not to be: that is the question: / ~ ~ / ~ / ~ / ~ / ~ Whether 'tis nobler in the mind to suffer ~ / ~ / ~ ~ ~ / ~ / ~ The slings and arrows of outrageous fortune, ~ ~ / / ~ / ~ / ~ / ~ Or to take arms against a sea of troubles, ~ / ~ / ~ / ~ ~ / ~ / And by opposing end them? To die: to sleep; / / ~ / ~ / ~ / ~ / No more; and by a sleep to say we end ~ / ~ ~ ~ / ~ / ~ ~ / The heart-ache and the thousand natural shocks ~ / ~ / ~ /~ / ~ / ~ That flesh is heir to, 'tis a consummation ~ / ~ / ~ / ~ / ~ / Devoutly to be wish'd. To die, to sleep; ~ / ~ / ~ / / / ~ / To sleep: perchance to dream: ay, there's the rub;

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Ode to Levees in T-3 Format


Today we are going to discuss Louisiana’s wetlands and why Louisiana is losing wetlands equal to the size of a football field every 38 minutes.

Review the Background Information for this lesson and the General Wetlands Information at the front of the curriculum binder.

You will write a poem about wetland loss and the positive and negative effects of building levees.

Before you can begin writing your poem, you’ll need to do some research on wetland loss, levees and the flood of 1927.

Give the students time to research Louisiana’s wetland loss at the library, on computers or at home overnight.

Take time to research Louisiana’s wetlands and why they are degrading.

Now that you’ve had time to research Louisiana’s wetlands and levee system, please tell me what you learned.

Have a discussion with students about Louisiana’s wetlands and the positive and negative aspects of the levee system.

Students will discuss and answer questions about Louisiana’s wetlands.

Now, you are going to write a poem about Louisiana’s wetlands and levees using the style of iambic pentameter.

Do you know what iambic pentameter is?

Students will tell the teacher what they know about iambic pentameter.

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Iambic pentameter is a meter in poetry. It refers to a line consisting of five iambic “feet.” A unit of the internal “beat” in a poem is called a “foot.” A foot that is made up of a long/hard beat followed by a short/soft one is called an “iamb.” When five of these are put together in a poetic line, it is called pentameter, from the Greek “pente” for five and “meter” for beat. Most English poems have this structure, because it most nearly resembles normal speech, and it is called iambic pentameter.

Write some of the key words out on the blackboard so students can read along as you explain iambic pentameter.

Some of the more famous poems in the English language are written in iambic pentameter.

Review the three basic types of iambic pentameter poems (listed in the Background Information section of this lesson).

Students should learn about iambic pentameter and ask questions about what they don’t understand.

Before you can write a poem in iambic pentameter, you have to be able to analyze poems written in iambic pentameter.

Analyzing a poem is called “scanning.” In scanning for iambic pentameter structure, the reader looks for the hard and soft beats (or feet). Each foot is represented by a ~ for a hard beat and a / for a soft beat. A line of iambic pentameter with five feet is shown as ~ / ~ / ~ / ~ / ~ / above the words or beats they represent in the poem.

Iambic pentameter has: • 10 syllables in each line. • Five pairs of alternating

unstressed and stressed syllables.

• A basic rhythm in each line of iambic pentameter that sounds

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like ba-BUM / ba-BUM / ba-BUM / ba-BUM / ba-BUM.

Most of Shakespeare’s famous quotations fit into this rhythm.

Use the examples listed in the Background Information and write out famous examples of iambic pentameter structure.

Each pair of syllables is called an iambus. You’ll notice that each iambus is made up of one unstressed and one stressed beat (ba-BUM).

List other examples of iambic pentameter and have the students help analyze the lines.

Students will help analyze hard and soft beats in lines demonstrating iambic pentameter.

Although iambic pentameter usually refers to the five iambs in a row (as I just reviewed), more advanced poets vary their iambic pentameter while maintaining the iamb as the most common foot. Iambic pentameter still must always contain only five feet per line, but the hard and soft feet can vary. For example, the first line of Shakespeare’s play “Richard III” begins with the soft beat.

Write the example from “Richard III” on the board and analyze the poem to show that not all lines in iambic pentameter follow the soft/hard beat rhythm. Example is listed in the Background Information section of this lesson.

Now we are going to try analyzing and writing our own line of iambic pentameter.

Pass out the “Analyzing and Writing Poems in Iambic Pentameter” worksheet.

Students will get out a pencil and take copies of the worksheet.

We are going to do Part 1 of the worksheet together.

We are going to review a famous passage from “Hamlet” that is written in iambic pentameter.

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First, I’ll read the poem out loud to you. I’ll emphasize the hard and soft beats of the monologue.

Next, I’ll read it again and clap along to the hard and soft beats. I’ll clap harder on the hard beats, and I’ll clap short and light for the soft beats.

Read the poem out loud to the class while emphasizing the internal hard and soft beats. Then read it again and clap along to the beats. Clap hard for a hard beats and clap short and light for the soft beats.

Students will begin to hear the variation in hard and soft beats in the poem.

Now, I’ll read the poem again, and you’ll clap along to the hard and soft beats.

Read the poem with your students and have them clap the beats as you read.

Students will clap to the hard and soft beats.

Analyze the poem on your own – marking the hard and soft beats over each syllable.

Have the students mark the hard and soft beats above the syllables in the words of the poem on their worksheets using the ~ symbol for a hard beat and a / symbol for a soft beat.

Students will mark the hard and soft beats in the monologue.

Review the students’ answers and go over the correct way to analyze the monologue.

Now you are going to try to write your own poem using iambic pentameter.

The poem will have to be about Louisiana’s wetlands and what you learned about the levee system.

Have the students fill out Part 2 of the student worksheet.

Students will fill out the worksheet and write their own poems in iambic pentameter.

Let’s hear the poems you have written.

Students will read the poems out loud to the class.

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Grade Level Upper Elementary Duration Two class periods Setting The classroom Vocabulary Compass Compass Rose Map Key/Legend Cartographer Departure City Destination City See GLE table in the index

Wetland Day Trip Teacher Instructions

Focus/Overview This lesson teaches students compass and map skills they can use in everyday situations and introduces them to a map of Louisiana. Learning Objectives The students will:

Understand how to use a compass and the different directional points

Use the scale on a map to determine distances Plan and map out the route of a trip between two cities in

Louisiana

Materials List Compasses Highlighters Louisiana maps (see student worksheet) Large map of the United States (teacher provides) Ruler Pen/Pencils

Background Information A map is something that shows the whole or a part of some area. Maps often are flat, but globes are maps that show the whole earth. Computers also are able to show and draw 3-D maps on the screen. We usually think of maps showing us how to get somewhere on Earth, but there are many types of maps. Climate maps give general information about the climate and precipitation (rain and snow) of a region. Economic or resource maps feature the type of natural resources or economic activity that dominates an area. For example, oranges on a map of Florida tell you oranges are grown there. Physical maps illustrate the physical features of an area, such as the mountains, rivers and lakes. Political maps do not show physical features. Instead, they indicate state and national boundaries and capitals and major cities. A capital city usually is marked with a star within a circle. Road maps show major, and some minor, highways and roads, airports, railroad tracks, cities and other points of interest in an area. People use road maps to plan trips and for driving directions. Topographic maps include contour lines to show the shape and elevation of an area (http://www.factmonster.com/world/geography/types-maps.html).

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Cartographers make maps. You are a cartographer if you draw someone a map to give them directions to your house or to show a new kid at school where the lunch room is. In their simplest form, maps show how things relate to each other in a space. People have been making maps for thousands of years.

Definitions:

Compass – an instrument for determining directions, as by means of a freely rotating magnetized needle that indicates magnetic north

Compass rose – a symbol on a compass or map that is circular with graded points for the directions

Map Key or Map Legend – explanatory table of symbols used on a map or chart

Cartographer – A person who draws or makes maps or charts Departure city – The city one leaves when departing on a trip Destination city – The city a traveler ultimately seeks to visit Advance Preparation

1. Print a compass rose worksheet for every student. 2. Have wall map hanging where entire class can see it. 3. Make copies of the trip cards. Each group of three students should have at least

two trip cards. Procedure Part 1 –

1. Hold up a compass in front of the class and ask the following questions: a. Does anyone know what this is? b. Do you know what it does? (shows direction) c. Do you know how it works? (needle is a magnet attracted to magnetic

north pole) d. What would this mean for a person who is lost in the woods? (N points

north, could use compass to figure out what direction you need to go) 2. Pass out compasses and Part 1 of the student worksheet, “Using a Compass and a

Compass Rose.” Allow students to examine the compasses while you discuss directional points and compass symbols.

a. The compass directional points are north (N), south (S), east (E), west (W), northeast (NE), northwest (NW), southeast (SE) and southwest (SW).

3. Ask students to point in the appropriate directions as you call them out. Then, using a wall map, review the directions as they are seen on the map by having students call out the directions as you point to them on a large map hanging in the front of the room.

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4. Ask the students basic questions about directions using a wall map of the world. Have them fill out the “Using a Compass” portion of the student worksheet.

5. Discuss with the students that maps have their own compass written on them, called a compass rose. It shows where north is on the map. Point to the compass rose on the world map in the classroom.

6. Have the students fill out the “Using a Compass Rose” section of the student worksheet.

Part 2 –

1. Place student in groups of three. 2. Tell students there are wetlands all over Louisiana, not just along the coast, and

that today they will be planning a day trip to a wetland habitat in Louisiana. 3. Using the General Wetlands Information in the front of the curriculum binder,

explain to the students the various types of wetland habitats. 4. Give the students time to go to the library or to use a computer to do research on a

wetland habitat in Louisiana they would like to visit. A good place for students to start is by looking at the state parks Web site (http://www.crt.state.la.us/parks/) and the list of National Wildlife Refuges in Louisiana (http://www.fws.gov/refuges/profiles/ByState.cfm?state=LA). Examples of habitats the students could consider include:

Salt Marsh at Rockefeller Wildlife Refuge Mangroves at Port Fourchon Cypress Swamps at Chicot State Park Freshwater Marsh at North Toledo Bend State Park

5. When the students are done with their research, have them go around the room and say where they are planning to go on their day trip.

6. Pass highlighters, blank index cards, a ruler and the “Part 2 – Planning a Wetland Day Trip” student worksheet out to each group.

7. Using the wall map, review the important symbols on a map, such as the title, legend, scale and north arrow, to name a few.

8. Ask each group to highlight the mileage scale on their map. Tell students that the mileage scale is there to help them estimate distance, and show them how to do this using their ruler.

9. Tell the students that before they plan a trip to their wetland site they will practice measuring distance using the “Trip Destinations” on the worksheet. Ask students if they know what a departure city and destination city are, and go over definitions of these terms.

10. Students will write the route they will take in the space provided on the student worksheet. They should write down the highways they will travel on, direction of travel on each highway (north, south, east or west), the total distance between cities and a list of cities encountered en route. Students may use other maps of Louisiana to assist with this portion of the project.

11. Once the students have filled out the “Trip Destinations” sections of the student worksheet have them plan their trip and fill out the “Planning a Wetland Day Trip” section of the student worksheet.

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Extensions • Once students have completed both activities, break them up into groups of five

to find a hidden treasure in the classroom or in the schoolyard. This can be done by creating directions for students to use their compasses to find a hidden treasure, such as candy or school supplies.

1. Examples of directions: a. Start at the classroom door. b. Go approximately 50 feet west down hall. c. Stop and turn north. Continue north for another 50 feet. d. Stop and head east for 20 feet. e. Go southeast for 10 feet. f. Stop and look to the east. Find a tall pecan tree. g. Your treasure is hidden at the base of the tree.

• Have students draw maps or write directions to popular landmarks around the school or around town.

Blackline Masters

1. Using a Compass and Compass Rose 2. Planning a Wetland Day Trip

References: BTNEP Barataria Terrebonne National Estuary program. “Haunted Waters Fragile Lands, Oh! What Tales to Tell,” 4-6 video guide. Compass Rose Worksheet. Enchanted Learning. Accessed August 9, 2009. http://www.enchantedlearning.com/geography/ Maps 4 Kids. Accessed August 9, 2009. http://www.maps4kids.com/ NETSTATE.COM. Louisiana Highway Map. http://www.netstate.com/states/index.html What Direction Should I Go? National Geographic Xpeditions. Accessed August 1, 2009. http://www.nationalgeographic.com/xpeditions/lessons/02/g35/direction.html

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Wetland Day Trip

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Using a Compass and a Compass RoseUsing the compasses provided and a map of the world, please answer the following questions with the correct directions:

a. From what direction does the sun rise?

b. In which direction does the sun set?

c. New York City is _________ of Chicago.

d. Miami is ________ of Denver.

e. London, England, is ________ of Paris, France.

f. Brazil is ________ of Peru and ________ of Venezuela.

g. Australia is ________ of New Zealand.

h. India is ________ of China.

A compass rose is a design on a map that shows directions. On the compass rose below, only north is fi lled in. Fill in the rest of the directions on the compass rose, using the standard abbreviations – N = North, S = South, E = East, W = West, NE = Northeast, SE = Southeast, NW = Northwest and SW = Southwest.

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Wetland Day Trip

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Planning a Wetland Day TripDirections: Use this map to answer the trip questions on the next sheet, as well as to plan your wetland day trip. Before you begin, please do the following:

1. Highlight the mileage scale. 2. Highlight the latitude and longitude closest to your city.

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Wetland Day Trip

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Student Activity SheetStudent Activity SheetInstructions – For each of the trip descriptions below, please identify the two cities on the map and write the fol-lowing in the spaces provided: what highways you will travel on, direction of travel on each highway (N, S, E or W), the total distance between cities and a list of cities encountered en route.

Trip A Your departure city is Alexandria, Louisiana. You will travel to Lake Pontchartrain in New Orleans, Louisiana, for a fi shing trip!

Trip BYour departure city is Shreveport, Louisiana. You will travel to Cameron, Louisiana, to collect alligator eggs!

