youth wetlands education and outreach program

Paul 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 Manager, Louisiana 4-H, LSU AgCenter

Mindy BrooksYouth Wetlands Extension Associate, Louisiana 4-H, LSU AgCenter

Natalie McElyeaYouth Wetlands Extension Associate, Louisiana 4-H, LSU AgCenter

A school enrichment curriculum provided by

20131

Contributing Authors:

Ashley MullensMindy Brooks

Lauren HullHilary Collis

Kathryn Fontenot, Ph.D.Jonas Augustine

Amanda BoudreauxMarguerite Frentz

Tyra StarkeyTiffany Swiderski

Alton PuckettDinah Maygarden

Jessica LedetJulie Owens

2

The LSU AgCenter’s Youth Wetlands Education and Outreach Program is a statewide program sponsored by the Louisiana Coastal Protection and Restoration Authority. It is designed to heighten students’ awareness of Louisiana’s wetland loss through an organized educational program of outreach, empowerment and advocacy.

Program materials include structured lesson plans, tools used to teach lessons and step-by-step instructions about potential activities – all provided at no cost to participating educators. These lessons are implemented throughout the academic year, with the program culminating during a week in April dedicated to wetland learning that is known as Youth Wetlands Week. The program curriculum is endorsed by the Louisiana Science Teacher’s Association, and lessons are designed to follow Louisiana’s grade level expectations, known as GLEs. Pre- and post-tests are completed by participating students, and the results reflect increased knowledge of main science concepts.

During the summer months, students are encouraged to attend three summer camps that use the program curriculum and provide wetland-related, hands-on learning activities: 4-H Camp Grant Walker, Louisiana Outdoor Science and Technology Camp and Marsh Maneuvers.

Opportunities to participate in wetland restoration projects are available to teachers and students throughout the year in various locations across the state. Participating youth have helped with vegetative plantings, constructed and installed wood duck boxes and assisted in trash bashes/beach sweeps.

Participation in the Youth Wetlands Education and Outreach Program has exceeded 340,000 students and 6,000 educators over the past five years.

Curriculum binder includes:

o Lesson plans for grades 4 through 12 o Science, English, math, creative writing, physical education and art

lessons o General wetlands information for educators o Pre- and post-tests for students and educator evaluations

Supplies to implement curriculum include: o Basic school supplies (markers, rulers, pencils and more) o Laboratory supplies o Field materials o Art materials

Supplemental educational materials include: o Wet Work DVD – A video production that documents a teen host

profiling various wetland professionals during a typical day in the field. By highlighting these careers, students are encouraged to apply wetland learning in their lives and to aspire for wetland-related careers.

o Barataria-Terrebonne National Estuary Program educational videos – Examples are “Haunted Waters, Fragile Lands – Oh, What Tales to Tell!” and “Vanishing Wetlands, Vanishing Future.”

“The students enjoyed the

lessons and really were interested because they could relate it to their everyday lives

and surroundings.”

“The students were really excited by the activities! Anything hands-on in science really increases the

level of comprehension of the material being taught.”

“I am looking forward to next year!”

“The lessons provided an awesome amount of information

– plenty for lessons!”

“A wonderful program that I shared with other teachers!”

“The lessons were well organized, and the directions

given for activities were easy to follow.”

Youth Wetlands Education and Outreach Program Program Summary

Teachers Said:

What Teachers Receive

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Types of projects:

o Vegetative plantings at upland and coastal wetland sites o Tree plantings o Invasive species removal o Trash cleanup events o Wood duck, bat and bluebird box construction/installation o Rain garden installation on school grounds

Vegetative establishment:

o More than 90,000 vegetative plugs planted in wetland areas o 45,000 tree saplings distributed to educators o 450,000 seeds of upland woody species collected for distribution o Two greenhouse sections (1,500 square feet) maintained for year-

round plant production

Louisiana Wildlife Federation: Governor’s Conservation Award U.S. Department of Agriculture: National 4-H Program of Distinction Association of Communication Excellence: Educational Video

Production Award

National Association of Extension 4-H Agents: Program Recognition Award

National Association of Extension 4-H Agents: Southeast Regional and National Video Program Award

U.S. Fish and Wildlife Service: Connecting Youth With Nature Through Natural Resources Conservation Education Award

Coalition to Restore Coastal Louisiana: 2011 and 2012 Coastal Stewardship Award Winners

Noyce Foundation: National 4-H Promising Practices Guide for Science in Urban Communities

Results showed the overall response to the program was positive, with 91 percent of participating teachers responding they will participate in the Youth Wetlands program again next year.

Partners

o Coalition to Restore Coastal Louisiana Curriculum Contributors

o Barataria-Terrebonne National Estuary Program o Louisiana State University College of Education o Louisiana Sea Grant College Program o Louisiana Cooperative Extension Service / LSU AgCenter o Coastal Wetlands Planning, Protection and Restoration Act

Youth Wetlands Education and Outreach Program Program Summary

Youth in Action

Restoration Projects

Awards and Recognition

Teacher Survey Results

Partnerships

Revised 12/2012

Visit our website: www.lsuagcenter.com/yww 4

LSU AgCenter • 4-H Youth Wetlands Program • 2013

Table of Contents

Pre- and Post-Tests ..............................................................................................................8

General Wetlands Information

General Wetlands Information ...........................................................................................15

Additional Internet Resources ............................................................................................30

Louisiana Coastal Facts .......................................................................................................32

ABCs of Louisiana’s Wetlands

ABCs of Louisiana’s Wetlands ...........................................................................................37

Wet Soils and Water Loving Plants

The Dirt on Soil ....................................................................................................................48

Spanish Moss ........................................................................................................................59

Losing Ground: Subsidence ................................................................................................64

Getting to Know a Plant ......................................................................................................77

Wetland Habitats

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

Wetland Red Rover..............................................................................................................111

Wetland Metaphors .............................................................................................................117

Bioindicator Bugs .................................................................................................................123

Wetland Webs ......................................................................................................................138

Article Wetland ....................................................................................................................148

Water Puts the Wet in Wetlands

Ideal Filter ............................................................................................................................158

Aquifer Architects ................................................................................................................165

‘pH’inding pH ......................................................................................................................178

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Watersheds ...........................................................................................................................188

Create Your Own Watershed .............................................................................................201

Water REcycled ...................................................................................................................207

Density Dynamics .................................................................................................................231

Wetland Wildlife and Fisheries

Animal Adaptations .............................................................................................................239

Math Crabbing .....................................................................................................................248

Alligator Egg Hunt ...............................................................................................................254

Gone Fishin’ in Louisiana Wetlands ..................................................................................269

Backdoor Biomagnification.................................................................................................294

Wigeons and Coots ...............................................................................................................308

Birds of a Feather Flock Together .....................................................................................317

Wetlands and YOU

Levees: The Good and the Bad ...........................................................................................340

Wetlands for Wastewater ....................................................................................................349

Louisiana’s Most Unwanted................................................................................................361

The Great Marsh Dilemma .................................................................................................371

Wetland Promotions ............................................................................................................382

Wetland Players ...................................................................................................................388

Pollution River .....................................................................................................................399

America’s Vanishing Treasure ...........................................................................................409

6

Pre- and Post-Tests

7


Name:_________________________________

Teacher Name:_________________________

School Name: __________________________

Grade: ________ (UPPER ELEMENTARY)

1. A wetland is a:

a. Low-lying area that is wet year-round or

during portions of the year; usually

contains vegetation adapted for

saturated soil

b. High-lying area that is wet only in the

summer and contains vegetation adapted

for saturated soil

c. Low-lying area that is wet year-round or


contains vegetation adapted for salty

water

2. Our wetlands are vanishing at a rate of:

a. 3 square miles per day

b. 24 square miles per year

c. 24 square miles per month

3. The three soil particle sizes in order of

smallest to largest are:

a. Clay, Sand, Silt

b. Silt, Clay, Sand

c. Clay, Silt, Sand

d. Sand, Silt, Clay

4. Louisiana’s wetland habitats are defined by

the salinity in the water – the amount of salt

dissolved in the water. The four different

wetland habitats, listed in order of least

amount of salinity to most amount of salinity,

are:

a. Fresh, Intermediate, Brackish, Saline

b. Fresh, Brackish, Intermediate, Saline

c. Brackish, Intermediate, Saline, Fresh

d. Saline, Fresh, Brackish, Intermediate

5. An adaptation is:

a. The end of an organism

b. Any physical change in an organism that

allows it to survive in a particular

habitat

c. Used to describe a partnership between

two or more parties

d. Biological process by which an animal

physically develops after birth or

hatching

6. What three characteristics does it take to

make a wetland?

a. Water, water-loving plants and

waterlogged soils

b. Fish, water-loving plants, mud

c. Rainfall or snow, trees and ,

waterlogged soils

d. Water, animals, and stinky mud

7. What three things do habitats provide

animals with that they need to survive?

a. Dirt, Rocks, Water

b. Mud, Sticks, Rocks

c. Food, Water, Shelter

d. Food, Mud, Trees

8. An estuary is:

a. A location where salt water mixes with

freshwater

b. The sinking elevation of the ground

surface

c. All the organisms that both belong to the

same species and live in the same

geographical area

d. Cold-blooded vertebrates that breathe

air with lungs, have scales or scutes and

lay eggs (generally)

9. What are the two most common trees found

in a swamp?

a. Cypress and Tupelo Gum

b. Maple Oak and Sawtooth Oak

c. Cypress and Maple Oak

d. Evergreen and Tupelo Gum

10. What is a watershed?

a. A temporary freshwater pond that exists

in the spring

b. The bottom of rivers, lakes, streams or

ponds

c. All of the land that drains into a specific

water body

d. Land formed at the mouth of a river

CIRCLE ONE:

PRE-TEST or POST-TEST

8


UPPER ELEMENTARY-KEY

1. A wetland is a:

a. Low-lying area that is wet year-

round or during portions of the year;

usually contains vegetation adapted

for saturated soil

b. High-lying area that is wet only in

the summer and contains vegetation

adapted for saturated soil

c. Low lying area that is wet year-

round or during portions of the year;

usually contains vegetation adapted

for salty water





3. The three soil particle sizes in order of

smallest to largest are:

a. Clay, Sand, Silt

b. Silt, Clay, Sand

c. Clay, Silt, Sand

d. Sand, Silt, Clay

4. Louisiana’s wetland habitats are defined

by the salinity in the water – the amount

of salt dissolved in the water. The four

different wetland habitats, listed in order

of least amount of salinity to most amount

of salinity, are:

a. Fresh, Intermediate, Brackish, Saline

b. Fresh, Brackish, Intermediate, Saline

c. Brackish, Intermediate, Saline, Fresh

d. Saline, Fresh, Brackish, Intermediate

5. An adaptation is:

a. The end of an organism

b. Any physical change in an organism

that allows it to survive in a

particular habitat

c. Used to describe a partnership

between two or more parties

d. Biological process by which an

animal physically develops after

birth or hatching

6. What three characteristics does it take to

make a wetland?

a. Water, water-loving plants and

waterlogged soils

b. Fish, water-loving plants and mud

c. Rainfall or snow, trees and

waterlogged soils

d. Water, animals and stinky mud

7. What three things do habitats provide

animals with that they need to survive?

a. Dirt, Rocks, Water

b. Mud, Sticks, Rocks

c. Food, Water, and Shelter

d. Food, Mud, Trees

8. An estuary is:

a. A location where salt water mixes

with freshwater

b. The sinking elevation of the ground

surface

c. All the organisms that both belong to

the same species and live in the same

geographical area

d. Cold-blooded vertebrates that

breathe air with lungs, have scales or

scutes and lay eggs (generally)

9. What are the two most common trees

found in a swamp?

a. Cypress and Tupelo Gum

b. Maple Oak and Sawtooth Oak

c. Cypress and Maple Oak

d. Evergreen and Tupelo Gum

10. What is a watershed?

a. A temporary freshwater pond that

exists in the spring

b. The bottom of rivers, lakes, streams

or ponds

c. All of the land that drains into a

specific water body

d. Land formed at the mouth of a river

9


Name: ________________________________

Teacher Name: _________________________

School Name: __________________________

Grade Level: ________ (MIDDLE SCHOOL)

1. A wetland is a:

a. Low-lying area that is wet year-round

or during portions of the year; usually


saturated soil


summer and contains vegetation

adapted for saturated soil.

c. Low-lying area that is wet year-round

or during portions of the year; usually


water.