Trip C Your departure city is Lafayette, Louisiana. You will travel to Houma, Louisiana, to catch oysters!

Trip DYour departure city is Baton Rouge, Louisiana (the capital). You will travel to Houma, Louisiana, to collect Alligator Gar living in the bayous.

(continued)

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Wetland Day Trip

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Student Activity SheetStudent Activity Sheet1. Today we will be traveling from ______________________, Louisiana , to_________________________, Louisiana, to see the wetlands.

2. On the map provided, please highlight the route you plan to take.

3. In the space below, please identify the following: what highways you will travel on, di-rection of travel on each highway (N, S, E or W), the total distance between cities and a list of cities encountered en route.

4. In the space provided, please write one or two paragraphs describing what you did in the wetlands once you got to your destination.

(continued)

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Wetland Day Trip in the T-3 Format

What You Say What You Do What the Students Do Hold a compass up in front

of the class and stand in front of a map of the world.

Students will observe the compass.

Ask the students: a. Does anyone know what

this is? b. Do you know what it

does? (shows direction) c. Do you know how it

works? (needle is a magnet attracted to magnetic north pole)

d. What would this mean for a person who was lost in the woods? (N points north; you could use the compass to find what direction you needed to go)

Give the students time to respond.

Answer the questions posed to them by the teacher.

Pass out compasses and Part 1 of the student worksheet, “Using a Compass and a Compass Rose.”

Allow students to examine the compasses while you discuss directional points and compass symbols.

Students will examine the compass and discuss what they know about it and how to use it.

I will point to various locations. Use the compass to tell me what direction I am pointing.

Point to various directions around the classroom.

Students will tell you if you are pointing north, south, east, west, northwest, southwest, northeast or southwest.

Please fill out the “Using a Compass “portion of the student worksheet.

Students will fill out the worksheet.

Maps have their own compass written on them, called a “compass rose.” It shows where north is on the map.

Point to the compass rose on the world map in the classroom.

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Please fill out the “compass rose” section of your worksheet.

Students will fill out the compass rose section of Part 1 of the worksheet.

Tell students to get into groups of three.

Place students in groups of three. Give them highlighters and the Part 2 section of the student worksheet.

Students will get into groups of three.

There are different types of wetlands all over Louisiana, not just along the coast. Today you will be planning a day trip to a wetland habitat in Louisiana.

Use the General Wetlands Information in the front of the curriculum binder to explain to the students the various types of wetland habitats found in Louisiana.

Your group is going to plan a trip to a wetland in Louisiana. I will give you a little time to do research and pick a wetland location you want to travel to.

Let the students do research at the library or on the computer.

Students will research what wetland area they want to travel to in Louisiana.

Check the “Procedure” section of the lesson for helpful Web sites and examples of trip locations.

Now that you are done with your research, we’re going to go around the room and hear where you are planning to go on your day trips.

Students will tell where they plan to travel.

Pass out rulers and make sure everyone still has highlighters and Part 2 of the student worksheet.

Tell the students to highlight the mileage scale on their maps and the latitude and longitude measurements closest to your city.

Show the students where to locate the mileage scale on their maps.

Students will highlight the mileage scale on their maps.

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Before you plan a trip to your wetland site, you will practice measuring distance using the “Trip Destinations” on the worksheet. Ask students if they know what a departure city and destination city are and go over definitions of these terms.

Do an example for them on an extra map to show how to follow the route.

Students will listen to directions and then fill out the “Trip Destinations” section of the student worksheet.

Now that you have filled out the “Trip Destinations” sections of the student worksheet, fill out the “Planning a Wetland Day Trip” section of the student worksheet.

Students will draw their route on the map, then record and plan the trip on the index card. They will write down the highways they will travel on, direction of travel on each highway (N, S, E, W) and the distance between cities. Then they will write a couple paragraphs about the trip they took.

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Grade Level Upper Elementary Junior High High School Duration Three Class Periods Setting The classroom Vocabulary Wetland Playwriting vocabulary See GLE table in the index

Wetland Players Teacher Instructions

Focus/Overview Students will watch a wetland education video and do research to help increase wetland knowledge. Students will then write a short skit outlining why wetlands are important and what we can do to protect and restore them. Learning Objectives The students will:

Increase their overall knowledge of wetland conservation Gain skills in public speaking Learn about the dramatic arts by preparing a skit about

wetlands Materials List

Pencils Paper Wet Works Video Props (basic supplies that can be found in the

classroom or brought from home) Video Camera (optional – if you would like to record the students’ plays).

Background Information Review the General Wetland Information section in the front of the binder for more information. Louisiana’s wetlands have been degrading rapidly since the early 1900s. Problems such as lack of sediment going into the wetlands because of levees, saltwater intrusion from canals and hurricanes, and global sea level rise all are contributing to the current state of wetland loss. At this point, Louisiana looses wetlands the size of one football every 38 minutes. Louisiana Wetland Facts Here are some basic wetland facts that may peak students’ interest and provide ideas for their skits. Land Loss in Coastal Louisiana

Louisiana has lost 1,900 square miles of land since the 1930s. Currently, Louisiana has 40 percent of the total coastal marsh and accounts for 90 percent of the coastal marsh loss in the lower 48 states.

Between 1990 and 2000, wetland loss was approximately 24 square miles per year- that is the equivalent of approximately one football field lost every 38 minutes. The

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projected loss over the next 50 years, with current restoration efforts taken into account, is estimated to be approximately 500 square miles.

According to land loss estimates, hurricanes Katrina and Rita transformed 217 square miles of marsh to open water in coastal Louisiana.

Shoreline and Flood Protection

Louisiana’s coastal marshes protect the shoreline from erosion by acting as a buffer against wave actions and storm surge. For every mile of wetland, storm surge is reduced by 1 foot. Wetlands near the coast and near rivers will slow surging floodwater, thus reducing flood damage.

Waterborne Commerce

Louisiana coastal wetlands provide storm protection for ports that carry 487 million tons of waterborne commerce annually. That accounts for 19 percent of all waterborne commerce in the United States each year. Five of the top 15 largest ports in the United States are located in Louisiana.

Fishing, Hunting and Harvesting in the Wetlands

In 2001, hunting-related expenditures in Louisiana amounted to $446 million. Trapping and fur harvesting in Louisiana coastal wetlands generates approximately

$1.78 million annually. The Louisiana alligator harvest is valued at approximately $30 million annually.

Louisiana Wetland Animals:

Migrating ducks and geese depend on wetlands for resting and feeding during their long annual treks. Loss of wetlands means loss of waterfowl populations. The coastal wetlands of Louisiana also are important stopover points for neotropical (from tropical South America) birds as they make their migrations in the spring and fall.

A number of endangered and threatened species also depend on wetlands for their survival as they carve out their existence in Louisiana’s wetlands. Up to 43 percent of endangered species use wetlands for habitat for all or part of their lives. The bald eagle and the brown pelican are the best known recovering species that live in the wetland, but there are others, including several species of sea turtles and fish.

Writing a Skit about Louisiana’s Wetlands

People often assume the primary way to get information out to communities about wetland loss is through lectures and other traditional methods. But artists and students also have used other forms of expression (poems, paintings, photography and stories) as an effective way to make sure people hear about Louisiana’s wetland loss. In this lesson, students will write and present a play about a wetland issue in Louisiana that they find interesting.

Definitions: Wetland – an area of land where soils are saturated with moisture either permanently or seasonally. Wetland types include: swamps, marshes, bogs, fens, and others. Water found in wetlands can be fresh, brackish or salty.

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All necessary definitions and information on playwriting are provided in the blackline masters. Advance Preparation

1. Reserve a computer or TV for the showing of the Wet Work video. 2. Review the General Wetland Information section at the front of the binder. 3. Make copies of each of the blackline masters for each group. 4. Divide the class into groups of four to six students each. Each group will develop its

own play. 5. Determine the length of each play.

Procedure Day 1

1. Ask the students what they know about the condition of Louisiana wetlands. 2. After the students reply, discuss current issues regarding wetlands. Various topic ideas to

consider are: What effects do the oil industry and the pipelines that run through the wetlands have

on that environment? How does the loss of wetlands affect migratory bird species? How do the levees along the Mississippi River affect the wetlands? What will it mean for Louisiana if the wetlands keep shrinking? Why are wetlands important for hurricane protection? Will losing wetlands affect our shrimp and fishing market?

3. Show the Wet Work Video (all or just one of the sections – each segment runs approximately 10-12 minutes).

4. After the class discussion and video, break the class into groups of four to six people each and explain to them that each group will create a short skit about the state’s wetlands.

5. Use the “Information Sheet on How to Write a Play” and the “Playwriting Vocabulary List” to review with the students what to think about when they write a play.

Hand out the student worksheets. 6. Give the groups time to do research on wetland issues they found interesting.

Day 2

1. After the allotted time for research, review what students have discovered during their research.

2. Ask a leader from each group to tell the class what they are researching and what their play will be about.

3. Once you have recorded what each group will be doing for their skit, give the students time to begin writing their skits. Have them begin by filling out the “Planning a Wetland Skit” worksheet. Once that is complete and has been approved by the teacher, they can begin writing out the full script.

Day 3

1. Allow students to present their skits to the class. Blackline Masters

1. Information Sheet on How to Write a Play (this can be printed and handed out to the groups or just read to the class by the teacher).

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2. Playwriting Vocabulary List 3. Planning a Wetland Skit

Resources Standard facts about the wetlands http://dnr.louisiana.gov/crm/coastalfacts.asp Getting Started – The Idea for a Play http://www.suite101.com/article.cfm/playwriting/13254/2 Centerstage – Teaching Playwriting in Schools http://www.centerstage.org/upload/PDF/06PlaywrightsHandbook.pdf

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Wetland Players

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Student Activity SheetStudent Activity SheetInformation Sheet on How to Write a Play

Getting Started:

Finding your idea often is the hardest part. After listening to your teacher talk about wetlands and viewing the Wet Work video, you should have some ideas about a wetland topic you found interesting. Go to the library or the Internet and do some more research on that topic. Then begin brainstorming with your group.

There are infi nite numbers of interesting things going on in the state’s wetlands. Any of these things can become ideas for plays or skits – if you are observant.

Once you and your group have an idea, it’s time to start writing!

The Set Design Where does your play take place? The defi ning element of a play is the setting. This also will de-termine what props you may need to put on your play.

The CastEvery person in your group will need a part. Make a list of any special requirement a character may need. Always remember the old saying: “There are no small parts, only small actors!”

The Dialogue/ScriptDialogue is everything in a play. It is important that the dialogue being spoken by the character is believable and makes sense at the time it is being spoken. You can have a narrator give an over-view of the play, or that can be shown through conversations the characters have with each other.Have lots of action. It will keep your audience’s attention. Your play should have an initial confl ict to kick off the rising action. Toward the end of your play, there will be a climax followed by a fi nal resolution.

Keep it SimpleRemember you only have a few minutes to get your point across. You don’t want to confuse your audience.

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Wetland Players

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Student Activity SheetStudent Activity SheetPlaywriting Vocabulary List Use this to help you write a great play!

• Character: who the actor pretends to be. (Characters want things. They have goals and objectives.)

• Dialogue: a conversation between two or more characters.

• Confl ict: obstacles that get in the way of a character achieving what he or she wants. What the characters struggle against.

• Scene: a single situation or unit of dialogue in a play.

• Stage Directions: messages from the playwright to the actors, technicians and others in the theater telling them what to do and how to do it.

• Setting: time and place of a scene.

• Biography: a character’s life story that a playwright creates.

• Monologue: a long speech one character gives on stage.

• Dramatic Action: an explanation of what the characters are trying to do.

• Beat: a smaller section of a scene, divided where a shift in emotion or topic occurs.

• Plot: the structure of a play, including exposition, rising action, climax, falling action and denouement.

• Exposition: the beginning part of a plot that provides important background information.

• Rising Action: the middle part of a plot, consisting of complications and discoveries that create confl ict.

• Climax: the turning point in a plot.

• Falling Action: the series of events following the climax of a plot.

• Denouement: the fi nal resolution of the confl ict in a plot.

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Wetland Players

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Student Activity SheetStudent Activity SheetPlanning a Wetland SkitFollow this step-by-step guide to plan your wetland skit:

1. What is the title of your play? ___________________________________________________________________________________________________________________________________________________________________________

2. What will your skit be about? What is the main message/thesis? ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. What is your set design (or where will your play take place)? _____________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Who will the characters in your play be:

• _______________________ will be played by: ______________________________• _______________________ will be played by: ______________________________• _______________________ will be played by: ______________________________• _______________________ will be played by: ______________________________• _______________________ will be played by: ______________________________

*** On a separate sheet of paper, have each student write biographies for their individual characters.

5. What is the event that will bring your characters together? _____________________________________________________________________________________________________________________________________________________________________________________________________________________

6. What will be the primary confl ict in your play, and how will it be solved?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Wetland Players

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Student Activity SheetStudent Activity Sheet7. Jot down the basic plot. (Briefl y sum up the plot.) Think about how the problem might be solved – remembering, of course, that the resolution may change as you write the play.

8. Break the plot down into major scenes and then tell what happens in your scenes.

(continued)

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Wetland Players

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Student Activity SheetStudent Activity Sheet9. What props will you need for your play? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

If you get stuck, keep asking WHY. (Examples: Why does she go wherever? Why does he stay with so and so? Why does this happen?)

You’re ready to write your play! Pull out some paper and write the full script. Then start memo-rizing it so you can perform for the class!

(continued)

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Wetland Players in the T-3 Format


Louisiana’s wetlands have been degrading rapidly since the early 1900s. Problems such as lack of sediment going into the wetlands because of levees, saltwater intrusion from canals and hurricanes and global sea level rise all are contributing to the current state of wetland loss. At this point, Louisiana looses wetlands the size of a football field every 38 minutes.

Review the “General Wetland Information” section in the front of the curriculum binder for more information.

What do you know about Louisiana’s wetlands and why they are degrading?

Students will engage in a discussion about Louisiana’s wetlands and coastal land loss.

Use the provided “Louisiana Coastal Wetland Facts” to answer any questions the students may have and to provide them with information.

Now we will watch a video about different careers that people participate in that help with wetland conservation.

Put on one or all segments of the “Wet Work” DVD

Watch the “Wet Work” DVD.

Today you will be writing a skit on wetland conservation. You will be divided into groups to accomplish this task.

Break the class into groups of four to six students each.

Student will get in their groups.

Use the “Information Sheet on How to Write a Play” and the “Playwriting Vocabulary List” to review with the students what to think about when they write a play. Distribute the playwriting worksheets to the students.

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Now you will take time to do research and begin writing your play. Pick an aspect of wetland conservation you find interesting and begin outlining your play.

Give the students a day or a class period to do research and begin writing.

Students will do research in groups and find a topic related to wetland conservation they find interesting.

Let’s go around the room to each group and see what you discovered. Please come forward and tell us what your play is about.

Call on each group to tell you what the play they are writing is about.

Explain what they found in their research and what their play will be about.

Record what each group’s play will be about.

Now you will take time and fill out the “Planning a Wetland Skit” worksheet. Continue to write out your skits.

Fill out the “Planning a Wetland Skit” worksheet and finish writing their plays.

Be prepared to put on your skits tomorrow.

Each group will put on their play.

Present their wetland skits.

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Louisiana Grade Level

Expectations Table

373

Wet

Soi

ls a

nd W

ater

Lov

ing

Plan

ts –

GL

E/G

rade

Tab

le

L

esso

n 4t

h 5t

h 6t

h 7t

h 8t

h H

.S.

Scie

nce

The

Dir

t on

Soil

1 (S

I-E-

A1)

1

(SI-

M-A

1)

4 (P

S-M

-A3)

8

(LS-

M-A

4)

15 (E

SS-M

-A4)

2

(SI-

E-A

1)

2 (S

I-M

-A1)

47

(SE-

M-A

8)

20

(ESS

-M-A

8)

3 (S

I-E-

A2)

3

(SI-

M-A

1)

4

(SI-

E-A

2)

4 (S

I-M

-A2)

7 (S

I-E-

A3)

22

(SI-

M-A

7)

17

(SI-

E-B

1)

23 (S

I-M

-A8)

55 (E

SS-E

-A1)

30

(ESS

-M-A

4)

56

(ESS

-E-A

1)

30 (E

SS-M

-A7)

62 (E

SS-E

-A5)

E

nglis

h L

angu

age

Art

s

7 (E

LA-1

-E5)

1

(ELA

-1-M

1)

1 (E

LA-1

-M1)

1

(ELA

-1-M

1)

1 (E

LA-1

-M1)

8

(ELA

-1-E

6)

4 (E

LA-1

-M1)

3

(ELA

-1-M

1)

4 (E

LA-1

-M3)

9

(ELA

-7-M

1)

35 (E

LA-4

-E2)

12

(ELA

-7-M

1)

6 (E

LA-1

-M3)

9

(ELA

-7-M

1)

14 (E

LA-7

-M4)

37

(ELA

-4-E

5)

17 (E

LA-7

-M4)

11

(ELA

-7-M

1)

14 (E

LA-7

-M4)

28

(ELA

-4-M

1)

38 (E

LA-4

-E5)

32

(ELA

-4-M

1)

31 (E

LA-4

-M1)

28

(ELA

-4-M

1)

30 (E

LA-4

-M2)

33 (E

LA-4

-M1)

32

(ELA

-4-M

1)

29 (E

LA-4

-M1)

38

(ELA

-4-M

6)

34

(ELA

-4-M

2)

33 (E

LA-4

-M2)

30

(ELA

-4-M

2)

38 (E

LA-4

-M4)

34

(ELA

-4-M

2)

31 (E

LA-4

-M2)

41

(ELA

-4-M

6)

37 (E

LA-4

-M4)

38

(ELA

-4-M

6)

40

(ELA

-4-M

6)

Sc

ienc

e 12

(SI-

E-A

6)

1(SI

-M-A

1)

Get

ting

to

Kno

w a

Pl

ant

1(SI

-E-A

1)

3(SI

-M-A

1)

2(

SI-E

-A1)

7(

SI-M

-A3)

40(L

S-E-

A3)

8(

SI-M

-A3)

374

Get

ting

to

4th

5th

6th

7th

8th

H.S

. K

now

a

41(L

S-E-

A3

19(L

S-M

-A4)

P

lant

–

cont

. 42

(LS-

E-A

5)

51(S

E-M

-A7)

45(L

S-E-

A1)

22

(LS-

M-C

1)

46

(LS-

E-A

1)

29 (L

S-M

-D1)

47(L

S-E-

A1)

48

(LS-

E-B

2)

Eng

lish

Lan

guag

e A

rts

1(

ELA

-1-E

1)

1(EL

A-1

-M1)

1(

ELA

-1-M

1)

2(EL

A-1

-E1)

4(

ELA

-1-M

1)

3(EL

A-1

-M1)

21

(ELA

-2-E

1)

19(E

LA-2

-M1)

11

(ELA

-7-M

1)

26(E

LA-2

-E6)

20

(ELA

-2-M

2)

18(E

LA-2

-M1)

27

(ELA

-3-E

1)

26(E

LA-3

-M2)

19

(ELA

-2-M

2)

28(E

LA-3

-E2

27(E

LA-3

-M2

24(E

LA-2

-M6)

44

(ELA

-5-E

3)

28(E

LA-3

-M3)

25

(ELA

-3-M

2)

50(E

LA-E

6)

29(E

LA-3

-M4)

26

(ELA

-3-M

2)

7 (E

LA-1

-E5)

31

(ELA

-3-M

5)

27(E

LA-3

-M4)

8

(ELA

-1-E

6)

28

(ELA

-3-M

4)

35 (E

LA-4

-E2)

29(E

LA-3

-M5)

37

(ELA

-4-E

5)

30

(ELA

-3-M

5)

38 (E

LA-4

-E5)

6 (E

LA-1

-M3)

31

(ELA

-4-M

1)

32 (E

LA-4

-M1)

33

(ELA

-4-M

2)

34 (E

LA-4

-M2)

37

(ELA

-4-M

4)

40 (E

LA-4

-M6)

375

Les

son

4th

5th

6th

7th

8th

H.S

. Sc

ienc

e 1

(SI-

E-A

1)

11 (S

I-M

-A4)

45

(SE-

M-A

6)

32 (D

-2-M

) 23

(ESS

-M-A

10)

1 (S

I-H

-AI)

L

osin

g G

roun

d:

Subs

iden

ce

7 (S

I-E-

A1)

19

(SI-

M-A

7)

46 (S

E-M

-A6)

35

(SE-

M-A

1)

24 (E

SS-M

-A10

) 6

(SI-

H-A

3)

3

(SI-

E-A

2)

50 (S

E-M

-A4)

47

(SE-

M-A

8)

39 (S

E-M

-A4)

20

(ESS

-M-A

8)

11(

SI-H

-BI)

14(S

I-E-

B1)

33

(ESS

-M-A

7)

27

(LS-

H-D

H)

27 (S

E-H

-A7)

Eng

lish

Lan

guag

e A

rts

7

(ELA

-1-E

5)

1 (E

LA-1

-M1)

1

(ELA

-1-M

1)

1 (E

LA-1

-M1)

1

(ELA

-1-M

1)

1 (E

LA-1

-H1)

8 (E

LA-1

-E6)

4

(ELA

-1-M

1)

3 (E

LA-1

-M1)

4

(ELA

-1-M

3)

9 (E

LA-7

-M1)

11

(ELA

-7-H

1)

35

(ELA

-4-E

2)

12 (E

LA-7

-M1)

6

(ELA

-1-M

3)

9 (E

LA-7

-M1)

14

(ELA

-7-M

4)

27 (E

LA-4

-H1)

37 (E

LA-4

-E5)

17

(ELA

-7-M

4)

11 (E

LA-7

-M1)

14

(ELA

-7-M

4)

28 (E

LA-4

-M1)

28

(ELA

-4-H

1)

38

(ELA

-4-E

5)

32 (E

LA-4

-M1)

31

(ELA

-4-M

1)

28 (E

LA-4

-M1)

30

(ELA

-4-M

2)

29 (E

LA-4

-H2)

50 (E

LA-5

-E6)

33

(ELA

-4-M

1)

32 (E

LA-4

-M1)

29

(ELA

-4-M

1)

38 (E

LA-4

-M6)

30

(ELA

-4-H

2)

34 (E

LA-4

-M2)

33

(ELA

-4-M

2)

30 (E

LA-4

-M2)

32 (E

LA-4

-H4)

38

(ELA

-4-M

4)

34 (E

LA-4

-M2)

31

(ELA

-4-M

2)

35

(ELA

-4-H

6)

41 (E

LA-4

-M6)

37

(ELA

-4-M

4)

38 (E

LA-4

-M6)

40 (E

LA-4

-M6)

43

(ELA

-5-M

I)

41

(ELA

-5-M

I)

40 (E

LA-5

-M2)

Soci

al S

tudi

es

3

(G-1

A-E

2)

3 (G

-1A

-M2)

1 (G

-IA

-M2)

2

(G-1

A-M

2)

5 (G

-1B

-E3)

4

(G-1

A-M

2)

4 (G

-1A

-M2)

6

(G-1

B-E

1)

4 (G

-1A

-M2)

7

(G-1

B-M

3)

19 (G

-1D

-E4)

7 (G

-1A

-A1)

10

(G-1

B-H

1)

Sc

ienc

e Sp

anis

h M

oss

38 (E

-1A

-E5)

50

(SE-

M-A

4)

46 (S

E-M

-A6)

38

(SE-

M-A

2)

53 (S

E-M

-A10

) 10

(SE-

H-A

9)

46

(E-1

B-E

1)

47

(SE-

M-A

8)

39 (S

E-M

-A4)

20

(ESS

-M-A

8)

26 (S

E-H

-D4)

52 (L

S-E-

C2)

45 (S

E-M

-A6)

51

(SE-

M-A

4)

35

(SE-

M-A

4)

376

Span

ish

4th

5th

6th

7th

8th

H.S

. M

oss

35

(SE-

M-A

1)

39

(SE-

M-A

4)

– co

nt.

27

(LS-

H-D

H)

27 (S

E-H

-A7)

16

(SE-

H-B

5)

E

nglis

h L

angu

age

Art

s

7 (E

LA-1

-E5)

1

(ELA

-1-M

1)

1 (E

LA-1

-M1)

1

(ELA

-1-M

1)

1 (E

LA-1

-M1)

1

(ELA

-1-H

1)

8

(ELA

-1-E

6)

4 (E

LA-1

-M1)

3

(ELA

-1-M

1)

4 (E

LA-1

-M3)

9

(ELA

-7-M

1)

11 (E

LA-7

-H1)

35 (E

LA-4

-E2)

12

(ELA

-7-M

1)

6 (E

LA-1

-M3)

9

(ELA

-7-M

1)

14 (E

LA-7

-M4)

27

(ELA

-4-H

1)

37

(ELA

-4-E

5)

17 (E

LA-7

-M4)

11

(ELA

-7-M

1)

14 (E

LA-7

-M4)

28

(ELA

-4-M

1)

28 (E

LA-4

-H1)

38 (E

LA-4

-E5)

32

(ELA

-4-M

1)

31 (E

LA-4

-M1)

28

(ELA

-4-M

1)

30 (E

LA-4

-M2)

29

(ELA

-4-H

2)

33 (E

LA-4

-M1)

32

(ELA

-4-M

1)

29 (E

LA-4

-M1)

38

(ELA

-4-M

6)

30 (E

LA-4

-H2)

34

(ELA

-4-M

2)

33 (E

LA-4

-M2)

30

(ELA

-4-M

2)

32

(ELA

-4-H

4)

38 (E

LA-4

-M4)

34

(ELA

-4-M

2)

31 (E

LA-4

-M2)

35 (E

LA-4

-H6)

41

(ELA

-4-M

6)

37 (E

LA-4

-M4)

38

(ELA

-4-M

6)

40

(ELA

-4-M

6)

Soci

al S

tudi

es

19 (C

-1A

-M5)

41 (E

-1A

-M9)

14

(E-1

A-H

5)

52 (E

-1B

-M1)

7

(G-1

B-M

S)

14 (G

-1D

-M1)

15

(G-1

D-M

2)

W

ater

shed

s Sc

ienc

e

1 (S

I-E-

A1)

1

(SI-

M-A

1)

46 (S

E-M

-A6)

39

(SE-

M-A

4)

21 (E

SS-M

-A9)

37

(SE-

H-A

7)

2

(SI-

E-A

1)

3 (S

I-M

-A1)

43

(ELA

-5-M

3)

12 (S

E-H

-A11

)

3 (S

I-E-

A2)

49

(SE-

M-A

3)

20 (E

SS-M

-A8)

16

(SE-

H-B

4)

4

(SI-

E-A

2)

50 (S

E-M

-A4)

21

(ESS

-M-A

9)

16 (S

E-H

-B5)

7 (S

I-E-

A3)

11

(SI-

M-A

4)

50 (S

E-M

-A3)

19

(SE-

H-C

1)

10

(SI-

E-A

5)

14 (S

I-M

-A5)

51

(SE-

M-A

4)

20 (S

E-H

-C2)

10 (S

I-E-

B40

) 19

(SI-

M-A

7)

25

(SE-

H-D

2)

377

Wat

ersh

eds

4th

5th

6th

7th

8th

H.S

. –

con

t.