2. What is land subsidence?

a. When land begins to sink

b. When land stays the same

c. When soil is deposited on land from

the Mississippi River

d. When land is polluted by agricultural

runoff





4. _____________________ is the combined

rates of sea level rise and subsidence in

Louisiana.

a. Soil compaction

b. Relative sea level rise

c. Erosion

d. Sediment

e. Habitat loss

5. What is a watershed:

a. The bottom of rivers, lakes, streams or

ponds

b. The specific land area that drains

water into a river system or to another

body of water

c. The land formed at the mouth of a

river

d. The mouth of a river where the

freshwater mixes with the salt water

from the ocean

e. A temporary freshwater pond that

exists in the spring

6. What are some examples of water quality

measurements?

a. pH, dissolved oxygen, nitrogen,

phosphorus, heavy metal

concentrations

b. acid, base, buffer

c. hydroxyl, buffer, acid

d. tannic acid, carbonic acid, base

7. What type of marsh has a salinity level of 10-

20 ppt?

a. Freshwater

b. Intermediate

c. Brackish

d. Salt

8. What is an invasive species?

a. Plant, animal or other organism that

historically has occurred in a given

ecosystem (a species that has not been

introduced)

b. A biological pathway that introduces a

species to a given environment

c. Natural or artificial embankment or

dike, usually earthen, which parallels

the course of a river

d. A species that is not native to the local

ecosystem and that causes economic

and/or environmental harm when

introduced to an ecosystem; can be

plant, animal or other organism

9. What is soil that is formed under conditions of

saturation, flooding, or ponding long enough

during the growing season to develop

anaerobic (no oxygen) conditions in the upper

part?

a. Inorganic soil

b. Organic soil

c. Hydric soil

d. Sand

10. What is a large region of water in the Gulf of

Mexico that is very low in oxygen and

therefore cannot support life?

a. Aerobic zone

b. Acidic zone

c. Hypoxic zone

d. Hydrologic zone

Circle One:


10


MIDDLE SCHOOL- KEY

1. A wetland is a:




saturated soil.



for saturated soil.




water.

2. What is land subsidence?

a. When land begins to sink

b. When land stays the same

c. When soil is deposited on land from the

Mississippi River

d. When land is polluted by agricultural

runoff





4. _____________________ is the combined rates

of sea level rise and subsidence in Louisiana.

a. Soil compaction

b. Relative sea level rise

c. Erosion

d. Sediment

e. Habitat loss

5. What is a watershed:

a. The bottom of rivers, lakes, streams or

ponds

b. The specific land area that drains water

into a river system or to another body of

water

c. The land formed at the mouth of a river

d. The mouth of a river where the

freshwater mixes with the salt water

from the ocean

e. A temporary freshwater pond that exists

in the spring

6. What are some examples of water quality

measurements?

a. pH, dissolved oxygen, nitrogen,

phosphorus, heavy metal concentrations

b. acid, base, buffer

c. hydroxyl, buffer, acid

d. tannic acid, carbonic acid, base

7. What type of marsh has a salinity level of 10-20

ppt?

a. Freshwater

b. Intermediate

c. Brackish

d. Salt




ecosystem (a species that has not been

introduced)

b. A biological pathway that introduces a

species to a given environment


dike, usually earthen, which parallels the

course of a river

d. A species that is not native to the local

ecosystem and that causes economic

and/or environmental harm when

introduced to an ecosystem; can be

plant, animal or other organism

9. What is soil that is formed under conditions of

saturation, flooding or ponding long enough

during the growing season to develop anaerobic

(no oxygen) conditions in the upper part?

a. Inorganic soil

b. Organic soil

c. Hydric soil

d. Sand


Mexico that is very low in oxygen and therefore

cannot support life?

a. Aerobic zone

b. Acidic zone

c. Hypoxic zone

d. Hydrologic zone

11


Name: __________________

School: _________________

Grade: _______

Grade Level: ______(HIGH SCHOOL)

1. A wetland has three specific attributes:

a. Hydrophytic vegetation, hydric soils,

hydrology

b. Mesic vegetation, hydrology,

dehydrated soils

c. Hydrology, aquatic organisms, hydric

soils

d. Mesic vegetation, aquatic organisms,

hydric soils

2. What is NOT an importance of wetlands?

a. Shoreline and flood protection

b. Groundwater recharge

c. Shade-tolerant habitat area

d. Wildlife habitat and nursery area

e. Water purification

3. A wetland is a:




saturated soil



for saturated soil




water

4. Three primary causes of wetland loss are:

a. Overfishing, invasive species, pollution

b. Saltwater intrusion, digging of channels

and canals, invasive species

c. Pollution, saltwater intrusion, digging of

channels and canals

d. Saltwater intrusion, overfishing,

pollution





6. For every mile of wetland, storm surge is

reduced by ______ foot/feet.

a. 6

b. 3

c. 1

d. 10

7. What is it called when two habitats join

together, resulting in increased diversity for

vegetation and wildlife?

a. Subsidence

b. Edge effect

c. Erosion

d. Land-water interface

8. What are long, narrow strips of sand forming

islands that protect inland areas from ocean

waves and storms?

a. Barrier islands

b. Sand dunes

c. Deltas

d. Levees




ecosystem (a species that has not

been introduced)

b. A biological pathway that introduces

a species to a given environment




d. A species that is not native to the

local ecosystem and that causes

economic and/or environmental

harm when introduced to an

ecosystem; can be plant, animal or

other organism




a. Aerobic zone

b. Acidic zone

c. Hypoxic zone

d. Hydrologic zone

Circle One:


12


HIGH SCHOOL- KEY

1. A wetland has three specific attributes:

a. Hydrophytic vegetation, hydric soils,

hydrology

b. Mesic vegetation, hydrology,

dehydrated soils

c. Hydrology, aquatic organisms, hydric

soils

d. Mesic vegetation, aquatic organisms,

hydric soils

2. What is NOT an importance of wetlands?

a. Shoreline and flood protection

b. Groundwater recharge

c. Shade-tolerant habitat area

d. Wildlife habitat and nursery area

e. Water purification

3. A wetland is a:




saturated soil



for saturated soil




water

4. Three primary causes of wetland loss are:

a. Overfishing, invasive species, pollution

b. Saltwater intrusion, digging of channels

and canals, invasive species

c. Pollution, saltwater intrusion, digging of

channels and canals

d. Saltwater intrusion, overfishing,

pollution





6. For every mile of wetland, storm surge is

reduced by ______ foot/feet.

a. 6

b. 3

c. 1

d. 10

7. What is it called when two habitats join

together, resulting in increased diversity for

vegetation and wildlife?

a. Subsidence

b. Edge effect

c. Erosion

d. Land-water interface

8. What are long, narrow strips of sand forming

islands that protect inland areas from ocean

waves and storms?

a. Barrier islands

b. Sand dunes

c. Deltas

d. Levees



historically have occurred in a given

ecosystem (a species that has not

been introduced)

b. A biological pathway that introduces

a species to a given environment




d. A species that is not native to the

local ecosystem and that causes

economic and/or environmental

harm when introduced to an

ecosystem; can be plant, animal or

other organism




a. Aerobic zone

b. Acidic zone

c. Hypoxic zone

d. Hydrologic zone

13

GeneralWetlands

Information

14


General Wetlands Information

What is a Wetland? Official Definition

Wetlands are "those areas that are inundated or saturated by surface or ground water at

a frequency and duration sufficient to support and (that) under normal circumstances do

support a prevalence of vegetation typically adapted for life in saturated soil

conditions." (Official Army Corp of Engineers definition of a wetland, according to the

Clean Water Act)

Transitional lands 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:

Hydrophytic 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 = one to four months a year

Seasonally wet = four to 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 Reduce flood damage by slowing down floodwaters and act as a buffer against

storm surge.

o Wetlands act as sponges by absorbing floodwater and then allowing that excess

water to move gradually downstream (thus reducing damage to homes and

property).

o Store snow melt, rainfall and excess runoff.

15


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 for growth; otherwise,

these nutrients would pollute surface waters.

The ability of wetlands to recycle nutrients and pollutants makes them critical in improving

water quality. 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

fecal coliforms from raw sewage, excess nutrients from 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

More than 400 species of fish and birds are dependent on wetlands for their survival.

Up to 43 percent of endangered species use wetlands for habitat for part or all of their lives.

Provide habitat for 75 to 90 percent of the nation’s commercial fish and shellfish.

5. Recreation

Recreational fishing involves more than 45 million people in the United States, and they

spend $24 billion annually on this hobby.

Wetlands also have great potential for tourism, since people enjoy hiking, boating, water

sports, swimming, photography 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 people 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 as defined by the U.S. Environmental Protection Agency.

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

16


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 of the Northern Great Plains to the

Atchafalaya Swamp of southern Louisiana, 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, which leads 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 parts per thousand (ppt)

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 approximately 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, limitless water supplies and generally have very nutrient-

rich sediments.

Tidal marshes have salinities that range from 2 to 32 ppt. These marshes can withstand periods

of freshwater inundation, which is dependent upon rainfall events and tidal movement into

marsh.

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, they 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 like fish, worms, shrimp

and crabs, who, in turn, become food for bigger predators.

17


o Bacteria, fungi and algae also colonize the detritus and can break down portions of the

detritus that are not digestible by animals. This process puts nutrients back into the

system and allows 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 the salt marsh as a nursery. Approximately 50 percent of offshore

game fish begin life in the 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 and 2 ppt.

Vary in form and size from narrow fringing marshes of only a few square feet 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 tidal

fluctuations.

Nontidal marshes are mostly freshwater, but some can be brackish.

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

and duration of flooding. They typically are found near streams in poorly drained depressions

or near rivers, lakes and ponds.

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 – such as those found alongside the Atchafalaya River.

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.

18


Swamps A swamp in the United States is a wetland dominated by woody plants. There are many kinds of

swamps, ranging from the forested red maple (Acer rubrum) swamps of the Northeast to the extensive

cypress and tupelo swamps found along rivers of southeastern United States. Swamps are

characterized by periodic inundation of water and saturated soils during the growing season. 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 spp.). Some swamps are dominated by shrubs such as buttonbush or smooth alder.

Plants, birds, fish and invertebrates, such as freshwater shrimp, crayfish, and clams, require the

habitats provided by swamps. Many rare species, such as the endangered American crocodile, depend

on these ecosystems as well. Swamps may be divided into two major classes, depending on the type of

vegetation present: “true” or forested swamps and “transitional” or shrub swamps. A third type of

forested wetland found in North America is a mangrove forest or mangrove swamp.

Bottomland Hardwood Swamps (“True” or Forested Swamps)

The Atchafalaya Swamp located in southern Louisiana is the largest swamp in the United

States!

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.

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 (“Transitional”)

Shrub swamps occur in areas that are too wet to support the woody vegetation of forested swamps.

They are similar to forested swamps in that they are freshwater and periodically inundated but differ in

that shrubby vegetation such as buttonbush, willow, dogwood (Cornus sp.) and swamp rose (Rosa

palustris) is predominant. 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 (Mangrove Forests)

Found in tropical and subtropical climates (between the latitudes of 25 degrees north and 25

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.