12 (S

I-E-

A6)

32

(ESS

-M-A

7)

25

(SE-

H-D

3)

26 (S

E-H

-D4)

27

(LS-

H-D

4)

27 (S

E-H

-A7)

Eng

lish

Lan

guag

e A

rts

7

(ELA

-1-E

5)

1 (E

LA-1

-M1)

41

(ELA

-5-M

I)

1 (E

LA-1

-M1)

1

(ELA

-1-M

1)

1 (E

LA-1

-H1)

8 (E

LA-1

-E6)

4

(ELA

-1-M

1)

1 (E

LA-1

-M1)

4

(ELA

-1-M

3)

9 (E

LA-7

-M1)

11

(ELA

-7-H

1)

35

(ELA

-4-E

2)

12 (E

LA-7

-M1)

3

(ELA

-1-M

1)

9 (E

LA-7

-M1)

14

(ELA

-7-M

4)

27 (E

LA-4

-H1)

37 (E

LA-4

-E5)

17

(ELA

-7-M

4)

6 (E

LA-1

-M3)

14

(ELA

-7-M

4)

28 (E

LA-4

-M1)

28

(ELA

-4-H

1)

38

(ELA

-4-E

5)

32 (E

LA-4

-M1)

11

(ELA

-7-M

1)

28 (E

LA-4

-M1)

30

(ELA

-4-M

2)

29 (E

LA-4

-H2)

50 (E

LA-5

-E6)

33

(ELA

-4-M

1)

31 (E

LA-4

-M1)

29

(ELA

-4-M

1)

38 (E

LA-4

-M6)

30

(EA

L-4-

H2)

34

(ELA

-4-M

2)

32 (E

LA-4

-M1)

30

(ELA

-4-M

2)

32

(ELA

-4-H

4)

38 (E

LA-4

-M4)

33

(ELA

-4-M

2)

31 (E

LA-4

-M2)

35 (E

LA-4

-H6)

41

(ELA

-4-M

6)

34 (E

LA-4

-M2)

38

(ELA

-4-M

6)

42 (E

LA-5

-MI)

37

(ELA

-4-M

4)

43 (E

LA-5

-MI)

40 (E

LA-4

-M6)

40

(ELA

-5-M

2)

So

cial

Stu

dies

8 (G

-1B

-E3)

3

(G-1

A-M

2)

5(

G-1

C-M

3)

2 (G

-1A

-M2)

9

(G-1

B-H

1)

10

(G-1

C-E

1)

4 (G

-1A

-M2)

1 (G

-IA

-M2)

6

(G-1

B-M

2)

10 (G

-1B

-H1)

14 (G

-1C

-E5)

5

(G-1

A-M

3)

7 (G

-1B

-M3)

11

(G-1

B-H

1)

16

(G-1

D-E

1)

8

(G-1

B-M

3)

12 (G

-1B

-H2)

18 (G

-1D

-E4)

14 (G

-1D

-M1)

14

(G-1

B-H

3)

3

(G-1

A-E

2)

15

(G-1

D-M

2)

24 (G

-1C

-H1)

5 (G

-1B

-E3)

16 (G

-1D

-M3)

38

(G-1

D-H

1)

6

(G-1

B-E

1)

17

(G-1

D-M

4)

39 (G

-1D

-H2)

19 (G

-1D

-E4)

4 (G

-IA

-M2)

40

(G-1

D-H

2)

3

(G-I

A-H

I)

45 (G

-1D

-H3)

4 (G

-IA

-M2)

7

(G-I

B-M

3)

378

Wat

ersh

eds

4th

5th

6th

7th

8th

H.S

. –

con

t.

2 (G

-IA

-HI)

3

(G-I

A-H

I)

5 (G

-IA

-HI)

6

(G-I

A-H

I)

7 (G

-IA

-AI)

10

(G-I

B-H

I)

12 (G

-IB

-H2)

M

ath

36

(D-2

-E)

28 (G

-2-M

)

32 (D

-2-M

)

36 (D

-I-E

)

33

(G-6

-E)

39 (D

-3-E

)

39

(D-4

-E)

Sc

ienc

e W

onde

rs o

f W

etla

nds

1 (S

I-E-

A1)

1

(SI-

M-A

1)

26 (L

S-M

-C3)

35

(SE-

M-A

1)

53 (S

E-M

-A10

) 1

(SI-

H-A

1)

2

(SI-

E-A

1)

2 (S

I-M

-A1)

45

(SE-

M-A

6)

39 (S

E-M

-A4)

20

(ESS

-M-A

8)

2 (S

I-H

-A2)

3 (S

I-E-

A2)

3

(SI-

M-A

1)

46 (S

E-M

-A6)

3

(SI-

H-A

2)

4

(SI-

E-A

2)

4 (S

I-M

-A2)

47

(SE-

M-A

8)

9 (S

I-H

-A6/

A2)

6 (S

I-E-

A2)

7

(SI-

M-A

3)

15

(SI-

H-B

4)

7

(SI-

E-A

3)

8 (S

I-M

-A3)

19 (S

E-H

-C1)

18 (S

I-E-

B4)

11

(SI-

M-A

4

20 (S

E-H

-C2)

19 (S

I-E-

B5)

12

(SI-

M-A

4)

27

(LS-

H-D

H)

21

(SI-

E-B

6)

13 (S

I-M

-A4)

27 (S

E-H

-A7)

25 (P

S-E-

A5)

16

(SI-

M-A

5)

12

(SE-

H-A

11)

40

(LS-

E-A

3)

19 (S

I-M

-A7)

52 (L

S-E-

C2)

20

(SI-

M-A

7)

53

(LS-

E-C

2)

22 (S

I-M

-A7)

48

(SE-

M-A

2)

49 (S

E-M

-A3)

379

Won

ders

of

4th

5th

6th

7th

8th

H.S

. W

etla

nds

50

(SE-

M-A

4)

– c

ont.

E

nglis

h L

angu

age

Art

s

21 (E

LA-2

-E1)

19

(ELA

-2-M

1)

18 (E

LA-2

-M1)

16

(ELA

-2-M

1)

1 (E

LA-1

-M1)

15

(ELA

-2-H

1)

27

(ELA

-3-E

1)

26 (E

LA-3

-M2)

19

(ELA

-2-M

2)

28 (E

LA-4

-M1)

9

(ELA

-7-M

1)

22 (E

LA-3

-H2)

28 (E

LA-3

-E2)

27

(ELA

-3-M

2)

20 (E

LA-2

-M3)

29

(ELA

-4-M

1)

14 (E

LA-7

-M4)

27

(ELA

-4-H

1)

35

(ELA

-4-E

2)

28 (E

LA-3

-M3)

31

(ELA

-4-M

1)

30 (E

LA-4

-M2)

16

(ELA

-2-M

1)

28 (E

LA-4

-H1)

37 (E

LA-4

-E5)

32

(ELA

-4-M

1)

32 (E

LA-4

-M1)

31

(ELA

4-M

2)

23 (E

LA-3

-M2)

29

(ELA

-4-H

2)

7

(ELA

-1-E

5)

33 (E

LA-4

-M1)

33

(ELA

-4-M

2)

32 (E

LA-4

-M3)

28

(ELA

-4-M

1)

33 (E

LA-4

-H4)

8 (E

LA-1

-E6)

34

(ELA

-4-M

2)

34 (E

LA-4

-M2)

33

(ELA

-4-M

3)

30 (E

LA-4

-M2)

16

(ELA

-2-H

1)

38

(ELA

-4-E

5)

35 (E

LA-4

-M2)

35

(ELA

-4-M

3)

36 (E

LA-4

-M4)

31

(ELA

-4-M

2)

25 (E

LA-3

-H2)

36

(ELA

-4-M

3)

36 (E

LA-4

-M3)

1

(ELA

-1-M

1)

32 (E

LA-4

-M3)

30

(ELA

-4-H

1)

37 (E

LA-4

-M3)

38

(ELA

-4-M

4)

4 (E

LA-1

-M3)

33

(ELA

-4-M

3)

33 (E

LA-4

-H2)

38

(ELA

-4-M

4)

1 (E

LA-1

-M1)

9

(ELA

-7-M

1)

35 (E

LA-4

-M4)

36

(ELA

-4-H

4)

41 (E

LA-4

-M6)

3

(ELA

-1-M

1)

14 (E

LA-7

-M4)

38

(ELA

-4-M

6)

25 (E

LA-4

-H2)

42

(ELA

-5-M

2)

6 (E

LA-1

-M3)

38

(ELA

-4-M

6)

27

(ELA

-4-H

2)

45 (E

LA-5

-M3)

11

(ELA

-7-M

1)

28 (E

LA-4

-H2)

1

(ELA

-1-M

1)

37 (E

LA-4

-M4)

4 (E

LA-1

-M1)

40

(ELA

-4-M

6)

12

(ELA

-7-M

1)

17 (E

LA-7

-M4)

380

Wet

land

Hab

itats

– G

LE

/Gra

de T

able

Les

son

4th

5th

6th

7th

8th

H

.S.

Scie

nce

Art

icle

W

etla

nd

1 (S

I-E-

A1)

3

(SI-

M-A

1)

3 (S

I-M

-A1)

32

(LS-

M-D

2)

51 (S

E-M

-A4)

27

(LS-

H-D

4)

11

(SI-

E-A

5)

25 (S

I-M

-B1)

19

(SI-

M-A

7)

34 (L

S-M

-D2)

27 (S

E-H

-A7)

14 (S

I-E-

B1)

40

(SI-

M-B

7)

25 (S

I-M

-B1)

35

(SE-

M-A

1)

21

(SI-

E-B

6)

26 (L

S-M

-C3)

39 (S

E-M

-A4)

22 (S

I-EB

6)

43 (S

E-M

-A8)

Eng

lish

Lan

guag

e A

rts

20

,21

(ELA

-2-E

1)

4 (E

LA-1

-M1)

3

(ELA

-1-M

1)

5 (E

LA-1

-M4)

5

(ELA

-1-M

4)

3 (E

LA-1

-H3)

23 (E

LA-2

-E3)

17

(ELA

-7-M

4)

7 (E

LA-1

-M4)

8

(ELA

-6-M

3)

9 (E

LA-7

-M1)

4,

5 (E

LA-1

-H4)

24 (E

LA-2

-E4)

18

,19

(ELA

-2-M

1)

10 (E

LA-6

-M3)

14

(ELA

-7-M

4)

14 (E

LA-7

-M4)

11

(ELA

-7-H

1)

27

(ELA

-3-E

1)

20 (E

LA-2

-M2)

16

(ELA

-7-M

4)

15,1

6 (E

LA-2

-M1)

15

,16

(ELA

-2-M

1)

10 (E

LA-7

-H2)

28 (E

LA-3

-E2)

21

(ELA

-2-M

3)

17,1

8 (E

LA-2

-M1)

17

(ELA

-2-M

2)

17 (E

LA-2

-M2)

13

-15

(ELA

-7-H

4)

30

(ELA

-3-E

3)

22 (E

LA-2

-M4)

19

(ELA

-2-M

2)

18 (E

LA-2

-M3)

18

(ELA

-2-M

3)

14-1

7 (E

LA-2

-H1)

23

(ELA

-2-M

4)

20 (E

LA-2

-M3)

22

(ELA

-2-M

6)

19,2

0 (E

LA-2

-M4)

15

,18

(ELA

-2-H

2)

26 (E

LA-3

-M2)

25

,26

(ELA

-3-M

2)

23 (E

LA-3

-M2)

23

(ELA

-3-M

2)

16,1

8,19

(ELA

-2-H

3)

27 (E

LA-3

-M2)

30

(ELA

-3-M

5)

24 (E

LA-3

-M3)

24

(ELA

-3-M

3)

17,1

9,20

(ELA

-2-H

4)

28 (E

LA-3

-M3)

31

(ELA

-4-M

1)

27 (E

LA-3

-M5)

27

(ELA

-3-M

5)

20 (E

LA-2

-H5)

29

(ELA

-3-M

4)

32 (E

LA-4

-M1)

29

(ELA

-4-M

1)

28,2

9 (E

LA-4

-M1)

21

-27

(ELA

-3-H

2)

31 (E

LA-3

-M5)

38

(ELA

-4-M

4)

32,3

3 (E

LA-4

-M3)

32

(ELA

-4-M

3)

24-2

6,28

,29

(ELA

-3-H

3)

36 (E

LA-4

-M3)

41

(ELA

-5-M

1)

39 (E

LA-5

-M1)

39

(ELA

-5-M

1)

25,2

6,28

,30,

31 (E

LA-4

-H1)

43

(ELA

-5-M

2)

42 (E

LA-5

-M2)

40

,41

(ELA

-5-M

2)

40 (E

LA-5

-M2)

27

,28,

32,3

3 (E

LA-4

-H2)

46 (E

LA-5

-M4)

42

(ELA

-5-M

3)

42 (E

LA-5

-M3)

31

,34

(ELA

-4-H

3)

47

(ELA

-5-M

5)

45

(ELA

-5-M

5)

33,3

6 (E

LA-4

-H4)

34

,37

(ELA

-4-H

5)

34,3

6,39

(ELA

-5-H

1)

35,3

7,38

,40,

41 (E

LA-5

-H2)

381

Art

icle

4t

h 5t

h 6t

h 7t

h 8t

h

H.S

. W

etla

nd

42

(ELA

-5-H

3)

– c

ont.

So

cial

Stu

dies

14 (G

-1D

-M1)

50

(G-1

D-H

5)

Scie

nce

Hab

itat

Los

s

26 (L

S-M

-C3)

20

(ESS

-M-A

8)

29

(LS-

MC

4)

51 (S

E-M

-A4)

32,3

4 (L

S-M

-D2)

53

(SE-

M- A

10)

37

(SE-

M-A

2)

39 (S

E-M

-A4)

43

(SE-

M-A

8)

E

nglis

h L

angu

age

Art

s

14

(ELA

-7-M

4)

10,1

1 (E

LA-7

-M2)

22 (E

LA-2

-M6)

23

(ELA

-3-M

2)

23

(ELA

-3-M

2)

28,2

9 (E

LA-4

-M1)

30 (E

LA-4

-M2)

30

(ELA

-4-M

2)

39

(ELA

-5-M

1)

37 (E

LA-4

-M5)

42 (E

LA-5

-M3)

Soci

al S

tudi

es

14

(G-1

D-M

1)

Sc

ienc

e M

arsh

M

over

s 1,

2 (S

I-E-

A1)

26

(LS-

M-C

3)

3 (S

I-M

-A1)

4

(SI-

E-A

2)

29 (L

S-M

-D1)

19

(SI-

M-A

7)

11 (S

I-E-

A5)

32 (E

LA-4

-M1)

50

(LS-

E-C

1)

33

(ELA

-4-M

2)

71 (S

E-EA

2)

E

nglis

h L

angu

age

Art

s

19 (E

LA-7

-E4)

4

(ELA

-1-M

1)

3 (E

LA-1

-M1)

382

Mar

sh

4th

5th

6th

7th

8th

H

.S.

Mov

ers

34 (E

LA-4

-E1)

35

,34

(ELA

-4-M

2)

33 (E

LA-4

-M2)

– co

nt.

37 (E

LA-4

-E5)

38

(ELA

-4-M

4)

Scie

nce

Wet

land

M

etap

hors

1

(SI-

E-A

1)

26 (L

S-M

-C3)

3

(SI-

M-A

1)

19 (S

I-M

-A7)

51

(SE-

M-A

4)

7 (S

I-E-

A3)

34

(LS-

M-D

2)

21

(SI-

E-B

6)

35 (S

E-M

-A1)

Eng

lish

Lan

guag

e A

rts

7

(ELA

-1-E

5)

34 (E

LA-4

-M2)

32

(ELA

-4-M

1)

14 (E

LA-7

-M4)

30

(ELA

-4-M

2)

8 (E

LA-1

-E6)

38

(ELA

-4-M

4)

33 (E

LA-4

-M2)

29

(ELA

-4-M

1)

19

(ELA

-7-E

4)

30 (E

LA-4

-M2)

37 (E

LA-4

-E5)

Scie

nce

Wet

land

R

ed R

over

1,

2 (S

I-E-

A1)

26

(LS-

M-C

3)

3 (S

I-M

-A1)

32

,34

(LS-

M-D

2)

20 (E

SS-M

-A8)

22

(SI-

EB6)

33

(ESS

-M-A

7)

39

(SE-

M-A

4)

50 (S

E-M

-A3)

60

(ESS

-E-A

4)

50 (S

E-M

A4)

43 (S

E-M

-A8)

51

(SE-

M-A

4)

63 (E

SS-E

-A1)

53 (S

E-M

-A10

)

E

nglis

h L

angu

age

Art

s

19 (E

LA-7

-E4)

34

(ELA

-4-M

2)

32 (E

LA-4

-M1)

29

(ELA

-4-M

1)

28,2

9 (E

LA-4

-M1)

34

(ELA

-4-E

1)

38 (E

LA-4

-M4)

33

(ELA

-4-M

2)

30 (E

LA-4

-M2)

30

(ELA

-4-M

2)

37 (E

LA-4

-E5)

Ph

ysic

al E

duca

tion

1-

E-1.

1

1-M

-1.1

1-E-

1.2

1-M

-3.1

1-E-

1.3

1-M

-3.2

1-E-

1.4

2-M

-1.1

1-E-

1.5

2-M

-1.2

2-E-

1.1

2-

M-1

.3

2-

E-1.

3

2-M

-3.2

383

Wet

land

4t

h 5t

h 6t

h 7t

h 8t

h

H.S

. R

ed R

over

2-

E-1.

4

2-M

-4.1

–

cont

. 3-

E-2.

3

2-M

-4.2

5-E-

1.2

4-

M-1

.3

5-

E-2.

3

5-M

-1.3

5-E-

2.5

5-

M-2

.2

5-

E-3.

1

5-M

-3.1

6-E-

1.3

5-

M-3

.2

7-

E-3.

1

Sc

ienc

e W

etla

nd

Tas

te T

est

1,2

(SI-

E-A

1)

3 (S

I-M

-A1)

3

(SI-

M-A

1)

3 (S

I-E-

A2)

26

(LS-

M-C

3)

4 (S

IM-A

2)

7 (S

I-E-

A3)

7 (S

I-M

-A3)

18

(SI-

E-B

4)

19

(SI-

M-A

7)

37 (S

I-M

-B5)

E

nglis

h L

angu

age

Art

s

7 (E

LA-1

-E5)

34

(ELA

-4-M

2)

3 (E

LA-1

-M1)

8

(ELA

-1-E

6)

11

(ELA

-7-M

1)

33 (E

LA-4

-M2)

Scie

nce

Wet

land

W

ebs

1,2

(SI-

E-A

1)

23-2

5 (L

S-M

-C2)

3

(SI-

M-A

1)

24 (L

S-M

-C2)

51

(SE-

M-A

4)

8 (S

E-H

A7)

41 (L

S-E-

A3)

26

(LS-

M-C

3)

26

(LS-

M-C

3)

8

(SE-

H-A

10)

50

(LS-

E-C

1)

28 (L

S-M

-C4)

27 (L

S-M

-C4)

24,2

5 (L

S-H

-D2)

71,7

2 (S

E-EA

2)

29 (L

S-M

-D1)

29 (L

S-M

-C4)

27,2

8 (E

LA-4

-H1)

48

(SE-

M-A

2)

30

(LS-

M-D

1)

32 (L

S-M

-D2)

34

(LS-

M-D

2)

37 (S

E-M

-A2)

39

(SE-

M-A

4)

384

Wet

land

4t

h 5t

h 6t

h 7t

h 8t

h

H.S

. W

ebs

40

(SE-

M-A

5)

– co

nt.

Eng

lish

Lan

guag

e A

rts

7

(ELA

-1-E

5)

4 (E

LA-1

-M1)

3

(ELA

-1-M

1)

14 (E

LA-7

-M4)

23

(ELA

-3-M

2)

12 (E

LA-7

-H2)

19 (E

LA-7

-E4)

32

(ELA

-4-M

1)

31,3

2 (E

LA-4

-M1)

29

(ELA

-4-M

1)

28,2

9 (E

LA-4

-M1)

14

(ELA

-7-H

4)

34

(ELA

-4-E

1)

34 (E

LA-4

-M2)

33

(ELA

-4-M

2)

30 (E

LA-4

-M2)

30

(ELA

-4-M

2)

32 (E

LA-4

-H4)

37 (E

LA-4

-E5)

38

(ELA

-4-M

4)

So

cial

Stu

dies

14 (G

-1D

-M1)

8

(E-1

A-H

2)

385

Wat

er: P

uts t

he W

et in

Wet

land

s – G

LE

/Gra

de T

able

Les

son

4th

5th

6th

7th

8th

H

.S.

Cat

egor

y 5

Scie

nce

1

(SI-

E-A

1)

4 (S

I-M

-A2)

20

(ESS

-M-A

8)

8 (S

I-E-

B4)

33

(ESS

-M-A

7)

25 (E

SS-M

-A11

)

3

(SI-

E-A

2)

27

(ESS

-M-A

12)

4 (S

I-E-

A2)

29 (E

SS-M

-A12

)

7

(SI-

E-A

3)

53

(ESS

-M-A

12)

12 (S

I-E-

A6)

57

(ESS

-E-A

2)

60 (

ESS-

E-A

4)

Eng

lish

7

(ELA

-1-E

5)

18 (E

LA-2

-M1)

1

(ELA

-1-M

1)

1 (E

LA-1

-M1)

1

(ELA

-1-M

1)

15 (E

LA-2

-H1)

8

(ELA

-1-E

6)

19 (E

LA-2

-M1)

3

(ELA

-1-M

1)

4 (E

LA-1

-M3)

9

(ELA

-7-M

1)

16 (E

LA-2

-H1)

35

(ELA

-4-E

2)

20 (E

LA-2

-M2)

6

(ELA

-1-M

3)

9 (E

LA-7

-M1)

14

(ELA

-7-M

4)

17 (E

LA-2

-H2)

37

(ELA

-4-E

5)

22 (E

LA-2

-M4)

11

(ELA

-7-M

1)

14 (E

LA-7

-M4)

28 (E

LA-4

-M1)

19

(ELA

-2-H

4)

38 (E

LA-4

-E5)

25

(ELA

-2-M

6)

31 (E

LA-4

-M1)

28

(ELA

-4-M

1)30

(ELA

-4-M

2)

20 (E

LA-2

-H5)

20

(ELA

-2-E

1)

26 (E

LA-3

-M2)

32

(ELA

-4-M

1)

29 (E

LA-4

-M1)

38 (E

LA-4

-M6)

22

(ELA

-3-H

2)

21 (E

LA-2

-E1)

27

(ELA

-3-M

2)

33 (E

LA-4

-M2)

30

(ELA

-4-M

2)15

(ELA

-2-M

1)

23 (E

LA-3

-H2)

22

(ELA

-2-E

2)

28 (E

LA-3

-M3)

34

(ELA

-4-M

2)

31 (E

LA-4

-M2)

16 (E

LA-2

-M1)

24

(ELA

-3-H

2)

24 (E

LA-2

-E4)

29

(ELA

-3-M

4)

37 (E

LA-4

-M4)

38

(ELA

-4-M

6)17

(ELA

-2-M

2)

25 (E

LA-3

-H3)

27

(ELA

-3-E

1)

1 (E

LA-1

-M1)

40

(ELA

-4-M

6)

15 (E

LA-2

-M1)

19 (E

LA-2

-M4)

28

(ELA

-3-E

2)

4 (E

LA-1

-M1)

17

(ELA

-2-M

1)

16 (E

LA-2

-M1)

22 (E

LA-2

-M6)

30

(ELA

-3-E

3)

12 (E

LA-7

-M1)

18

(ELA

-2-M

1)

17 (E

LA-2

-M2)

23 (E

LA-3

-M2)

17 (E

LA-7

-M4)

19

(ELA

-2-M

2)

19 (E

LA-2

-M4)

24 (E

LA-3

-M3)

32 (E

LA-4

-M1)

21

(ELA

-2-M

4)

22 (E

LA-2

-M6)

33 (E

LA-4

-M1)

24

(ELA

-2-M

6)

23 (E

LA-3

-M2)

34 (E

LA-4

-M2)

25

(ELA

-3-M

2)

24 (E

LA-3

-M3)

386

Cat

egor

y 5

4th

5th

6th

7th

8th

H

.S.

– c

ont.

38 (E

LA-4

-M4)

27

(ELA

-3-M

3)

34 (E

LA-4

-M4)

41 (E

LA-4

-M6)

Soci

al S

tudi

es

14

(G-1

C-E

5)

16 (G

-1D

-M3)

7

(G-1

B-M

3)

24 (G

-1C

-H1)

17 (G

-1D

-E3)

8 (G

-1B

-M3)

14

(G-1

D-M

1)

15 (G

-1D

-M2)

16

(G-1

D-M

3)

Sc

ienc

e 2

(SI-

E-A

1)

1 (S

I-M

-A1)

1

(SI-

M-A

1)

1 (S

I-M

-A1)

1

(SI-

M-A

1)

37 (S

E-H

-A7)

C

reat

e Y

our

Ow

n W

ater

shed

3

(SI-

E-A

2)

2 (S

I-M

-A1)

2

(SI-

M-A

2)

2 (S

I-M

-A2)

2

(SI-

M-A

2)

12 (S

E-H

-A11

)

4 (S

I-E-

A2)

4

(SI-

M-A

2)

3 (S

I-M

-A1)

3

(SI-

M-A

1)

3 (S

I-M

-A1)

16

(SE-

H-B

4)

7

(SI-

E-A

3)

26 (L

S-M

-C3)

4

(SI-

M-A

2)

4 (S

I-M

-A2)

4

(SI-

M-A

2)

16 (S

E-H

-B5)

14 (

SI-E

-B1)

49

(SE-

M-A

3)

33 (S

1-M

-B4)

33

(S1-

M-B

4)

33 (S

1-M

-B4)

19

(SE-

H-C

1)

20

(SI-

E-B

6)

50 (S

E-M

-A4)

37

(S1-

M-B

5)

37 (S

1-M

-B5)

37

(S1-

M-B

5)

20 (S

E-H

-C2)

70 (S

E-E-

A2)

6

(PS-

M-A

6)

43 (S

E-M

-A6)

32

(LS-

M-D

2)

20 (E

SS-M

-A8)

25

(SE-

H-D

2)

46

(SE-

M-A

6)

34 (L

S-M

-D2)

21

(ESS

-M-A

9)

25 (S

E-H

-D3)

47 (S

E-M

-A8)

35

(SE-

M-A

1)

24 (E

SS-M

-A10

)26

(SE-

H-D

4)

39 (S

E-M

-A4)

50

(SE-

M-A

3)

43

(SE-

M-A

8)

51 (S

E-M

-A4)

53

(SE-

M-A

10)

Eng

lish

7

(ELA

-1-E

5)

1 (E

LA-1

-M1)

1

(ELA

-1-M

1)

1 (E

LA-1

-M1)

1

(ELA

-1-M

1)

8 (E

LA-1

-E6)

4

(ELA

-1-M

1)

3 (E

LA-1

-M1)

4

(ELA

-1-M

3)

9 (E

LA-7

-M1)

35

(ELA

-4-E

2)

12 (E

LA-7

-M1)

6

(ELA

-1-M

3)

9 (E

LA-7

-M1)

14

(ELA

-7-M

4)

37 (E

LA-4

-E5)

17

(ELA

-7-M

4)

11 (E

LA-7

-M1)

14

(ELA

-7-M

4)28

(ELA

-4-M

1)

38 (E

LA-4

-E5)

32

(ELA

-4-M

1)

31 (E

LA-4

-M1)

28

(ELA

-4-M

1)30

(ELA

-4-M

2)

33

(ELA

-4-M

1)

32 (E

LA-4

-M1)

29

(ELA

-4-M

1)38

(ELA

-4-M

6)

34

(ELA

-4-M

2)

33 (E

LA-4

-M2)

30

(ELA

-4-M

2)

387

Cre

ate

4th

5th

6th

7th

8th

H

.S.