19


o In Louisiana, black mangrove swamps reach their northern limits and are found on the

Chandeleur Island chain and along other areas of the coastline.

Name refers to both the wetland and the salt-tolerant trees that inhabit the area. These wetlands

also have been called the “rainforests by the sea.”

Made up of diverse, salt-tolerant trees and other plant species, which thrive in intertidal zones

of sheltered tropical shores, barrier islands and estuaries.

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.

The shallow, intertidal areas offer refuge and nursery grounds for juvenile fish, crabs, shrimp

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 glaciations.

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 a wetland characterized by acidic peat deposits from decaying plant material. 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. Bogs are sensitive environments with a high degree biodiversity, making this

wetland habitat of great importance.

Bogs generally develop when peat and sphagnum moss grow over a depression – such as a

lake, pond or area where a glacier once receded – and slowly fill it (terrestrialization). Over time,

many feet of acidic peat deposits build up in bogs of either origin. The unique and demanding physical

and chemical characteristics of bogs result in the presence of plant and animal communities that

20


demonstrate many special adaptations to low nutrient levels, waterlogged conditions and acidic waters.

Among them are carnivorous plants.

In Louisiana, hillside seepage bogs persist mostly in the Kisatchie National Forest and the Fort

Polk Military Reservation. Relics also have been found in these parishes: Beauregard, Bienville,

Calcasieu, Natchitoches, Sabine, St. Tammany, Vernon and Washington. Hillside seepage bogs

usually are continually wet and support a unique group of plants, including orchids, pitcher plants and

other rare plant species.

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 dominated 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 – and generally are

associated with low temperatures and short growing seasons, where ample precipitation and high

humidity cause excessive moisture to accumulate.

21


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

Wetland Type Location Water Source Common Plants

Bogs

Where glaciers have left a

depression in the earth. Mostly

found in northern latitudes

Precipitation

Pitcher plants, sphagnum moss,

larch, black spruce, cotton grass,

sedge, horsetails, peat, Labrador

tea and 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 which are different from

those found in bogs

Freshwater

Marsh

Depressions in the landscape which

fill with open water. Central and

southern Alberta

Ground 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. In

Florida, cypress and mangrove

swamps 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 and glasswort

Tidal Freshwater

Marsh

Near tidal saltwater marshes but

further inland so there is little or no

salt content in the water. Those

with salt content are called

"brackish."

Flooded by tides

More varied plant life than

saltwater marshes; may include

brightly colored flowering plants

22


Wetland Changes/Loss:

Figure source: Mitsch and Gosselink. Wetlands. 2

nd Edition, Van Nostrand Reinhold, 1993

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:

Human Actions Natural Threats - Drainage - Erosion

- Dredging and stream channelization - Subsidence

- Deposition of fill material - Sea level rise

- Dike and damming - Droughts

- Tilling for crop production - Hurricanes and other storms

- Levees - Geologic disturbances (fault lines)

- Logging

- Mining

- Construction

- Runoff

- Air and water pollutants

- Changing nutrient levels

- Releasing toxic chemicals

- Introducing non-native species

- Grazing by domestic animals

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

23

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


Ecology of Louisiana’s 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 a unique and important habitat. But the wetlands of coastal

Louisiana are disappearing at a rapid rate. Current estimates hold that Louisiana loses wetlands the

size of a football field every hour.

The following section will discuss how Louisiana’s coastal wetlands were formed and why

they are disappearing at such a rapid rate.

Wetlands Loss Over Time:

Historically the average wetland loss was about 350 acres per year.

From 1930 to 1990, average wetland loss increased to about 11,500 acres per year.

Current wetland loss is estimated at about 16,000 to 22,000 acres each year.

In 2005, Hurricane Katrina transformed 198 square miles of marshland into open water.

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.

Includes 21 U.S. states and two Canadian provinces.

Drains 2.4 million square miles.

55 percent of the total freshwater entering the Gulf of Mexico comes from the Mississippi

River.

24


Formation of Coastal Louisiana Historically, coastal Louisiana was formed as the Mississippi River flooded the land and

deposited sediment as the floodwaters receded. Where the sediment flows out at the mouth of the

Mississippi River, a delta is formed. The Mississippi River historically changed its course every 1,000

to 2,000 years, balancing land loss with land formation.

Mississippi River Delta A delta is a lobe of land created by sediment deposits from a river.

The Louisiana coast began to take shape 5,000 years ago as this process caused the Mississippi

River to change its course to follow the path of least resistance to the Gulf of Mexico. As the

river shifted, it left a lobe of land behind, creating lakes, bays and other coastal wetlands. As

this happened, the older delta lobe would lose its primary supply of fresh water and sediment

and undergo compaction, subsidence and erosion. Seasonal flooding from the river replenished

these coastal areas with fresh water and sediment.

The current Mississippi River Delta began to form 1,200 years ago and is made up of 521,000

acres of land and shallow estuaries. Unfortunately, the land-building process of delta formation

has been altered by natural and human influences.

(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, however, Louisiana has continually lost land.

Primary Causes of Land Loss in Coastal Louisiana A number of natural and human-induced effects have resulted in land loss for Louisiana. For

example, natural disturbances such as tropical storms periodically degrade coastal wetlands and

introduce salt water into otherwise freshwater habitats. In addition, subsidence, a natural process of

land compaction, results in natural land loss for Louisiana. Subsidence was historically offset with

sediment deposition from the flooding of major rivers.

25


The following diagram shows the natural process of sediment deposition and subsidence that

historically occurred in Louisiana.

Once the levees were constructed, the first two processes were eliminated, and sediments could no

longer flood across the wetlands. This drastically slowed 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. Sea level rise works in opposition of subsidence, resulting in a

confounding problem of land sinking coupled with sea levels rising, leading to an overall greater

estimate of land loss. Eustatic Sea Level Rise (defined as the rise in sea level worldwide) is currently

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.

Although these natural occurrences contribute to coastal land loss in Louisiana, human processes

have exacerbated the degradation. Here, a few of the human-induced effects are discussed, including

reduced sediment deposition due to manmade levees along the Mississippi River, saltwater intrusion

due to manmade channels and canals and introduction and expansion of invasive species.

1. Reduced Sediment Deposition Due to Levees

Levees are designed for protection, flood control, agriculture and to aid with

shipping/navigation. But the levees also create walls on both sides of the Mississippi River that keep

the sediment that once built up the land from being dispersed across coastal Louisiana. With no new

sediment input, the coastline is only subject to forces that erode it away.

More than 160 million tons of fresh water and sediment that could be used to help build up

Louisiana’s coastline are discharged off the continental shelf each year.

2. Salt Water Intrusion and Marsh Degradation Due to Canal and Channel Development

Canals are often dug in the wetlands to aid in oil and gas exploration, and shipping channels

are designed to open up waterways for ship traffic. These all play an important role in the economy of

Louisiana, but canals and channels also have devastating effects 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.

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. When the

plants die, great quantities of detrital

(dead organic) material is added to

the sediment.

4. The weight of the soil layers begins

to compact the sediment below.

26


Canals and channels bisect 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 extracted to form a canal is

deposited on the sides of the canal (this is called a spoil bank). A spoil bank adjusts the elevation of

the marsh, inhibiting 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 bank, it becomes trapped and converts the

marshland to open water.

Another 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. Saltwater intrusion is the movement of salt water into a non-

saltwater habitat, such as a freshwater marsh. This intrusion may occur as the result of a natural

process like a storm surge from a hurricane, but more often, it 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 often results in plant death in freshwater marshes and other freshwater or

upland habitats. Plants that are not adapted to live in salt water cannot survive. The root systems of

wetland plants hold the sediment in place. Thus, with saltwater intrusion, the wetlands will then begin

to erode away as the underground net system of plant roots disappears. When that happens, a once

freshwater marsh has been converted into open water, losing its functions as fish nursery and habitat,

food source for wetland animals, storm surge protection for residents and more.

3. Introduction and Expansion of Invasive Species

Invasive species are plants and animals that have been introduced into an environment in

which they are not native and can often have detrimental effects on the ecosystem. Invasive species

often lack natural predators, which leads to rapid expansion that results in the invasive species out-

competing the native species. Invasive species can be both plants and animals, and often have

detrimental effects on wetland landscapes. Below are a few examples of invasive species that are

doing damage to Louisiana’s wetlands:

1. Asian Carp (Cyprinus ssp., Ctenopharyngodon ssp., and Hypophthalmichthys)

There are four Asian carp fish species that have been introduced into the United States and

have established in Louisiana wetlands. Their introduction has resulted in reduced native fish

health due to habitat destruction and consumption of food. Many landowners use sterile carp to

help control vegetation in ponds and lakes, but these invasive fish still result in habitat

degradation for the native fish.

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 region during the early 1900s

to help establish local sap industries. Chinese tallow trees grow aggressively, out-competing

native wetland plants and degrading wetland habitats.

3. Nutria (Myocastor coypus)

Nutria were first brought to Louisiana during 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 not only eat the aboveground stem of the grass, but they dig into the

sediment and eat the root system. When the roots of the plants are killed, 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. Currently, nearly 50,000 acres of Louisiana marshes are affected by

nutria.

27


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 impact

hurricanes may have once they make landfall because wetlands act as a buffer against hurricane winds

and storm surge. When a hurricane comes across a wetland, the vegetation will help slow down the

storm surge and thus reduce the damage the hurricane can do when it reaches a populated area. Many

researchers believe that for every 1 to 2.7 miles of vegetated wetland that a hurricane crosses, the

wetlands reduce the storm surge of the hurricane by 1 foot.

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.

In 2005, a record-breaking hurricane season resulted in two hurricanes that devastated the coast

of Louisiana: hurricanes Katrina and Rita. Hurricane Katrina brought strong wind speeds, while

hurricane Rita followed with great water surges and saltwater introduction into freshwater habitats.

Impact of Hurricanes Katrina and Rita in 2005

Temporarily devastated habitat for brown pelicans, turtles, reptiles, fish and migratory bird

species.

Caused closure of 16 National Wildlife Refuges.

Caused substantial beach erosion.

About 20 percent of the Louisiana marshes were overrun by water and have developed into

open water habitats.

90 percent of crude oil production in the continental United States was shut down for a time.

This temporarily increased gas prices nationwide.