You

r O

wn

38

(ELA

-4-M

4)

34 (E

LA-4

-M2)

31

(ELA

-4-M

2)

W

ater

shed

41 (E

LA-4

-M6)

37

(ELA

-4-M

4)

38 (E

LA-4

-M6)

– co

nt.

40 (E

LA-4

-M6)

So

cial

Stu

dies

6 (G

-1B

-E1)

7

(G-1

B-M

2)

5(

G-1

C-M

3)

2 (G

-1A

-M2)

9

(G-1

B-H

1)

8

(G-1

B-E

3)

16 (G

-1D

-M3)

6

(G-1

B-M

2)

10 (G

-1B

-H1)

10 (G

-1C

-E1)

7 (G

-1B

-M3)

11

(G-1

B-H

1)

14

(G-1

C-E

5)

8

(G-1

B-M

3)

12 (G

-1B

-H2)

16 (G

-1D

-E1)

14 (G

-1D

-M1)

14

(G-1

B-H

3)

18

(G-1

D-E

4)

15

(G-1

D-M

2)

24 (G

-1C

-H1)

16 (G

-1D

-M3)

38

(G-1

D-H

1)

17

(G-1

D-M

4)

39 (G

-1D

-H2)

79 (H

-1D

-M4)

40

(G-1

D-H

2)

45 (G

-1D

-H3)

Sc

ienc

e D

ensi

ty

Dyn

amic

s

1 (S

I-H

-A1)

3

(SI-

H-A

2)

4 (S

I-H

-A2)

5

(SI-

H-A

3)

8 (S

I-H

-A5)

9

(SI-

H-A

6)

9 (S

I-H

-A2)

11

(SI-

H-A

1)

E

nglis

h

1 (E

LA-1

-H1)

3

(ELA

-1-H

3)

4 (E

LA-1

-H4)

10

(ELA

-7-H

2)

13

(ELA

-7-H

4)

388

Den

sity

4t

h 5t

h 6t

h 7t

h 8t

h

H.S

. D

ynam

ics

14

(ELA

-2-H

1)–

cont

.

15 (E

LA-2

-H2)

16 (E

LA-2

-H3)

21 (E

LA-3

-H2)

24 (E

LA-3

-H3)

27 (E

LA-4

-H2)

30 (E

LA-4

-H4)

35 (E

LA-5

-H2)

So

cial

Stu

dies

9

(G-1

B-H

1)

12 (G

-1B

-H2)

Id

eal F

ilter

Sc

ienc

e

1 (S

I-E-

A1)

1

(SI-

M-A

1)

2 (P

S-4-

A1)

26

(LS-

4-C

3)

20 (E

SS-M

-A8)

1

(SI-

H-A

1)

2

(SI-

E-A

1)

2 (S

I-M

-A10

4

(PS-

4-A

3)

50

(SE-

M-A

3)

2 (S

I-H

-A2)

3 (S

I-E-

A2)

7

(SI-

M-A

3)

45 (S

E-M

-A6)

3

(SI-

H-A

2)

4

(SI-

E-A

2)

20 (S

I-M

-A7)

46

(SE-

M-A

6)

4 (S

I-H

-A2)

5 (S

I-E-

A2)

50

(SE-

M-A

4)

47 (S

E-M

-A8)

6

(SI-

E-A

2)

14 (S

I-E-

B1)

15

(SI-

E-B

1)

Eng

lish

7

(ELA

-1-E

5)

4(EL

A-1

-M1)

31

(ELA

-4-M

1)

30(E

LA-4

-M2)

1(

ELA

-1-M

1)

1 (E

LA-1

-H1)

8 (E

LA-1

-E6)

34

(ELA

-4-M

2)

45(E

LA-5

-M3)

38

(ELA

-4-M

6)

30(E

LA-4

-M2)

4

(ELA

-1-H

4)

35

(ELA

-4-E

2)

1 (E

LA-1

-M1)

1

(ELA

-1-M

1)

1 (E

LA-1

-M1)

1

(ELA

-1-M

1)

11 (E

LA-7

-H1)

37

(ELA

-4-E

5)

12 (E

LA-7

-M1)

3

(ELA

-1-M

1)

4 (E

LA-1

-M3)

9

(ELA

-7-M

1)

27 (E

LA-4

-H1)

38

(ELA

-4-E

5)

17 (E

LA-7

-M4)

6

(ELA

-1-M

3)

9 (E

LA-7

-M1)

14

(ELA

-7-M

4)

28 (E

LA-4

-H1)

3(

ELA

-1-E

1)

32 (E

LA-4

-M1)

11

(ELA

-7-M

1)

14 (E

LA-7

-M4)

28 (E

LA-4

-M1)

29

(ELA

-4-H

2)

27(E

LA-3

-E1)

33

(ELA

-4-M

1)

32 (E

LA-4

-M1)

28

(ELA

-4-M

1)30

(ELA

-4-M

2)

30 (E

LA-4

-H2)

38 (E

LA-4

-M4)

33

(ELA

-4-M

2)

29 (E

LA-4

-M1)

38 (E

LA-4

-M6)

32

(ELA

-4-H

4)

389

Idea

l Filt

er

4th

5th

6th

7th

8th

H

.S.

– c

ont.

41

(ELA

-4-M

6)

34 (E

LA-4

-M2)

30

(ELA

-4-M

2)

35 (E

LA-4

-H6)

37

(ELA

-4-M

4)

31 (E

LA-4

-M2)

40

(ELA

-4-M

6)

38 (E

LA-4

-M6)

So

cial

Stu

dies

17(G

-1D

-E1)

14

(G-1

D-M

1)

14(G

-1D

-M1)

9

(G-1

B-H

1)

16(G

-1D

-M3)

15

(G-1

D-M

2)

12 (G

-1B

-H2)

46

(G-1

D-H

4)

M

ath

22

(M-2

-E)

15 (M

-1-M

) 29

(D-1

-M)

21 (M

-4-M

) 17

(M-1

-M)

17 (M

-1-H

)

22 (M

-1-E

) 22

(M-4

-M)

29 (D

-2-M

) 21

(M-1

-M)

17 (G

-1-M

) 21

(D-4

-H)

23

(M-2

-E)

29

(A-3

-M)

34

(D-1

-M)

21 (D

-5-H

)

23 (M

-5-E

)

31(D

-2-M

)

17

(D-1

-H)

3

1 (M

-2-M

)

18

(D-1

-H)

Scie

nce

Wat

er

Rec

ycle

d

1 (S

I-E-

A1)

12

(PS-

M-C

3)

46 (S

E-M

-A6)

23 (E

SS-M

-A10

)4

(SI-

H-A

)

2 (S

I-E-

A1)

35

(ESS

-M-A

11)

24 (E

SS-M

-A10

)26

(SE-

H-D

4)

3

(SI-

E-A

2)

46 (E

SS-M

-A10

)

25

(ESS

-M-A

11)

23 (S

E-H

-A6)

4 (S

I-E-

A2)

50

(SE-

M-A

4)

7

(SE-

H-A

6)

7

(SI-

E-A

3)

51 (S

E-M

-A7)

7 (L

S-H

-D1)

58 (E

SS-E

-A4)

57

(ESS

-E-A

2)

60 (E

SS-E

-A4)

E

nglis

h

3 (E

LA-I

-EI)

1

(ELA

-1-M

1)

1 (E

LA-1

-M1)

1

(ELA

-1-M

1)

1 (E

LA-1

-M1)

1

(ELA

-1-H

1)

7

(ELA

-1-E

5)

4 (E

LA-1

-M1)

3

(ELA

-1-M

1)

4 (E

LA-1

-M3)

9

(ELA

-7-M

1)

11 (E

LA-7

-H1)

8

(ELA

-1-E

6)

12 (E

LA-7

-M1)

6

(ELA

-1-M

3)

9 (E

LA-7

-M1)

14

(ELA

-7-M

4)

27 (E

LA-4

-H1)

35

(ELA

-4-E

2)

17 (E

LA-7

-M4)

11

(ELA

-7-M

1)

14 (E

LA-7

-M4)

28 (E

LA-4

-M1)

28

(ELA

-4-H

1)

37 (E

LA-4

-E5)

32

(ELA

-4-M

1)

31 (E

LA-4

-M1)

28

(ELA

-4-M

1)30

(ELA

-4-M

2)

29 (E

LA-4

-H2)

38

(ELA

-4-E

5)

33 (E

LA-4

-M1)

32

(ELA

-4-M

1)

29 (E

LA-4

-M1)

38 (E

LA-4

-M6)

30

(EA

L-4-

H2)

390

Wat

er

4th

5th

6th

7th

8th

H

.S.

Rec

ycle

d

34 (E

LA-4

-M2)

33

(ELA

-4-M

2)

30 (E

LA-4

-M2)

32

(ELA

-4-H

4) –

con

t.

38 (E

LA-4

-M4)

34

(ELA

-4-M

2)

31 (E

LA-4

-M2)

35

(ELA

-4-H

6)

41

(ELA

-4-M

6)

37 (E

LA-4

-M4)

38

(ELA

-4-M

6)

42

(ELA

-5-M

I)

40 (E

LA-4

-M6)

391

Wet

land

s Wild

life

and

Fish

erie

s – G

LE

/Gra

de T

able

L

esso

n 4t

h 5t

h 6t

h 7t

h 8t

h

H.S

. Sc

ienc

e A

nim

al

Ada

ptat

ions

1

(S1-

E-A

1)

26 (L

S-M

-C3)

7 (S

1-E-

A3)

29

(LS-

M-D

1)

41

(LS-

E-A

3)

51 (L

S-E-

C1)

52

(LS-

E-C

2)

53 (L

S-E-

C2)

E

nglis

h L

angu

age

Art

s

7 (E

LA-1

-E5)

38

(ELA

-4-M

4)

37 (E

LA-4

-M4)

8

(ELA

-1-E

6)

41 (E

LA-4

-M6)

40

(ELA

-4-M

6)

35 (E

LA-4

-E2)

1

(ELA

-1-M

1)

1 (E

LA-1

-M1)

37

(ELA

-4-E

5)

4 (E

LA-1

-M1)

3

(ELA

-1-M

1)

38 (E

LA-4

-E5)

12

(ELA

-7-M

1)

6 (E

LA-1

-M3)

17 (E

LA-7

-M4)

11

(ELA

-7-M

1)

32

(ELA

-4-M

1)

31 (E

LA-4

-M1)

33 (E

LA-4

-M1)

32

(ELA

-4-M

1)

34

(ELA

-4-M

2)

33 (E

LA-4

-M2)

38 (E

LA-4

-M4)

34

(ELA

-4-M

2)

41

(ELA

-4-M

6)

37 (E

LA-4

-M4)

40

(ELA

-4-M

6)

Soci

al S

tudi

es

16 (G

-1D

-M3)

Sc

ienc

e 1

(S1-

E-A

1)

11 (S

I-M

-A4)

46

(SE-

M-A

6)

24 (L

S-M

-C2)

20

(ESS

-M-A

8)

8 (S

E-H

-A7)

B

ackd

oor

Bio

accu

mul

-at

ion

4 (S

1-EA

-2)

23 (L

S-M

-C2)

47

(SE-

M-A

8)

27 (L

S-M

-C4)

51

(SE-

M-A

4)

8 (S

E-H

-A10

)

7 (S

1-E-

A3)

24

(LS-

M-C

2)

32

(LS-

M-D

2)

12

(SE-

H-A

11)

10

(SI-

E-A

5)

28 (L

S-M

-C4)

33 (L

S-M

-D2)

19 (S

E-H

-C1)

392

Bac

kdoo

r 4t

h 5t

h 6t

h 7t

h 8t

h

H.S

. B

ioac

cum

u-

10 (S

I-E-

B4)

49

(SE-

M-A

4)

34

(LS-

M-D

2)

latio

n 48

(LS-

E-B

2)

50 (S

E-M

-A4)

39 (S

E-M

-A4)

–

cont

. 50

(LS-

E-C

1)

54 (L

S-E-

C3)

71

(SE-

E-A

2)

72 (S

E-E-

A2)

E

nglis

h L

angu

age

Art

s

37 (E

LA-4

-E5)

34

(ELA

-4-M

2)

33 (E

LA-4

-MS)

1

(ELA

-1-M

1)

1 (E

LA-1

-M1)

15

(ELA

-2-H

1)

7

(ELA

-1-E

5)

38 (E

LA-4

-M4)

37

(ELA

-4-M

4)

4 (E

LA-1

-M3)

9

(ELA

-7-M

1)

8 (E

LA-1

-E6)

41

(ELA

-4-M

6)

40 (E

LA-4

-M6)

9

(ELA

-7-M

1)

14 (E

LA-7

-M4)

35

(ELA

-4-E

2)

45 (E

LA-5

-M3)

1

(ELA

-1-M

1)

14 (E

LA-7

-M4)

28

(ELA

-4-M

1)

37 (E

LA-4

-E5)

48

(ELA

-5-M

6)

3 (E

LA-1

-M1)

28

(ELA

-4-M

1)

30 (E

LA-4

-M2)

38

(ELA

-4-E

5)

1 (E

LA-1

-M1)

6

(ELA

-1-M

3)

29 (E

LA-4

-M1)

38

(ELA

-4-M

6)

4

(ELA

-1-M

1)

11 (E

LA-7

-M1)

30

(ELA

-4-M

2)

12 (E

LA-7

-M1)

31

(ELA

-4-M

1)

31 (E

LA-4

-M2)

17

(ELA

-7-M

4)

32 (E

LA-4

-M1)

38

(ELA

-4-M

6)

32 (E

LA-4

-M1)

33

(ELA

-4-M

2)

33

(ELA

-4-M

1)

34 (E

LA-4

-M2)

34 (E

LA-4

-M2)

37

(ELA

-4-M

4)

38

(ELA

-4-M

4)

40 (E

LA-4

-M6)

41 (E

LA-4

-M6)

Soci

al S

tudi

es

14

(G-1

C-E

5)

16 (G

-1D

-M3)

7

(G-1

B-M

3)

24 (G

-1C

-H1)

16 (G

-1D

-E1)

8 (G

-1B

-M3)

14

(G-1

D-M

1)

15 (G

-1D

-M2)

16

(G-1

D-M

3)

Mat

h

36 (D

-2-E

) 28

(D-1

-M)

30 (D

-2-M

) 33

(D-3

-M)

34 (D

-1-M

) 15

(A-3

-H)

393

Bac

kdoo

r 4t

h 5t

h 6t

h 7t

h 8t

h

H.S

. B

ioac

cum

u-

36 (D

-1-E

) 28

(D-2

-M)

32 (D

-2-M

) 37

(D-5

-M)

39 (D

-2-M

) 1

5 (P

-1-H

) la

tion

37 (D

-2-E

) 28

(P-3

-M)

44 (D

-5-M

) 15

(P-2

-H)

– co

nt.