The chart below shows the hurricanes’ effects on Louisiana’s economy:

Hurricanes Katrina and Rita:

Effects 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

28


References:

Alberta Environmental Education: Wetlands – Webbed Feet Not Required:

http://environment.gov.ab.ca/edu/posting.asp?assetid=6278&audience=Teachers&searchtype=asset&t

xtsearch=wetland&head=ED

America’s WETLAND Foundation:

www.americaswetland.com

Barataria-Terrebonne National Estuary Program (BTNEP):

www.btnep.org

The Biodiversity Partnership (for info on LA invasive species):

http://www.biodiversitypartners.org/state/la/invasive.shtml

Coastal Wetlands Planning, Protection and Restoration Act (CWPPRA) website – LA Coast:

www.lacoast.gov

Entergy-Louisiana – Research Center:

http://www.entergy-louisiana.com/economic_development/rc_market_access.aspx

Environmental Protection Agency:

http://www.epa.gov/owow/wetlands/

Louisiana Department of Natural Resources:

http://dnr.louisiana.gov/

Louisiana Department of Wildlife and Fisheries- Nutria website:

http://www.nutria.com/site.php

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

The Ramsar Convention on Wetlands:

http://195.143.117.139/info/values_recreation_e.htm

United State Geological Survey (USGS) – “Chinese Tallow: Invading the Coastal Plain.” USGS FS-

154-00. October, 2000.

http://www.nwrc.usgs.gov/factshts/154-00.pdf

29

http://environment.gov.ab.ca/edu/posting.asp?assetid=6278&audience=Teachers&searchtype=asset&txtsearch=wetland&head=ED

http://environment.gov.ab.ca/edu/posting.asp?assetid=6278&audience=Teachers&searchtype=asset&txtsearch=wetland&head=ED

http://www.americaswetland.com/

http://www.btnep.org/

http://www.biodiversitypartners.org/state/la/invasive.shtml

http://www.lacoast.gov/

http://www.entergy-louisiana.com/economic_development/rc_market_access.aspx

http://www.epa.gov/owow/wetlands/

http://dnr.louisiana.gov/

http://www.nutria.com/site.php

http://www.lacoast.gov/watermarks

http://www.ramsar.org/info/values_intro_e.htm

http://195.143.117.139/info/values_recreation_e.htm

http://www.nwrc.usgs.gov/factshts/154-00.pdf


Additional Internet Resources

Additional Information About Louisiana’s Wetlands:

America’s WETLAND: A Campaign to Save Coastal Louisiana

o http://www.americaswetlandresources.com

LSU Agricultural Center and Louisiana Sea Grant

o www.lsuagcenter.com/en/environment/conservation/wetlands

o www.seagrantfish.lsu.edu/habitat/index.html

U.S. Environmental Protection Agency

o http://water.epa.gov/type/wetlands/index.cfm

U.S. Geological Survey – Marine and Coastal Geology Program

o marine.usgs.gov/fact-sheets/LAwetlands/lawetlands.html

U.S. Geological Survey – National Wetlands Research Center

o http://www.nwrc.usgs.gov/wetlands/wetlandsInfo.htm

Large Scale Restoration and Conservation Projects:

Coalition to Restore Coastal Louisiana

o www.crcl.org

Coastal Protection and Restoration Authority of Louisiana

o www.coastal.louisiana.gov

Coastal Wetlands Planning, Protection and Restoration Act

o www.lacoast.gov

Outdoor Environmental Education Programs:

Barataria-Terrebonne National Estuary Program – BTNEP has developed a wonderful

field trip guide to some of the most interesting places in the estuary. You can download

the guide and print each tour so you can take the information with you.

o http://educators.btnep.org/btnep/resources/educators/lessons/11-01-

04/Field_Trip_Guide_Barataria-Terrebonne_Estuary.aspx

Coastal Roots – The Coastal Roots program is a Louisiana State University effort that

provides schools with access to wetland plant nurseries to help students develop an

attitude of stewardship toward our natural resources.

o http://coastalroots.lsu.edu/

30

http://www.americaswetlandresources.com/

http://www.lsuagcenter.com/en/environment/conservation/wetlands

http://www.seagrantfish.lsu.edu/habitat/index.html

http://water.epa.gov/type/wetlands/index.cfm

http://marine.usgs.gov/fact-sheets/LAwetlands/lawetlands.html

http://www.nwrc.usgs.gov/wetlands/wetlandsInfo.htm

http://www.crcl.org/

http://www.coastal.louisiana.gov/


http://educators.btnep.org/btnep/resources/educators/lessons/11-01-04/Field_Trip_Guide_Barataria-Terrebonne_Estuary.aspx

http://educators.btnep.org/btnep/resources/educators/lessons/11-01-04/Field_Trip_Guide_Barataria-Terrebonne_Estuary.aspx

http://coastalroots.lsu.edu/


Coastal Education Program – The Coastal Education Program is organized by the

Pontchartrain Institute for Environmental Sciences to provide teachers and students

opportunities to learn about coastal wetlands.

o http://pies.uno.edu/education/index.htm

Louisiana Outdoors Outreach Program – The Louisiana Outdoors Outreach program

seeks to bring outdoor education and skill building to Louisiana students.

o http://www.crt.state.la.us/parks/iloop.aspx

Native Fish in the Classroom – Native Fish in the Classroom is a Louisiana Sea Grant

and Louisiana Department of Wildlife and Fisheries partnership program providing

schools with native fish nurseries and background information on fisheries management,

fish biology, protected species and aquatic natural resources.

o http://www.lamer.lsu.edu/nativefish/index.html

Other Wetland Lesson Plans and Resources:

America’s WETLAND Foundation

o http://www.americaswetland.com/custompage.cfm?pageid=28

Audubon Nature Institute

o http://www.auduboninstitute.org/louisiana-wetlands

Barataria-Terrebonne National Estuary Program – Wetlands Webliography

o http://educators.btnep.org/BTNEP/resources/educators/lessons/11-01-

03/Wetlands_Webliography.aspx

Coastal Wetlands Planning, Protection and Restoration Act

o http://lacoast.gov/new/Ed/Default.aspx

National Park Service – Traveling Trunk

o http://www.nps.gov/jela/forteachers/travellingtrunks.htm

Project WET

o http://www.projectwet.org

Project WILD

o http://www.projectwild.org

U.S. Environmental Protection Agency

o http://water.epa.gov/type/wetlands/outreach/education_index.cfm#activities

Wonders of the Wetlands

o http://www.wetland.org/education_wow.htm

31

http://pies.uno.edu/education/index.htm

http://www.crt.state.la.us/parks/iloop.aspx

http://www.lamer.lsu.edu/nativefish/index.html

http://www.americaswetland.com/custompage.cfm?pageid=28

http://www.auduboninstitute.org/louisiana-wetlands

http://educators.btnep.org/BTNEP/resources/educators/lessons/11-01-03/Wetlands_Webliography.aspx

http://educators.btnep.org/BTNEP/resources/educators/lessons/11-01-03/Wetlands_Webliography.aspx

http://lacoast.gov/new/Ed/Default.aspx

http://www.nps.gov/jela/forteachers/travellingtrunks.htm

http://www.projectwet.org/

http://www.projectwild.org/

http://water.epa.gov/type/wetlands/outreach/education_index.cfm#activities

http://www.wetland.org/education_wow.htm


Louisiana Coastal Facts

Provided by Coastal Protection and Restoration

Authority of Louisiana

Louisiana

Length of Coastline:

397 miles

Tidal Shoreline:

7,721 miles

Coastal Zone Population:

More than 2 million

people (47 percent of the

state’s population)

Coastal Area:

14,587 square miles

Coastal Land Area:

5,663 square miles

Length of Oil and Gas

Pipelines:

125,000 miles

Coastal Land Loss

Coastal Louisiana has experienced a net decrease of 1,883 square miles of land between

1932 and 2010.

Currently, Louisiana has 37 percent of the estuarine herbaceous marshes in the 48

contiguous United States but accounts for 90 percent of coastal wetland loss in the lower

48 states.

Over a four year period between 2004 and 2008, hurricanes Katrina, Rita, Gustav and Ike

transformed approximately 328 square miles of marsh to open water – an amount that

exceeded total land loss for the approximately 25-year period between 1978 and 2004.

The land loss rates on the Louisiana coast have slowed from an average of more than 30

square miles per year between 1956 and 1978 to an estimated 17 square miles per year

from 1985 to 2010. If these recent losses were to occur at a constant rate, it would equate

to losing an area the size of a football field every hour

Energy

According to 2010 energy estimates of Louisiana’s primary energy production, including outer

continental shelf production, Louisiana ranks first in crude oil production and second in natural

gas production. Excluding outer continental shelf production, Louisiana still ranks fourth in

natural gas and fifth in crude oil production among the 50 states.

32


Waterborne Commerce

Louisiana’s coastal wetlands provide storm protection for ports that, according to 2009

data, carried 449 million tons of waterborne commerce. Louisiana ports account for 20

percent of all waterborne commerce in the United States.

Five of the 15 largest ports in the United States are located in Louisiana.

Fisheries

Commercial Fishing – According to 2008 data, Louisiana commercial landings

exceeded 916 million pounds, with a dockside value of $272.9 million. That means

Louisiana accounts for approximately 26 percent of the total catch by weight in the lower

48 states.

Recreational Fishing – According to 2009 data, noncommercial fishing in Louisiana

employs almost 20,000 people, and related annual expenditures amount to more than

$1.7 billion.

Wildlife

Hunting – Annual hunting-related expenditures in Louisiana amounted to $975 million in

2006.

Wildlife-Watching – Expenditures related to wildlife-watching in Louisiana during

2006 amounted to $517 million.

Fur Harvest – According to 2007-2008 data, fur harvest in Louisiana’s coastal

wetlands generated approximately $1.75 million.

Alligator Harvest – Louisiana’s alligator harvest was valued at approximately $109.2

million a year, according to 2006 data.

Waterfowl – Louisiana’s coastal wetlands annually provide habitat for more than 5

million migratory waterfowl.

Tourism

Tourism provides $9.3 billion a year in revenue for Louisiana.

If current coastal losses were to occur at a constant rate, it would equate to

losing an area the size of a football field every hour

References

Barras, J.A. 2009. Land Area Change and Overview of Hurricane Impacts in Coastal Louisiana,

2004-08: U.S. Geological Survey Scientific Investigations Map 3080, Scale 1:250,000, 6 p.

Pamphlet, http://pubs.usgs.gov/sim/3080/.

33

http://pubs.usgs.gov/sim/3080/


Barras, J.A., J.C. Bernier, and R.A. Morton. 2008. Land Area Change in Coastal Louisiana- A

Multidecadal Perspective (from 1956 to 2006): U.S. Geological Survey Scientific Investigations

Map 3019, scale 1:250,000, 14p. Pamphlet, http://pubs.usgs.gov/sim/3019/.

Coastal Protection and Restoration Authority. 2011. Fiscal Year 2012 Annual Plan: Integrated

Ecosystem Restoration and Hurricane Protection in Coastal Louisiana. Coastal Protection and

Restoration Authority of Louisiana. Baton Rouge, LA.

http://www.lacpra.org/assets/docs/2012%20ANNUAL%20PLAN/CPRA_Annual_Plan_4-28-

11_Web_Format.pdf

Couvillion, B.R., J. A. Barras, G. D. Steyer, W. Sleavin William, M. Fisher, H. Beck, N. Trahan,

B. Griffin, and D. Heckman. 2011. Land Area Change in Coastal Louisiana from 1932 to 2010:

U.S. Geological Survey Scientific Investigations Map 3164, scale 1:265,000, 12 p. Pamphlet.

http://pubs.usgs.gov/sim/3164/ downloads/SIM3164_Pamphlet.pdf.

Louisiana Department of Culture, Recreation and Tourism. n.d. Louisiana tourism by the

numbers. http://www.crt.state.la.us/tourism/research/Documents/2010-

11/LouisianaTourismFactsUpdatedfullsheet.pdf.

Louisiana Department of Natural Resources, Technology Assessment Division. 2011. Selected

Louisiana Energy Statistics. Louisiana Energy Topic. Baton Rouge, LA. Internet URL:

http://dnr.louisiana.gov/assets/TAD/newsletters/energy_facts_annual/LEF_2010.pdf.

Louisiana Department of Wildlife and Fisheries. 2008. The Economic Benefits of Fisheries,

Wildlife and Boating Resources in the State of Louisiana. Baton Rouge, LA.

http://www.wlf.louisiana.gov/sites/default/files/pdf/publication/32728-economic-benefits-

fisheries-wildlife-and-boating-resources-state-louisiana-

2006/southwick_2006_final_final_report_5-27-08_0.pdf

Louisiana Department of Wildlife and Fisheries. 2008. 2007-2008 Annual Report. Baton Rouge,

LA. http://www.wlf.louisiana.gov/sites/default/files/pdf/page_wildlife/32693-

Alligator%20Program%20Annual%20Reports/2007-2008_annual_report.pdf

Louisiana Department of Wildlife and Fisheries. 2011. Waterfowl Population Estimates in

Louisiana’s Coastal Zone Below U.S. Highway 90 and on Catahoula Lake. Baton Rouge, LA.

Internet URL: http://www.wlf.louisiana.gov/sites/default/files/pdf/waterfowl_survey/33575-

January%202011%20Survey/waterjan2011.pdf.

National Oceanic and Atmospheric Administration, National Marine Fisheries Service. 2009.

Fisheries of the United States, 2008. Silver Spring, MD. Internet URL:

http://www.st.nmfs.noaa.gov.

National Oceanic and Atmospheric Administration, National Marine Fisheries Service. 2010.

Annual commercial landing statistics.

http://www.st.nmfs.noaa.gov/st1/commercial/landings/annual_landings.html.

34

http://pubs.usgs.gov/sim/3019/

http://www.lacpra.org/assets/docs/2012%20ANNUAL%20PLAN/CPRA_Annual_Plan_4-28-11_Web_Format.pdf



http://pubs.usgs.gov/sim/3164/downloads/SIM3164_Pamphlet.pdf

http://pubs.usgs.gov/sim/3164/downloads/SIM3164_Pamphlet.pdf

http://www.crt.state.la.us/tourism/research/Documents/2010-11/LouisianaTourismFactsUpdatedfullsheet.pdf

http://dnr.louisiana.gov/assets/TAD/newsletters/energy_facts_annual/LEF_2010.pdf

http://www.wlf.louisiana.gov/sites/default/files/pdf/publication/32728-economic-benefits-fisheries-wildlife-and-boating-resources-state-louisiana-2006/southwick_2006_final_final_report_5-27-08_0.pdf

http://www.wlf.louisiana.gov/sites/default/files/pdf/page_wildlife/32693-Alligator%20Program%20Annual%20Reports/2007-2008_annual_report.pdf



http://www.wlf.louisiana.gov/sites/default/files/pdf/waterfowl_survey/33575-January%202011%20Survey/waterjan2011.pdf



http://www.st.nmfs.noaa.gov/

http://www.st.nmfs.noaa.gov/st1/commercial/landings/annual_landings.html

http://www.st.nmfs.noaa.gov/st1/commercial/landings/annual_landings.html


National Oceanic and Atmospheric Administration. 2011. Recreational Fishing Impacts.

https://www.st.nmfs.noaa.gov/st1/recreational/index.html, July 20, 2011.

National Oceanic and Atmospheric Administration. 1975. The Coastline of the United States.

http://shoreline.noaa.gov/_pdf/Coastline_of_the_US_1975.pdf.

Scott, Loren. 2011. The Energy Sector: Still a Giant Economic Engine for the Louisiana

Economy. Mid-Continent Oil and Gas Association. August 2011. http://thehayride.com/wp-

content/uploads/2011/10/Executive-Summary-1.pdf.

U.S. Army Corps of Engineers. 2010. Waterborne Commerce of the United States, Calendar

Year 2009. Alexandria, VA: Institute for Water Resources, U. S. Army Corps of Engineers.

Internet URL: http://www.ndc.iwr.usace.army.mil/wcsc/statenm09.htm.

http://www.ndc.iwr.usace.army.mil/wcsc/portton09.htm.

U.S. Census Bureau. 2011. Census 2010.

http://factfinder2.census.gov/faces/nav/jsf/pages/index.xhtml. Includes watersheds that NOAA

indicates have either 1) at least 15 percent of their land area within a coastal watershed, or 2) a

portion of or an entire county accounts for at least 15 percent of a U.S. Geological Survey coastal

cataloging unit.

For further information on Coastal Protection and Restoration Projects in Louisiana, please visit

the CPRA home page www.coastal.la.gov, CRMS home page

www.lacoast.gov/crms2/Home.aspx, CWPPRA home page www.lacoast.gov, the Coast 2050

home page www.coast2050.gov, the LCA home page www.lca.gov or the following

governmental agencies:

U.S. Army Corps of Engineers

Planning Division (504) 865-1121

www.cecer.army.mil

U.S. Department of Interior

U.S. Geological Survey National Wetlands Research Center

(337) 266-8556 www.nwrc.usgs.gov

Louisiana Department of Natural

Resources

Office of the Secretary Technology Assessment Division

(225) 342-1399

www.dnr.louisiana.gov

U.S. Department of Interior U.S.

Fish and Wildlife Service (337) 291-

3100

www.fws.gov

U.S. Department of Agriculture

Natural Resources Conservation

Service

(318) 437-7756

www.la.nrcs.usda.gov

State of Louisiana

Governor's Office of Coastal

Activities

(225) 342-3968

www.coastal.la.gov

U.S. Department of Commerce

National Marine Fisheries Service

(225) 389-0508

www.nmfs.gov

U.S. Department of Commerce

Region 6

(225) 389-0735

www.epa.gov

State of Louisiana

Coastal Protection and Restoration

Authority

(225) 342-7308 or 1-888-459-6107

www.coastal.la.gov

Note: Although this document is updated regularly, please contact the CPRA for the most current

statistics. Last updated 12/07/2011.

35

https://www.st.nmfs.noaa.gov/st1/recreational/index.html

http://shoreline.noaa.gov/_pdf/Coastline_of_the_US_1975.pdf

http://thehayride.com/wp-content/uploads/2011/10/Executive-Summary-1.pdf



http://www.ndc.iwr.usace.army.mil/wcsc/statenm09.htm

http://www.ndc.iwr.usace.army.mil/wcsc/portton09.htm

http://factfinder2.census.gov/faces/nav/jsf/pages/index.xhtml

http://www.coastal.la.gov/

http://www.lacoast.gov/crms2/Home.aspx


http://www.coast2050.gov/

http://www.cecer.army.mil/

http://www.nwrc.usgs.gov/

http://www.dnr.louisiana.gov/sec/execdiv/techasmt/

http://www.fws.gov/

http://www.la.nrcs.usda.gov/


http://www.nmfs.gov/

http://www.epa.gov/


ABCs of Louisiana’s

Wetlands

36


Grade Level

Upper Elementary

Duration

55-60 minutes

Setting

The classroom and

outdoors

Vocabulary

Dichotomous Key

Scientific Name

Genus

Species

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 familiarize students with wetland terminology

before participating in Youth Wetlands Education lessons.

Learning Objectives

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. If the students

obtain basic wetland knowledge from a lesson, they will be more in tune with more in-depth

teachings about wetlands and can better understand Louisiana wetlands, the purpose they serve

in our state and why we are losing them at such a rapid rate.

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.

37


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 our 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 they are incorrect, have them continue looking.

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 each student or to preassigned groups.

2. Give the students time to fill out the crossword puzzle.

Activity 3 – Wetland Art Project

1. If the students have not participated in any of the other activities associated with this

lesson, print out the wetland flashcards from Activity 1 and review the vocabulary words

and definitions with the students.

2. Have the students choose two to five words (your choice) that they found interesting or

did not know before the day began.

3. Tell the students they will be creating a ―Wonders 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 Word Match Up

2. Wetland Crossword Puzzle

38


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

39

http://www.lacoast.gov/education/fragilefringe/glossary.htm

http://www.merriam-webster.com/

http://www.wikipedia.org/

Youth Wetlands Program provided by LSU AgCenter

ABCs of WetlandsStudent Activity SheetName

Activity 1 - Wetland Word Match UpThese cards can be handed out so the students can make flashcards, or they can be used for the match up game.

ADAPTATION

Adjustment to environmental conditions; modifications of an organism or its parts that make it more fit for existence.

BRACKISH

Containing a mix of fresh and salt water; somewhat salty.

COASTAL PROTECTION

Wetlands act as natural storm buffers, slowing storm surge and safeguarding establishments from water encroaching on the land.

DELTA

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

ECOSYSTEM

An ecological community together with its environment, functioning as a unit.

FILTRATION

Wetlands retain excess nutrients and break down pollutants before surface flow reaches open water, thereby maintaining high surface-water quality.

GROUND WATER

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

HYDRIC SOIL

Soil characterized by, and showing the effects of, the presence of water.

40



INVASIVE SPECIES

A plant or animal not native to an ecosystem; its introduction causes or is likely to cause economic, environmental or human harm.

(WETLAND) JOBS

A benefit of wetlands is that they are a source of income for fishing, refineries, lodging, science and food service in coastal parishes.

KATRINA and RITA

Hurricanes that devastated breeding grounds for many wetland species, caused substantial beach erosion and permanently overran 20 percent of local marshes with water.

LEVEE

A raised embankment that prevents river flow.

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 fields and urban areas.

ORGANIC MATERIAL

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

POINT-SOURCE POLLUTION

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

(WATER) QUALITY

A measure of the condition of water for the purpose of safety of human contact and for the health of ecosystems.

(continued)

41



RIPARIAN

Land on the banks of rivers or streams; area in the interface between land and streams.

SUBSIDENCE

A gradual sinking of land with respect to its previous level.

(SOIL) TEXTURE

A property used to describe the different grain sizes of mineral particles in soil (i.e., sand, silt or clay).

UPLANDS

Land which is neither a wetland nor covered with water.

VASCULAR PLANTS

Any plant in which the phloem transports sugar and the xylem transports water and salts.

WATERSHED

The entire land area that contributes surface runoff to a given drainage system.

XYLEM

The vascular (woody) tissue of a plant through which water flows.

(100) YARDS

The length of a football field – which is the approximate area of wetlands lost every 50 minutes.

ZONES (or NATURAL COMMUNITIES)

Uplands, salt marsh, mudflat and seagrass beds.

(continued)

42



Activity 2 - Wetland Crossword PuzzleUse your new vocabulary words to solve.

ACROSS

DOWN

43



Activity 2 - Wetland Crossword PuzzleUsing the clues provided, fill in the crossword puzzle with the correct wetland vocabulary words.

(continued)

44



Activity 2 - 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

Vascular PlantsBrackishKatrina and Rita(100) YardsPoint-Source PollutionSubsidenceOrganic MaterialEcosystemNonpoint-Source PollutionFiltrationHydric SoilRiparianMarshGroundwaterZones (or Natural Communities)(Wetland) JobsInvasive SpeciesUplandsWatershedCoastal ProtectionAdaptation(Water) QualityXylemLevee(Soil) TextureDelta

(continued)

45

ABCs of WetlandsAnswer Key to

Wetland Crossword Puzzle


46

Wet Soils and Water Loving

Plants

47


Grade Level

Upper Elementary

Middle School

Duration

50-55 minutes

Setting

The classroom

Vocabulary

Organic

Inorganic

Hydric Soils

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

GLEs Science

4th – (SI-E-A1, A2, A3, B1), (ESS-E-A1, A5)

5th – (SI-M-A1, A2, A7, A8), (ESS-M-A4, A7)

6th – (PS-M-A3, A8)

7th – (LS-M-A4)

8th – (ESS-M-A4, A8)

English Language Arts

4th – (ELA-1-E5, E6), (ELA-4-E2, E5)

5th – (ELA-1-M1) , (ELA-7-M1, M4), (ELA-4-M1, M2, M4, M6)

6th – (ELA-1-M1, M3), (ELA-7-M1), (ELA-4-M1, M2, M4, M6)

7th – (ELA-1-M1, M3), (ELA-7-M1, M4), (ELA-4-M1, M2, M6)

8th – (ELA-1-M1), (ELA-7-M1, M4), (ELA-4-M1,M2, M6)

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 (teacher provides)

Flour (teacher provides)

Sugar (teacher provides)

Crayons (colors provided in kit may not be all needed)

Scissors (3 pairs provided)

Three soil samples (teacher should collect as many different soil colors

and textures that they can find)

Index cards (1 pack of 100 provided)

48


Hole punch

Tape

Magnifying glasses (5 provided)


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.

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 particles 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.

49


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

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.

50


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.