37 (D

-1-E

) 28

(A-4

-M)

29 (D

-1-M

)

Sc

ienc

e 41

(LS-

E-A

3)

32(S

I-M

-B3)

47

(SE-

M-A

8)

Fr

og

Frie

ndly

H

abita

t 4(

SI-E

-A2)

23

(SI-

M-A

8)

45 (S

E-M

-A6)

14

(SI-

E-B

1)

26(S

I-M

-B1)

22(S

I-E-

B6)

28

(SI-

M-B

2)

51

(LS-

E-C

1)

29(S

I-M

-B3)

70(S

E-E-

A1)

18

(LS-

M-A

3)

E

nglis

h L

angu

age

Art

s

1 (E

LA-1

-E1)

1

(ELA

-1-M

1)

4 (E

LA-1

-M2)

7

(ELA

-1-E

5)

4 (E

LA-1

-M1)

1

(ELA

-1-M

1)

8 (E

LA-1

-E6)

5

(ELA

-1-M

2)

3 (E

LA-1

-M1)

10

(ELA

-1-E

7)

12 (E

LA-7

-M1)

6

(ELA

-1-M

3)

20 (E

LA-2

-E1)

17

(ELA

-7-M

4)

11 (E

LA-7

-M1)

30

(ELA

-3-E

3)

22 (E

LA-2

-M4)

18

(ELA

-2-M

1)

35 (E

LA-4

-E2)

27

(ELA

-3-M

2)

24 (E

LA-2

-M6)

37

(ELA

-4-E

5)

34 (E

LA-4

-M2)

31

(ELA

-4-M

1)

38 (E

LA-4

-E5)

32

(ELA

-4-M

1)

32 (E

LA-4

-M1)

50

(ELA

-5-E

6)

33 (E

LA-4

-M1)

33

(ELA

-4-M

2)

52 (L

S-E-

C2)

38

(ELA

-4-M

4)

34 (E

LA-4

-M2)

41 (E

LA-4

-M6)

37

(ELA

-4-M

4)

40 (E

LA-4

-M6)

48

(ELA

-5-M

6)

Soci

al S

tudi

es

17

(G-1

D-E

1)

16(G

-1D

-M3)

10

(G-1

D-M

3)

394

4t

h 5t

h 6t

h 7t

h 8t

h

H.S

. G

one

Fish

in'

Scie

nce

1

(ELA

-1-E

1)

11 (S

I-M

-A4)

20

(PS-

M-B

4)

25 (G

-3-M

) 5

(N-4

-M)

1 (E

SS-H

-A1)

11 (S

I-E-

A5)

32

(SI-

M-B

3)

45 (S

E-M

-A6)

26

(LS-

M-C

3)

19 (E

SS-M

-A7)

1

(SI-

H-A

1)

27

(ELA

-3-E

1)

47

(SE-

M-A

8)

35 (S

E-M

-A1)

20

(ESS

-M-A

8)

11 (G

-2-H

)

50 (L

S-E-

C1)

39

(SE-

M-A

4)

29 (G

-5-M

) 17

(D-1

-H)

52

(LS-

E-C

2)

39 (P

-1-M

) 29

(A-5

-M)

21 (M

-2-H

)

30 (E

LA-4

-M2)

21

(M-1

-H)

21

(M-3

-H)

27 (L

S-H

-DH

)

27

(SE-

H-A

7)

32 (L

S-H

-F1)

3

2 (L

S-H

-E3)

Eng

lish

Lan

guag

e A

rts

7

(ELA

-1-E

5)

3(EL

A-1

-M1)

8(

ELA

-6-M

1)

1(EL

A-1

-M1)

5(

ELA

-1-M

4)

14(E

LA-7

-H4)

8 (E

LA-1

-E6)

33

(ELA

-4-M

1)

48(E

LA-5

-M6)

30

(ELA

-4-M

2)

30(E

LA-4

-M2)

1(

ELA

-1-H

1)

35

(ELA

-4-E

2)

1 (E

LA-1

-M1)

1

(ELA

-1-M

1)

1 (E

LA-1

-M1)

1

(ELA

-1-M

1)

4(EL

A-1

-H4)

37 (E

LA-4

-E5)

4

(ELA

-1-M

1)

3 (E

LA-1

-M1)

4

(ELA

-1-M

3)

9 (E

LA-7

-M1)

38

(ELA

-4-E

5)

12 (E

LA-7

-M1)

6

(ELA

-1-M

3)

9 (E

LA-7

-M1)

14

(ELA

-7-M

4)

17

(ELA

-7-M

4)

11 (E

LA-7

-M1)

14

(ELA

-7-M

4)

28 (E

LA-4

-M1)

32 (E

LA-4

-M1)

31

(ELA

-4-M

1)

28 (E

LA-4

-M1)

30

(ELA

-4-M

2)

34

(ELA

-4-M

2)

32 (E

LA-4

-M1)

29

(ELA

-4-M

1)

38 (E

LA-4

-M6)

38 (E

LA-4

-M4)

33

(ELA

-4-M

2)

30 (E

LA-4

-M2)

41

(ELA

-4-M

6)

34 (E

LA-4

-M2)

31

(ELA

-4-M

2)

37

(ELA

-4-M

4)

38 (E

LA-4

-M6)

40 (E

LA-4

-M6)

So

cial

Stu

dies

17 (G

-1D

-E1)

16

(G-1

D-M

3)

10 (G

-1D

-M3)

14 (G

-1D

-M1)

9

(G-1

B-H

1)

15

(G-1

D-M

1)

12 (G

-1B

-H2)

46

(G-1

D-H

4)

395

Gon

e Fi

shin

’ 4t

h 5t

h 6t

h 7t

h 8t

h

H.S

. –

cont

. M

ath

26

(M-3

-E)

28 (D

-1-M

) 22

(M-2

-M)

34 (D

-1-E

) 28

(D-2

-M)

29 (D

-1-M

)

28

(P-3

-M)

29 (D

-2-M

)

28 (A

-4-M

) 29

(A-3

-M)

31

(D-2

-M)

Scie

nce

Mat

h C

rabb

ing

1 (S

I-E-

A1)

1

(SI-

M-A

1)

41

(LS-

E-A

3)

29 (L

S-M

-D1)

52 (L

S-E-

C2)

53

(LS-

E-C

2)

Mat

h

1

(N-1

-M)

1 (N

-1-M

)

6 (N

-4-M

)

6

(N-5

-M)

9 (N

-6-M

)

9

(N-2

-M)

Scie

nce

1 (S

I-E-

A1)

3

(SI-

M-A

1)

3 (S

I-M

-A1)

32

(LS-

M-D

2)

51 (S

E-M

-A4)

Wet

land

s C

reat

ive

Wri

ting

11 (S

I-E-

A5)

25

(SI-

M-B

1)

25 (S

I-M

-B1)

34

(LS-

M-D

2)

14

(SI-

E-B

1)

40 (S

I-M

-B7)

35 (S

E-M

-A1)

21 (S

I-E-

B6)

26

(LS-

M-C

3)

39

(SE-

M-A

4)

22

(SI-

EB6)

43

(SE-

M-A

8)

E

nglis

h L

angu

age

Art

s

7 (E

LA-1

-E5)

1

(ELA

-1-M

1)

3 (E

LA-1

-M1)

5

(ELA

-1-M

4)

5 (E

LA-1

-M4)

3

(ELA

-1-H

3)

8

(ELA

-1-E

6)

4 (E

LA-1

-M1)

7

(ELA

-1-M

4)

8 (E

LA-6

-M3)

9

(ELA

-7-M

1)

4,5

(ELA

-1-H

4)

9

(ELA

-1-E

7)

5 (E

LA-1

-M2)

10

(ELA

-6-M

3)

14 (E

LA-7

-M4)

14

(ELA

-7-M

4)

11 (E

LA-7

-H1)

14 (E

LA-7

-E1)

7

(ELA

-1-M

3)

16 (E

LA-7

-M4)

15

,16

(ELA

-2-M

1)

15,1

6 (E

LA-2

-M1)

10

(ELA

-7-H

2)

396

Wet

land

s 4t

h 5t

h 6t

h 7t

h 8t

h

H.S

. C

reat

ive

20 (E

LA-2

-E1)

12

(ELA

-7-M

1)

17,1

8 (E

LA-2

-M1)

17

(ELA

-2-M

2)

17 (E

LA-2

-M2)

13

-15

(ELA

-7-H

4)

Wri

ting

21 (E

LA-2

-E1)

17

(ELA

-7-M

4)

19 (E

LA-2

-M2)

18

(ELA

-2-M

3)

18 (E

LA-2

-M3)

14

-17

(ELA

-2-H

1)

– co

nt.

23 (E

LA-2

-E3)

18

(ELA

-2-M

1)

20 (E

LA-2

-M3)

22

(ELA

-2-M

6)

23 (E

LA-3

-M2)

15

,18

(ELA

-2-H

2)

24

(ELA

-2-E

4)

19 (E

LA-2

-M1)

25

,26

(ELA

-3-M

2)

23 (E

LA-3

-M2)

24

(ELA

-3-M

3)

16,1

8,19

(ELA

-2-H

3)

27

(ELA

-3-E

1)

20 (E

LA-2

-M2)

30

(ELA

-3-M

5)

24 (E

LA-3

-M3)

27

(ELA

-3-M

5)

17,1

9,20

(ELA

-2-H

4)

28

(ELA

-3-E

2)

21 (E

LA-2

-M3)

31

(ELA

-4-M

1)

27 (E

LA-3

-M5)

28

,29

(ELA

-4-M

1)

20 (E

LA-2

-H5)

30 (E

LA-3

-E3)

22

(ELA

-2-M

4)

38 (E

LA-4

-M4)

29

(ELA

-4-M

1)

32 (E

LA-4

-M3)

21

-27

(ELA

-3-H

2)

31

(ELA

-3-E

4)

23 (E

LA-2

-M4)

41

(ELA

-5-M

1)

32,3

3 (E

LA-4

-M3)

39

(ELA

-5-M

1)

24-2

6,28

,29

(ELA

-3-H

3)

34

(ELA

-4-E

1)

26 (E

LA-3

-M2)

42

(ELA

-5-M

2)

39 (E

LA-5

-M1)

40

(ELA

-5-M

2)

25,2

6,28

,30,

31 (E

LA-4

-H1)

35 (E

LA-4

-E2)

27

(ELA

-3-M

2)

46 (E

LA-5

-M4)

40

,41

(ELA

-5-M

2)

42 (E

LA-5

-M3)

27

,28,

32,3

3 (E

LA-4

-H2)

37 (E

LA-4

-E5)

28

(ELA

-3-M

3)

47 (E

LA-5

-M5)

42

(ELA

-5-M

3)

45 (E

LA-5

-M5)

31

,34

(ELA

-4-H

3)

38

(ELA

-4-E

5)

29 (E

LA-3

-M4)

33,3

6 (E

LA-4

-H4)

41 (E

LA-5

-E1)

31

(ELA

-3-M

5)

34

,37

(ELA

-4-H

5)

42

(ELA

-5-E

1)

36 (E

LA-4

-M3)

34,3

6,39

(ELA

-5-H

1)

45

(ELA

-5-E

3)

43 (E

LA-5

-M2)

35,3

7,38

,40,

41 (E

LA-5

-H2)

48 (E

LA-5

-E5)

42

(ELA

-5-H

3)

397

Wet

land

s and

You

! – G

LE

/Gra

de T

able

Les

son

4th

5th

6th

7th

8th

H

.S.

Scie

nce

14 (S

I-H

-B3)

27

(LS-

H-D

4)

Am

eric

a's

Van

ishi

ng

Tre

asur

e

27 (S

E-H

-A7)

Eng

lish

Lan

guag

e A

rts

5 (E

LA-1

-H4)

11

(ELA

-7-H

1)

12 (E

LA-7

-H2)

14

(ELA

-7-H

4)

22-2

4, 2

7 (E

LA-3

-H2)

25

,26,

28 (E

LA-3

-H3)

32

(ELA

-4-H

4)

37 (E

LA-5

-H2)

Soci

al S

tudi

es

14

(G-1

D-M

1)

50 (G

-1D

-H5)

Scie

nce

32

(LS-

M-D

2)

20 (E

SS-M

-A8)

27

(LS-

H-D

4)

35

(SE-

M-A

1)

51 (S

E-M

-A4)

27

(SE-

H-A

7)

To

Bui

ld a

L

evee

or

Not

to

Bui

ld a

L

evee

39 (S

E-M

-A4)

53

(SE-

M-A

10)

20 (E

SS-H

-C3)

43

(SE-

M-A

8)

E

nglis

h L

angu

age

Art

s

5

(ELA

-1-M

4)

8 (E

LA-6

-M3)

4

(ELA

-1-H

3)

8 (E

LA-6

-M3)

15

(ELA

-2-M

1)

11 (E

LA-7

-H1)

14

(ELA

-7-M

4)

17 (E

LA-2

-M2)

14

(ELA

-7-H

4)

15 (E

LA-2

-M1)

22

(ELA

-2-M

6)

17,1

8 (E

LA-2

-H2)

17

(ELA

-2-M

2)

23 (E

LA-3

-M2)

18

,19

(ELA

-2-H

3)

398

To

Bui

ld a

4t

h 5t

h 6t

h 7t

h 8t

h

H.S

. L

evee

or

Not

18 (E

LA-2

-M3)

25

(ELA

-3-M

4)

19,2

1 (E

LA-2

-H4)

to

Bui

ld a

22 (E

LA-2

-M6)

27

(ELA

-3-M

5)

20 (E

LA-2

-H5)

L

evee

– c

ont.