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

51


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

52




The Dirt On SoilStudent Activity SheetName

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)

53


The Dirt On SoilStudent Activity SheetName

Soil Colors Directions: Use crayons to color the circles below with the colors listed above the circle. When you are finished, fold the sheet 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!

54


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 they are

important.

Lead a discussion with

questions like:

Can anyone tell me the

difference between 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

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.

55


why you chose the column

you did.

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.


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.


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.

56


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.

57


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.

58


Grade Level

Upper

Elementary

Middle School

High School

Duration

50-55 minutes

Setting

The classroom

Vocabulary

Spanish moss

Over-harvesting

Supply

Demand

Consumer

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 one that 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” the design to classmates

GLEs Science

4th – (E-1A-ES), (E-1B-E1), (LS-E-C2)

5th – (SE-M-A4)

6th – (SE-M-A6, A8)

7th – (SE-M-A2, A4)

8th – (SE-M-A8, A10)

High School – (SE-H-A4, A7, A9, B5, D4), (SE-M-A4)


4th – (ELA-1-E5, E6), (ELA-4-E2, E5)

5th – (ELA-1-M1), (ELA-4-M1, M2, M4, M6), (ELA-7-M1, M4)

6th – (ELA-1-M1, M3), (ELA-4-M1, M2, M6), (ELA-7-M1)

7th – (ELA-1-M1, M3), (ELA-4-M1, M2, M6), (ELA-7-M1, M4)

8th – (ELA-1-M1), (ELA-4-M1, M2M M6), (ELA-7-M1, M4)

High School – (ELA-1-H1), (ELA-4-H1, H2, H4, H6), (ELA-7-H1)

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

Markers (1 pack of 10 is provided)

Construction paper (1 pack provided)

Foil (1 roll provided)

Glue (3 bottles provided)

Scissors (3 pairs provided)

Pencils (1 pack of 24 provided)

Moss (teacher provides – can be purchased in craft section of Walmart or other

craft stores)

Additional arts and crafts materials may be found in your classroom. Feel free to

use what you have available.

59



Spanish moss (Tillandsia usneoides), also known as graybeard, is a flowering plant in the

pineapple family. This moss has threadlike stems with small greenish-blue leaves that

grow 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 that Spanish moss is a parasitic plant, meaning that it takes valuable

nutrients from the tree it lives on and eventually leads to the death of the tree. But that 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 they live on, although they may lower a tree’s growth rate by

reducing the amount of light to a tree’s own leaves.

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

over-harvested for years and used as a stuffing material in automobile seats, furniture

and mattresses. Over-harvesting is harmful to an ecosystem because it depletes the

species to very low numbers and may drive it to extinction.

Spanish moss can be a sustainable material for use in commercial products, but that’s

possible only if companies are conscious of the harmful effects over-harvesting can

cause. Today, the U.S. Department of Agriculture enforces regulations for the harvesting

of Spanish moss in many states, allowing some companies to use the plant in upholstery,

as a packing material, in gardens and for 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.

Over-harvesting – 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.”

60


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

Procedure

1. Discuss with the class what they learned about Spanish moss from the video.

2. Review the background information about Spanish moss and supply/demand.

3. Divide students into groups of four 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. This product must not be of such high demand that the

population of Spanish moss is put in jeopardy of over-harvesting. They must also

come up with ways to offset the harvesting done and ensure well-managed

harvesting of the plant (e.g., rotation of harvest, thinning rather than complete

harvesting of area, determine eco-friendly/sustainable ways to grow it and

planting live oak trees for future security of population).

5. The students can use any of the arts and craft supplies to make the product. (These

items include foil, construction paper, markers and more.)

6. As students work on their products, they should consider the following and

answer the questions on their student activity sheets.

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 products and completed their worksheets, each group

must come up with an advertisement they will present at the front of the class.

The skit must include the product name, who the product targets, how they will

use sustainable practices 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

1. 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

61

http://www.sfrc.ufl.edu/4h/Spanish_moss/spanmoss.htm

http://www.moneyinstructor.com/wsp/supplydemand.asp

Spanish MossStudent Activity SheetName


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!

62


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.

63


Grade Level

Upper Elementary

Middle School

High School

Duration

50-55 minutes

Setting

The classroom

Vocabulary

Sea Level

Sea Level Rise

Subsidence

Relative Sea Level Rise

Soil Compaction

Displacement

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.

GLEs Science

4th – (SI-E-A1, A2, B1)

5th – (SI-M-A4, A7),(SE-M-A4), (ESS-M-A7)

6th – (SE-M-A6, A8)

7th – (D-2-M), (SE-M-A1, A4)

8th – (ESS-M-A10, A8)

High School – (SI-H-A1, A3, B1), (LS-H-DH), (SE-H-A7)


4th – (ELA-1-E5, E6), (ELA-4-E2, E5), (ELA-5-E6)

5th – (ELA-1-M1) , (ELA-7-M1, M4), (ELA-4-M1, M2, M4, M6)

6th – (ELA-1-M1, M3), (ELA-7-M1), (ELA-4-M1, M2, M4, M6), (ELA-5-M1)

7th – (ELA-1-M1, M3), (ELA-7-M1, M4), (ELA-4-M1, M2, M6), (ELA-5-M1, M2)

8th – (ELA-1-M1), (ELA-7-M1, M4), (ELA-4-M1, M2, M6)

High School – (ELA-1-H1), (ELA-7-H1), (ELA-4-H1, H2, H4, H6)

Social Studies

4th – (G-1A-E2), (G-1B-E1, E3), (G-1D-E4)

5th – (G-1A-M2)

7th – (G-1A-M2)

8th – (G-1A-A1, M2), (G-1B-M3, H1)

Materials List “Vanishing Wetlands, Vanishing Future” Video

Plastic cups (one per student – teacher provides)

Ice cubes (teacher provides)

Wooden sticks/Popsicle sticks (1 stick per student)

Permanent marker (1 pack of 4 is provided)

64


Ruler

Soil/dirt from outside (teacher provides)

Scissors (3 pairs are provided)

Balloon (one for each group of two students)


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

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.

65


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.

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.

66


10. Teacher Information:

a. The water elevation in the cup 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

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)

67


Extension for Activity 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.

68

http://ngm.nationalgeographic.com/ngm/0410/feature5/

http://www.mysciencebox.org/

http://www.nwrc.nbs.gov/fringe/ff_index.html

http://ga.water.usgs.gov/edu/gwsubside.html

Losing Ground: SubsidenceName Student Activity Sheet


Causes 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 flow 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 flows. 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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Losing Ground: SubsidenceName Student Activity Sheet


Sea 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 five 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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Losing Ground: Subsidence

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



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.






explain why we are losing

Louisiana wetlands. Focus on

the effects of sea level rise

and subsidence.


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.

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.


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?


to discuss subsidence.


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

will do an experiment to

determine how extracting

materials from underground

affects the surface elevation

of the land.

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

Middle School

Duration

50-55 minutes

Setting

The classroom and

outdoors

Vocabulary

Dichotomous Key

Scientific Name

Genus

Species

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

GLEs Science:

4th – (SI-E-A1, A6), (LS-E-A1, A3, A5, B2)

5th – (SI-M-A1, A3), (LS-M-A4, C1, D1), (SE-M-A7)

English Language Arts:

4th – (ELA-1-E1, E5, E6), (ELA-2-E1-E6), (ELA-3-E1, E2), (ELA-4-E1, E5), (ELA-5-E3, E6)

5th – (ELA-1-M1), (ELA-2-M1, M2), (ELA-3-M2, M3, M4, M5)

6th – (ELA-1-M1, M3), (ELA-2-M1, M2, M6), (ELA-3-M2, M4, M5, ELA-4-M1, M2, M4, M6)

Materials List

Crayons/markers/colored pencils (1 pack of each provided)

Small garden shovel (teacher provides)


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.

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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.

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

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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.

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).

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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

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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http://www.kckpl.lib.ks.us/schlagle/LESSONS/KEY2TREE.HTM

http://www.educationworld.com/a_lesson/02/lp259-01.shtml


Getting To Know a PlantStudent Activity SheetName

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

Fill in the blank. Using the plant chart above, fill 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 first 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 floating on the surface or does it have floating 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 floating on the surface or does it have floating 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 flowers? 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 alterniflora) 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 flowers? Yes…………………………. It is marsh mallow (Althaea officinalis) No………………………….. Oops, start again!22. Does your emergent plant have a flower 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 flowers 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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Plant Identification Sheet

Name this plant

Identification: Flower: The small white flowers have five 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 eat 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. Wildflowers of the Southeastern United States http://2bnthewild.com/plants/H411.htm

Photo by Kiki Fontenot

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Name this plant

Identification:

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 earlier 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. Identification, 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

Identification:

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 fluff 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. Wildflowers of the Southeastern United States http://2bnthewild.com/plants/H230.htm


88




Name this plant

Identification:

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 filaments. Shorter leaves lie flat 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 floating 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 Plant Particulars and Photographs http://plants.ifas.ufl.edu/saropic.html

Jacono, C.C. 2003. USGS. http://salvinia.er.usgs.gov/html/identification1.html


89



Name this plant

Identification:

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 fibrous 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 first 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. Identification, Selection and Use of Southern Plants for Landscape Design, Third Ed. Claitor’s Pub-lishing Division, Baton Rouge, La.


90




Name this plant

Identification:

Flower: The flowers 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 flats 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 flowers 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 Massachusetts 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

91




Name this plant

Identification:

Flower: Subtle green to brown flowers bloom in cluster of two to eight. They grow from just above the middle of the stem and flower 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-fifth 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 flooding.

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

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

Photo courtesy of Louisiana Sea Grant

92




Name this plant

Identification:

Flower: Summer blooming (June and July) round, creamy-white flower, 1 to 2 inches in diameter. The stamen is prominent and it is very fragrant. The flowers 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. Identification, Selection and Use of Southern Plants for Landscape Design, Third Ed. Claitor’s Publishing Division, Baton Rouge, La.


93




Name this plant

Identification:

Flower: Prominent flowers 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 five to seven leaflets 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 flowers. 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. Propagation 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. Identification, 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


94




Name this plant

Identification:

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 campfires.• 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


95




Name this plant

Identification:

Flower: Erect spikes contain blue to sometimes white flowers. The flower has six parts, and each spike con-tains small petals that have two yellow spots on them. The tubular flowers 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 flowering 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 flats 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

96




Name this plant

Identification:

Flower: The flower is a panicle with five to 30 alternate spikes that are 2 to 4 inches long. These have even smaller spikelets attached to them. The flower 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 pacific coast of the United States.• Snow geese love this plant.

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

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


97




Name this plant

Identification:

Flower: Blooms in spring, not very prominent. Flowers are brown. Male and female flowers 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, eat the berries.• Early settlers used the wax from the berries to make candles.• Plants keep fleas away.• A cutting in a drawer will keep cockroaches away. • Some people use it to make duck blinds for hunting.

ResourcesOldenwald, N. 1996. Identification, 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.floridata.com/ref/m/myrica.cfm


98


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)

99


Getting to Know a Plant in the T-3 Format



about wetland plants and how

to identify them.


wetland is?

Can anyone list some of the

plants found in wetlands?


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.


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.

100


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.

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 where the

stems and ground meet. 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).


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 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.

101


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.

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.

102

Wetland Habitats

103


Grade Level

Upper Elementary

Duration

50-55 minutes

Setting

The classroom

Vocabulary

Habitat

Wetland

Salinity

Wetlands 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”

GLEs Science

4th – (SI-E-A1, A2, A3, B4)

5th – (SI-M-A1), (LS-M-C3)

6th – (SI-M-A1, A2, A3, A7, B5)


4th – (ELA-1-E5, E6)

5th – (ELA -4-M2)

6th – (ELA-1-M1), (ELA-7-M1), (ELA-4-M2)

Materials List

Four 2-liter bottles (teachers or students should bring from home

Small disposable cups or Dixie cups (teacher provides)

Salt (teacher provides)

Water (teacher provides)


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.

104


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 32 parts of salt to 1,000 parts of water (or 32 ppt).

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 = 0-2 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 = 2-10 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 = 10-20 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 > 20 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.

105


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.

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.

106


Extension for Activity

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.

Blackline Master

1. 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

107

http://nsgd.gso.uri.edu/scsgc/scsgce94001.pdf

http://www.csiro.au/resources/pfgr.html

http://www.geography4kids.com/files/land_ecosystem.html

http://www.thinkquest.org/3750/taste/taste.html


Wetlands Taste TestStudent Activity SheetName

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:

• 0ppt=FreshwaterMarsh/Swamp• 6ppt=IntermediateMarsh• 12ppt=BrackishMarsh• 30ppt=SaltMarsh

Sample No. Salinity (ppt) Wetland Type Observations1

2

3

4

108


Wetlands Taste Test in the 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 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 32 parts of salt to 1,000

parts of water (or 32 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

Hand out a small cup and the

student worksheet to each

student.

Students will collect the

items and prepare to do the

experiment.

109


determine what the salinity is

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

Upper Elementary

Duration

50-55 minutes

Setting

Gym or

Outdoors

Vocabulary

Erosion

Saltwater Intrusion

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.

GLEs Science

4th – (SI-E-A1, B6), (ESS-E-A1, A4)

5th – (LS-M-C3), (ESS-M-A7), (SE-M-A4)

6th – (SI-M-A1)

7th – (LS-M-D2), (SE-M-A4, A8)

8th – (ESS-M-A8), (SE-M-A3, A4, A10)


4th – (ELA-7-E4), (ELA-4-E1, E5)

5th – (ELA-4-M2, M4)

6th – (ELA-4-M1, M2)

7th – (ELA-4-M1, M2)

8th – (ELA-4-M1, M2)

Physical Education

4th – (1-E-1.1, 1.2, 1.3, 1.5, 2.3, 2.5, 3.1)

7th – (1-M-1.1, 1.2, 1.3, 2.2, 3.1, 3.2, 4.1, 4.2)


Current estimates show Louisiana loses 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

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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 field

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.

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 field 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

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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.

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.


In addition to the regular ways a student is released to run at the other group, another

option 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 field canal – 1 student

Resources

CWPtionary – Saltwater Intrusion - http://www.lacoast.gov/WATERMARKS/1996b-

fall/6cwptionary/

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http://www.lacoast.gov/WATERMARKS/1996b-fall/6cwptionary/

http://www.lacoast.gov/WATERMARKS/1996b-fall/6cwptionary/


Wetland Red Rover in the T-3 Format


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?


about saltwater intrusion and

land loss in coastal

Louisiana.






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 field canals or shipping

channels.

The Louisiana coast group

will represent the land that is

Students will form two lines

and face each other.

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being lost along the coast of

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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Grade Level

Upper Elementary

Middle School

Duration

50-55 minutes

Setting

The classroom

Vocabulary

Metaphor

Wetland Function

Wetland Value

Biodiversity

Primary Productivity

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

GLEs Science

4th – (S1-E-A1, A3, B6),

5th – (LS-M-C3)

6th – (SI-M-A1)

7th – (SI-M-A7), (LS-M-D2), (SE-M-A1)

8th – SE-M-A4)


4th – (ELA-1-E5, E6), (ELA-4-E5), (ELA-7-E4)

5th – (ELA-4-M2, M4)

6th – (ELA-4-M1, M2)

7th – (ELA-4-M1, M2), (ELA-7-M4)

8th – (ELA-4-M2)

Materials List Sponge

Small pillow (teacher provides)

Whisk

Baby’s bottle

Strainer

Coffee filter (100 pack provided)

Antacid medicine

Bar of soap

Pillowcase (teacher provides)

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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.

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.

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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

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.

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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; a measurement of plant

production, which is the start/bottom of the food chain.

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


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.


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 Levels

Upper Elementary

Middle School

Duration

50-55 minutes

Setting

The classroom

Vocabulary

Bioindicator

Macroinvertebrates

Nonpoint-source

pollution

Point-source pollution

Pollutant

Pollution

Surface runoff

Turbidity

Watershed basin

Bioindicator Bugs Teacher Instructions

Focus/Overview

Students will learn how to indirectly determine the pollution level

of a freshwater body by investigating the type of aquatic animals

living in it. Aquatic macroinvertebrates can be used as

bioindicators to initially assess a system’s health. Students will

also discuss ways they can help improve the health of local water

bodies.

Learning Objectives

The students will:

Become familiar with the local watershed.

Learn about different types of pollution and how those

enter our waterways.

Discover how to use macroinvertebrates as an indicator of

pollution based on tolerance levels to pollution.

Calculate a pollution index based on number and type of

animals found.

Discuss ways to reduce the amount of pollution getting into

local waterways.

GLEs Science

4th – (SI-E-A1, A2), (LS-E-C2)

5th – (SI-M-A1, A2, A3, A4), (LS-M-D1), (SE-M-A2)


4th – (ELA-1-E6), (ELA-3-E1, E2, E3), (ELA-4-E2), (ELA-5-E6), (ELA-7-E2)

5th – (ELA-1-M1), (ELA-4-M1, M2)

6th – (ELA-1-M1), (ELA-3-M2, M3, M4), (ELA-4-M2), (ELA-7-M4)

7th – (ELA-3-M2), (ELA-4-M2), (ELA-7-M2, M4)

8th – (ELA-1-M4), (ELA-3-M2), (ELA-4-M2), (ELA7-M2)

Materials List

Internet (optional)


See General Wetlands Information at the front of the curriculum binder for more information

on Louisiana’s wetlands and wetland conservation.

The Clean Water Act of 1972 was enacted to regulate water pollution in the United States. In the

beginning, the focus of permitting and regulation was on point-source pollution, including

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industrial facilities, large businesses and large agricultural farms. In the 1980s, however, the

Environmental Protection Agency (EPA) determined that nonpoint-source pollution also was

contributing greatly to the impairment of water bodies. Nonpoint-source pollution is not the

result of one particular business or one particular person. Instead, it is the pollution that

accumulates in parking lots, roadways, ditches and your own backyard. The EPA relies on

communities and individuals, like you, to help reduce the amount of nonpoint-source pollutants

that come from various types of land uses. Examples of projects include planting wetland

vegetation, picking up trash, awareness programs for proper disposal of vehicle and household

chemicals, storm drain stenciling and proper backyard management.

Water pollution leads to the degradation of critical aquatic habitats such as our lakes, rivers,

wetlands and oceans. Nonpoint-source pollutants such as those from surface runoff (e.g.,

rainfall events or overwatering of lawns and gardens) travel over and through the ground,

entering nearby ponds, streams and lakes and eventually making their way to rivers and finally to

the ocean. The first inch of rainfall runoff carries 90 percent of the pollutants and causes at least

half of all water quality problems. Some of these pollutants include trash, fertilizers, pesticides,

vehicle chemicals (oil, brake fluid, antifreeze), sediment (soil) and animal feces (fecal

coliforms).

The first step in determining if your local water bodies are polluted is to determine what types of

aquatic animals live in them. All plants and animals need certain things to survive. Some animals

may prefer to eat worms, while other animals prefer to eat flies. Similarly, some animals may be

able to tolerate conditions that others cannot. For example, the penguin prefers to swim in the icy

cold waters of the Antarctic, while alligators prefer the warm coastal waters of Louisiana.

Macroinvertebrates are no exception! Some of these animals can tolerate polluted waters, but

others cannot. Because only certain types of animals can survive in polluted waters, these

animals are sampled by scientists and used a bioindicators.

Definitions:

Bioindicator – a species used to monitor the health of an environment.

Macroinvertebrates – an invertebrate that is large enough to see without a microscope.

Nonpoint-source pollution – water pollution from a variety of diffuse and indistinguishable

sources.

Point-source pollution – pollution from a single, identifiable, distinct source.

Pollutant – a waste material that pollutes air, soil or water.

Pollution – introduction of contaminants into an environment that cause reduced health of an

ecosystem.

Surface runoff (runoff) – water flow that occurs when soils are infiltrated to full capacity and

excess water from rain, snowmelt or other sources flows over the land.

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Turbidity – cloudiness of a fluid caused by individual particles.

Watershed basin – an area of land where water from rain or snowmelt flows downhill into a

body of water.

Advance Preparation

1. Print out pictures of Louisiana watersheds and the watershed drawing to show to

students. (Both can be drawn on the board or projected for better viewing.)

2. Make copies of student worksheets.

Procedure

1. Review the Background Information with the students and lead a class discussion on

pollutants, especially those found in our water bodies.

2. Ask students to define pollution aloud and list as many forms (pollutants) as they can.

Examples given should include nonpoint-source and point-source pollution.

a. Write these pollutants on the board for the entire class.

Below are some major pollutants and their effects on waterways:

Pollutant Sources Negative Effects

Sediment (dirt, soil, clay, sand) Construction sites,

agricultural lands

Clouds water (increased

turbidity), resulting in reduced

sunlight penetration and oxygen

in water

Fertilizer (excess nutrients) Farms, backyards Algal blooms (low dissolved

oxygen)

Pathogens (pesticides, oil, other

car fluids, chemicals)

Parking lots, driveways,

chemical plants

Reduced plant and animal

health

Trash/debris Roadways Clogged drainage ways, reduced

animal health or death

Fecal coliforms Farms, sewage Algal blooms (low dissolved

oxygen), human health risks

3. Tell students that Louisiana is divided into 12 main watersheds or drainage basins.

4. Show students the map of Louisiana river basins (on board or projected) and have them

determine which main watershed their school or city is located in.

a. Optional: You can have the students use the Internet to research your local watershed

further. Also, see the lessons “Watersheds” and “Create Your Own Watershed” for

more information.

5. Tell students that within their local watershed, all water from rainfall, snowmelt, ponds,

streams and rivers ends up in the same large river or may flow directly into the Gulf of

Mexico (for those in the South). This means ANY pollutant, whether it be backyard

waste, manure from farms, or trash, can eventually end up in our rivers and the Gulf of

Mexico.

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6. Show students (on board or projected) the diagram of how water travels within a

watershed. The overall message from this diagram is that when rainfall events occur, the

pond water may overflow into nearby streams and rivers.

7. Explain to students that they can determine the health of a waterway based on the

macroinvertebrates they find living in it.

a. Note: This is an indirect measurement and does not tell you the type of pollution or

the amount. Other water quality techniques would be used to give more quantitative

results.

8. Tell students that different macroinvertebrates can tolerate different levels of pollution.

Some cannot survive in polluted waters, while some can survive in slightly polluted

waters and others can survive in extremely polluted waters. By collecting samples of the

macroinvertebrates living in the water, we can begin to determine the health of the

waterway.

9. Read this to students: “A local biologist has been monitoring the water quality of the

local streams and rivers. Last week, she noticed a spike in the pollution level of one of the

streams. She knows there is not a chemical plant or other facility nearby to dump waste

into the waterway, so she figures the pollution must be the result of a nonpoint source.

Adjacent to the stream are three neighborhoods, each of which has its own pond that the

residents use for fishing and boating. When it rains, the water travels from these ponds to

the local stream that was found to have high pollution levels. It is your job to determine

which of these ponds is most polluted and therefore could be the one contributing to this

nonpoint-source pollution. You will do this based on the types of macroinvertebrates you

find in each pond.”

10. Pass out the Pond Assessment worksheets. Students can work individually or in groups of

two.