23

(ELA

-3-M

2)

28 (E

LA-4

-M1)

21

,24

(ELA

-2-H

6)

24 (E

LA-3

-M3)

30

(ELA

-4-M

2)

22-2

4,27

(ELA

-3-H

2)

25 (E

LA-3

-M4)

32

(ELA

-4-M

3)

25,2

6,28

,29

(ELA

-3-H

3)

27

(ELA

-3-M

5)

39 (E

LA-5

-M1)

27

,28

(ELA

-4-H

1)

29 (E

LA-4

-M1)

40

(ELA

-5-M

2)

31 (E

LA-4

-H3)

30

(ELA

-4-M

2)

33

(ELA

-4-H

4)

32 (E

LA-4

-M3)

37 (E

LA-5

-H2)

39

(ELA

-5-M

1)

40 (E

LA-5

-M2)

Soci

al S

tudi

es

14

(G-1

D-M

1)

38 (G

-1D

-H1)

50

(G-1

D-H

5)

Scie

nce

35

(SE-

M-A

1)

20 (E

SS-M

-A8)

16

(SE-

H-B

4)

The

Gre

at

Mar

sh

Dile

mm

a

38 (S

E-H

-B3)

51

(SE-

M-A

4)

16 (S

E-H

-B5)

39

(SE-

M-A

4)

22

(SE-

H-C

4)

43 (S

E-M

-A8)

23 (S

E-H

-C5)

27

(SE-

H-D

4)

27 (L

S-H

-D4)

27

(SE-

H-A

7)

E

nglis

h L

angu

age

Art

s

2

(ELA

-1-M

2)

14 (E

LA-7

-M4)

5

(ELA

-1-H

4)

5 (E

LA-1

-M4)

19

(ELA

-2-M

4)

11 (E

LA-7

-H1)

8

(ELA

-6-M

3)

22 (E

LA-2

-M6)

12

(ELA

-7-H

2)

14 (E

LA-7

-M4)

23

(ELA

-3-M

2)

14 (E

LA-7

-H4)

22 (E

LA-2

-M6)

28

,29

(ELA

-4-

M1)

27

,28

(ELA

-4-H

1)

399

The

Gre

at

4th

5th

6th

7th

8th

H

.S.

Mar

sh

23

(ELA

-3-M

2)

30 (E

LA-4

-M2)

31

(ELA

-4-H

3)

Dile

mm

a

29 (E

LA-4

-M1)

32

(ELA

-4-M

3)

32 (E

LA-4

-H4)

–

cont

30 (E

LA-4

-M2)

38

(ELA

-4-M

6)

35 (E

LA-4

-H6)

32

(ELA

-4-M

3)

35 (E

LA-4

-M4)

39

(ELA

-5-M

1)

40 (E

LA-5

-M2)

42

(ELA

-5-M

3)

So

cial

Stu

dies

38

(G-1

D-H

1)

49 (G

-1D

-H5)

50

(G-1

D-H

5)

Scie

nce

1 (S

I-E-

A1)

26

(LS-

M-C

3)

3 (S

I-M

-A1)

Lev

ees -

the

Goo

d an

d th

e B

ad

4 (G

-1B

-M4)

33

(ESS

-M-A

7)

7 (S

I-M

-A3)

47

(SE-

M-A

8)

50 (S

E-M

A4)

19

(SI-

M-A

7)

14 (S

I-E-

B1)

33 (E

LA-4

-M2)

22

(SI-

EB6)

Eng

lish

Lan

guag

e A

rts

7

(ELA

-1-E

5)

34 (E

LA-4

-M2)

3

(ELA

-1-M

1)

8 (E

LA-1

-E6)

38

(ELA

-4-M

4)

4 (G

-1B

-M4)

19

(ELA

-7-E

4)

27 (E

LA-3

-E1)

Sw

amp

Swee

p Sc

ienc

e

8

(SI-

E-A

4)

7 (S

I-M

-A3)

3

(SI-

M-A

1)

29 (L

S-M

C4)

20

(ESS

-M-A

8)

12 (S

E-H

-A11

)

10 (S

I-E-

A5)

26

(LS-

M-C

3)

7 (S

I-M

-A3)

34

(LS-

M-D

2)

28 (E

LA-4

-M1)

24

(SE-

H-D

1)

400

Swam

p 4t

h 5t

h 6t

h 7t

h 8t

h

H.S

. Sw

eep

– co

nt

10 (S

I-E-

B4)

49

(SE-

M-A

3)

19 (S

I-M

-A7)

39

(SI-

M-A

7)

51 (S

E-M

-A4)

25

(SE-

H-D

2)

50 (S

E-M

A4)

43 (S

E-M

-A8)

25 (S

E-H

-D3)

27

(LS-

H-D

4)

27 (S

E-H

-A7)

2

(PS-

H-A

1)

E

nglis

h L

angu

age

Art

s

34

(ELA

-4-M

2)

32 (E

LA-4

-M1)

29

(ELA

-4-M

1)

30 (E

LA-4

-M2)

14

(ELA

-7-H

4)

38 (E

LA-4

-M4)

30 (E

LA-4

-M2)

27,2

8 (E

LA-4

-H1)

Scie

nce

5

(SI-

H-A

3)

Wea

ving

Our

E

cono

mic

W

eb

15

(SI-

H-B

4)

18 (S

E-H

-B6)

27

(SE-

H-D

5)

27 (L

S-H

-D4)

27

(SE-

H-A

7)

E

nglis

h L

angu

age

Art

s

12

(ELA

-7-H

2)

14 (E

LA-7

-H4)

22-2

4,27

,27

(ELA

-3-

H2)

Soci

al S

tudi

es

11 (E

-1A

-H3)

49

(E-1

C-H

1)

50 (E

-1C

-H1)

Scie

nce

Wet

land

Day

T

rip

3

(SI-

M-A

1)

3 (S

I-M

-A1)

26 (L

S-M

-C3)

7

(SI-

M-A

3)

401

Wet

land

Day

4t

h 5t

h 6t

h 7t

h 8t

h

H.S

. T

rip

– co

nt

Eng

lish

Lan

guag

e A

rts

7

(ELA

-1-E

5)

4 (E

LA-1

-M1)

3

(ELA

-1-M

1)

8 (E

LA-1

-E6)

7

(ELA

-1-M

3)

19 (E

LA-2

-M2)

19

(ELA

-7-E

4)

22 (E

LA-2

-M4)

20

(ELA

-2-M

3)

27 (E

LA-3

-E1)

31

(ELA

-3-M

5)

21 (E

LA-2

-M4)

28

(ELA

-3-E

2)

38 (E

LA-4

-M4)

25

(ELA

-3-M

2)

30 (E

LA-3

-E3)

42

(ELA

-5-M

1)

28 (E

LA-3

-M4)

42

(ELA

-5-E

1)

43 (E

LA-5

-M2)

41

(ELA

-5-M

1)

48

(ELA

-5-M

6)

48 (E

LA-5

-M6)

Scie

nce

Wet

land

Pl

ayer

s 1

(SI-

E-A

1)

26 (L

S-M

-C3)

3

(SI-

M-A

1)

39 (S

E-M

-A4)

20

(ESS

-M-A

8)

27 (S

E-H

-D4)

22 (S

I-EB

6)

50 (S

E-M

A4)

19

(SI-

M-A

7)

51

(SE-

M-A

4)

27 (L

S-H

-D4)

27

(SE-

H-A

7)

E

nglis

h L

angu

age

Art

s

5 (E

LA-1

-E4)

4

(ELA

-1-M

1)

3 (E

LA-1

-M1)

2

(ELA

-1-M

2)

14 (E

LA-7

-M4

5 (E

LA-1

-H4)

7

(ELA

-1-E

5)

5 (E

LA-1

-M2)

4

(ELA

-1-M

2)

5 (E

LA-1

-M4)

15

,16

(ELA

-2-

M1)

11

(ELA

-7-H

1)

8

(ELA

-1-E

6)

10 (E

LA-6

-M2)

17

(ELA

-2-M

1)

7 (E

LA-6

-M2)

17

(ELA

-2-M

2)

14,1

5 (E

LA-7

-H4)

14 (E

LA-7

-E1)

11

(ELA

-6-M

3)

19 (E

LA-2

-M2)

8

(ELA

-6-M

3)

18 (E

LA-2

-M3)

17

,18

(ELA

-2-H

2)

20

(ELA

-2-E

1)

20 (E

LA-2

-M2)

20

(ELA

-2-M

3)

14 (E

LA-7

-M4)

19

(ELA

-2-M

4)

18,1

9 (E

LA-2

-H3)

22 (E

LA-2

-E2)

21

(ELA

-2-M

3)

21 (E

LA-2

-M4)

15

(ELA

-2-M

1)

20 (E

LA-2

-M4)

19

-21

(ELA

-2-H

4)

23

(ELA

-2-E

3)

23 (E

LA-2

-M4)

25

(ELA

-3-M

2)

17 (E

LA-2

-M2)

22

(ELA

-2-M

6)

20 (E

LA-2

-H5)

24 (E

LA-2

-E4)

26

(ELA

-3-M

2)

28 (E

LA-3

-M4)

18

(ELA

-2-M

3)

23 (E

LA-3

-M2)

21

(ELA

-2-H

6)

25

(ELA

-2-E

5)

29 (E

LA-3

-M4)

32

(ELA

-4-M

1)

19 (E

LA-2

-M4)

28

(ELA

-4-M

1)

22-2

4,27

(ELA

-3-H

2)

26

(ELA

-2-E

6)

31 (E

LA-3

-M5)

35

(ELA

-4-M

3)

22 (E

LA-2

-M6)

30

(ELA

-4-M

2)

25,2

6,28

,29

(ELA

-3-H

3)

27 (E

LA-3

-E1)

32

(ELA

-4-M

1)

38 (E

LA-4

-M4)

23

(ELA

-3-M

2)

32 (E

LA-4

-M3)

27

,28

(ELA

-4-H

1)

28

(ELA

-3-E

2)

33 (E

LA-4

-M1)

42

(ELA

-5-M

2)

24 (E

LA-3

-M3)

39

(ELA

-5-M

1)

31 (E

LA-4

-H3)

30 (E

LA-3

-E3)

37

(ELA

-4-M

3)

44 (E

LA-5

-M3)

25

(ELA

-3-M

4)

40 (E

LA-5

-M2)

32

,33

(ELA

-4-H

4)

31

(ELA

-3-E

4)

38 (E

LA-4

-M4)

27 (E

LA-3

-M5)

36 (E

LA-5

-H1)

402

Wet

land

4t

h 5t

h 6t

h 7t

h 8t

h

H.S

. Pl

ayer

s 34

(ELA

-4-E

1)

43 (E

LA-5

-M2)

29 (E

LA-4

-M1)

37 (E

LA-5

-H2)

–

cont

. 36

(ELA

-4-E

4)

44 (E

LA-5

-M3)

30 (E

LA-4

-M2)

37,3

8 (E

LA-4

-E5)

32

(ELA

-4-M

3)

41

,42

(ELA

-5-E

1)

36 (E

LA-4

-M4)

45,4

6 (E

LA-5

-E3)

39

(ELA

-5-M

1)

40 (E

LA-5

-M2)

42

(ELA

-5-M

3)

Scie

nce

Wet

land

Pr

omot

ions

35 (S

E-M

-A1)

51

(SE-

M-A

4)

20 (S

E-H

-C2)

27

(SE-

H-D

5)

E

nglis

h L

angu

age

Art

s

5

(ELA

-1-M

4)

14 (E

LA-7

-M4)

5

(ELA

-1-H

4)

8 (E

LA-6

-M3)

15

(ELA

-2-M

1)

11 (E

LA-7

-H1)

14

(ELA

-7-M

4)

17 (E

LA-2

-M2)

12

(ELA

-7-H

2)

17 (E

LA-2

-M2)

18

(ELA

-2-M

3)

14 (E

LA-7

-H4)

18

(ELA

-2-M

3)

19 (E

LA-2

-M4)

16

(ELA

-2-H

1)

22 (E

LA-2

-M6)

20

(ELA

-2-M

4)

18,1

9 (E

LA-2

-H3)

23

(ELA

-3-M

2)

21 (E

LA-2

-M5)

19

-21

(ELA

-2-H

4)

25 (E

LA-3

-M4)

22

(ELA

-2-M

6)

20 (E

LA-2

-H5)

27

(ELA

-3-M

5)

23 (E

LA-3

-M2)

21

,24

(ELA

-2-H

6)

29 (E

LA-4

-M1)

25

(ELA

-3-M

4)

22-2

4, 2

7 (E

LA-3

-H2)

30

(ELA

-4-M

2)

27 (E

LA-3

-M5)

25

,26

(ELA

-3-H

3)

32 (E

LA-4

-M3)

28

(ELA

-4-M

1)

27,2

8 (E

LA-4

-H1)

34

(ELA

-4-M

4)

30 (E

LA-4

-M2)

31

(ELA

-4-H

3)

39 (E

LA-5

-M1)

32

(ELA

-4-M

3)

32,3

3 (E

LA-4

-H4)

40

(ELA

-5-M

2)

37 (E

LA-4

-M5)

37

(ELA

-5-H

2)

So

cial

Stu

dies

14 (G

-1D

-M1)

8

(E-1

A-H

2)

403

louisiana 2010 - 4-h science in urban communities

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