11. Tell students to use the Pollution Tolerance Levels of Macroinvertebrates Key to

determine which pollution tolerance group each animal belongs to in each pond.

12. Have students mark a 1, 2 or 3 next to each animal on the Pond Assessment worksheet,

indicating which tolerance group the animal belongs to.

13. Explain how the health of the pond is determined:

a. The basic concept is that the lowest pollution tolerance group present indicates the

health.

b. If animals from the lowest tolerance group (Group 1) were present, the pond is in

GOOD HEALTH.

c. If no animals from Group 1 were present, but animals from the semi-tolerant group

(Group 2) were present, the pond is in FAIR HEALTH.

d. If only animals from the tolerant group (Group 3) were present, the pond is in POOR

HEALTH.

14. Based on the numbers they assigned each animal, have students determine the health of

each of the three ponds.

a. Answer: Lakeview is FAIR; Willow is POOR; and Bluefield if GOOD.

15. After they determine the health of all three ponds, students should complete the Pond

Health Report worksheet regarding what they would report to the local biologist. (Make

sure they aren’t trying to determine the type of pollution or amount; this cannot be done

using macroinvertebrates.)

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16. Discuss their worksheet answers as a class and decide together what the next step would

be.

a. Other analyses could be conducted to determine the source of the pollution, including

visual surveys, water quality tests (pH, nutrient amounts, dissolved oxygen) and

collecting water samples to send off to a scientific lab (to determine pollutant type).

17. Have an open discussion with students concerning how they would be able to help

improve the waterway’s health after knowing what the pollutant was.

a. Consider having students organize an activity to improve the health of a local water

body.

See table for possible pollutants and ways to improve health:

Pollutant Remedy

Trash/debris Organize a trash bash.

Vehicle fluids: oil, brake fluid, antifreeze Plant wetland vegetation around perimeter

of pond to act as a filter.

Excessive nitrogen and phosphorous Education and outreach to residents about

fertilizer use in the backyard.

Bacterial overload Educate residents about picking up their

dog’s feces. Also, investigate whether there

is a nearby farm and talk with the farmer

about management practices.

Too much soil in water column (turbidity) Plant grasses and wetland vegetation to

keep soil from eroding into pond.

Blackline Masters

1. Louisiana River Basins

2. Diagram of a Watershed

3. Pond Assessment Worksheet

4. Pollution Tolerance Levels of Macroinvertebrates

Resources

Environmental Protection Agency

http://www.epa.gov/bioindicators/html/benthosclean.html

http://www.epa.gov/owow_keep/NPS/index.html

http://www.epa.gov/oecaagct/lcwa.html


http://www.epa.gov/ebtpages/watewaterpollution.html

http://cfpub.epa.gov/npdes/home.cfm?program_id=6

The Global Water Sampling Project

http://www.k12science.org/curriculum/waterproj/macros.shtml

The Groundwater Foundation

http://www.groundwater.org/kc/kc.html

127


Western U.P. Center for Science, Mathematics and Environmental Education – Online

PowerPoint on using Macroinvertebrates as Bioindicators

http://wupcenter.mtu.edu/education/stream/Macroinvertebrate.pdf

128

Bioindicator Bugs Student Activity Sheet

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Bioindicator Bugs Student Activity Sheet

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Bioindicator Bugs Student Activity SheetName

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Pond Assessment Worksheet Directions: Complete the following questions to provide a pond health report to your local biologist.

1.What are the pond names and what did you determine to be the health of each?

Pond name Health____________________________ ___________________________________________________________ ___________________________________________________________ _______________________________

2.How did you determine this? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3.What types of pollutants might you find in the ponds? (Remember: These ponds are found in neighborhoods.) _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4.What steps would you take next to determine exactly which pollutants are in the polluted pond(s)? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5.What could you do to improve the health of the pond(s) that are not in good health?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

(continued)

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Bioindicator Bugs in the T-3 Format


Today we will be learning about

pollution and how we can use

aquatic animals to determine if a

water body is polluted.

Can anyone tell me what

pollution is?

What are some examples of

pollution?

Use background

information to lead students

in this discussion.

Write examples on board.

Students define pollution

and give examples.

There are two types of pollution:

point-source and nonpoint-source.

Point-source pollution comes

from a known location or output,

whereas nonpoint-source

pollution comes from discrete

locations, such as backyards,

roadways, ditches and parking

lots. Nonpoint-source pollution

makes its way to our waterways

via rainwater. As rainwater travels

over land, it picks up nonpoint-

source pollutants (e.g., vehicle

discharges, fertilizer, soil,

herbicides, etc.).

Use the background

information to define these

two types for students.

Probe students for

examples.

Separate examples into

point-source or nonpoint-

source.

Listen and give examples

of nonpoint-source

pollutants that may be on

the streets, in their

backyards or from

agricultural farms.

Have students copy down

the examples and whether

they are point-source or

nonpoint-source.


watershed is?

Can you give an example or do

you know which watershed you

live in?

A watershed includes an area in

which all of the water (including

that from rainfall, ponds, lakes,

rivers and streams) flows and

ends up in the same water body.

Many times it is a larger river, or

it may be the Gulf of Mexico.

Use the information and

pictures to guide students to

understand what a

watershed is.

Show the picture of

Louisiana watersheds to

students or pull it up on

your projector (Louisiana

Department of

Environmental Quality

website).

Listen and observe.

Determine which

watershed they reside in.

134


Let’s draw an example of a

watershed to determine how the

water may travel.

Draw the watershed

diagram on the board and

show how water travels

downhill from smaller water

bodies to larger ones and

eventually the sea.

Show how rainfall would

occur, flowing over the land

and into ponds and then into

nearby rivers or streams.

Copy down the watershed

diagram.

Because rainfall brings pollution

to our local waterways and our

waterways end up flowing into

the Gulf of Mexico, it is

important that we monitor how

healthy our local waterways are.

One way to do this is to sample

the types of aquatic animals that

are living in our ponds, rivers and

streams. The animals are called

macroinvertebrates and are bugs

that live partly or fully in water.

Different macroinvertebrates can

tolerate different levels of

pollution. Some cannot survive in

polluted waters, but some can. By

sampling for these animals, we

can begin to determine if the

water body is healthy or not

Use the background

information to enhance what

you tell students.

Also read the blurb from

procedure No. 7 to

introduce the idea of

sampling.

Listen.

Imagine that we went out to these

three neighborhood ponds and

scooped up macroinvertebrates to

identify. The first worksheet

shows you which animals we

found in each pond.

The second worksheet, titled

Pollution Tolerance Levels of

Macroinvertebrates, shows you

which group – Group 1, Group 2

or Group 3 – the animal belongs

to.

Pass out worksheets.

Students can work in groups

of two or individually.

Listen and ask questions

about how to complete the

worksheets.

135


Macroinvertebrates in Group 1

cannot tolerate pollution. In

Group 2, the animals can tolerate

a little pollution, and in Group 3,

they can tolerate a lot of

pollution.

Use the Pollution Tolerance

Levels of Macroinvertebrates Key

to determine which group each

critter belongs to.

Next to each macroinvertebrate

on your Pond Assessment

Worksheet, write a 1, 2 or 3.

Make sure students

understand to mark on the

Pond Assessment

worksheet.

Mark group number next

to macroinvertebrate on

Pond Assessment

worksheet.

Now, based on the critters we

found and the group they are in,

let’s determine the health of each

neighborhood pond.

(The basic concept is that the

lowest pollution tolerance group

present indicates the health. )

First, next to each pond, write

which groups are represented by

the animals.

If animals from the lowest

tolerance group (Group 1)

were present, the pond is

in GOOD HEALTH.

If no animals from Group

1 were present but animals

from the semi-tolerant

group (Group 2) were

present, the pond is in

FAIR HEALTH.

If only animals from the

tolerant group (Group 3)

were present, the pond is

in POOR HEALTH.

Work slowly through the

descriptions.

Read through the bullet

points describing how to

determine health and have

them answer aloud what

they think about the health

of each pond.

Answer: Lakeview is FAIR;

Willow is POOR; and

Bluefield if GOOD.

Students look over each

pond and write which

groups of

macroinvertebrates are

present.

Determine the health of

the ponds.

136


We need to now answer some

questions that the local biologist

sent over about the health of these

ponds.

Answer Questions 1, 2 and 3.

Pass out the Pond Health

Report to Local Biologist.

Students can work

independently, in groups of

two or as a whole class.

Students should answer

questions 1, 2 and 3 on the

worksheet.

OK, we now know the health of

the ponds, but there is so much

more about the polluted ponds

that we don’t know.

We don’t know what types of

pollutants are in the ponds. We

only know that one of the ponds

is unhealthy. What other tests

could we run to find out more

information about the ponds?

Probe students to think

about other water tests that

can be used to get a better

idea of the pond’s health.

Other analyses could be

conducted to determine the

source of the pollution,

including visual surveys,

water quality tests (pH,

nutrient amounts, dissolved

oxygen) and collecting

water samples to send off to

a scientific lab (to

determine pollutant types)

Students will listen and

answer aloud as you probe

them.

Answer question 4 on the

worksheet.

There is so much that you and I

can do to improve the health of

our local ponds and rivers. Can

you think of some things?

Allow students to answer

aloud and probe for more

solutions based on the table

at the end of the procedure.

Consider doing a service-

learning project with your

students. Call one of the

LSU AgCenter Youth

Wetlands Program agents;

they can provide materials

and guidance.

Discuss ideas for reducing

pollutants and improving

local water body health.

137


Grade Level

Upper Elementary

Middle School

High School

Duration

50-55 minutes

Setting

The classroom

Vocabulary

Carnivore

Secondary Consumer

Tertiary Consumer

Omnivores

Scavengers

Detritivores

Producers

Herbivores

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.

GLEs Science

4th – (SI-E-A1), (LS-E-A3, C1), (SE-E-A2)

5th – (LS-M-C2M, C3, C4, D1), (SE-M-A2)

6th – (SI-M-A1)

7th – (LS-M-C2, C3, C4, D1, D2), (SE-M-A2, A4, A5)

8th – (SE-M-A4)

High School – (SE-H-A7, A10), (LS-H-D2)


4th – (ELA-1-E5), (ELA-4-E1, E5), (ELA-7-E4)

5th – (ELA-1-M1), (ELA-4-M1, M2, M4)

6th – (ELA-1-M1), (ELA-4-M1, M2)

7th – (ELA-4-M1, M2), (ELA-7-M4_

8th – (ELA-3-M2), (ELA-4-M1, M2)

High School – (ELA-4-H1, H4), (ELA-7-H2, H4)

Materials List Large index cards (1 pack of 100 provided)

Hole punch

Markers (1 pack provided)

Books or magazines of wetland wildlife (teacher provides)

Ball of yarn


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.

138


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.

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.

139


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.

13. Now each herbivore and omnivore must find a carnivore. Pass 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. Pictures of wetland wildlife

2. Wetland Web Organism List

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

140


Wetland WebsStudent Activity Sheet

Pictures 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

Youth Wetlands Program

provided by LSU AgCenter141


Wetland WebsStudent Activity SheetName

Wetland Webs Organism ListPRODUCERS

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

Redfish

Leopard frog

Cottonmouth

Great egret

Ibis

DETRITIVORES

Amphipods

Fungi

Shrimp

Crawfish

SCAVENGERS

Turkey vulture

Crawfish

Shrimp

Blue crab

Housefly

142


Wetland Webs in the T-3 Format


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 or 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

all have in common?

Students reply they are all

animals that eat plants.

They all eat animals.

143


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

down the materials 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.

144


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

groups 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

passing the energy along

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 scavengers or the

The producers pass the yarn

to the herbivores and

omnivores, the herbivores to

the carnivores, etc.

145


the food chain.

Now each herbivore and

omnivore must find a

carnivore. Pass them the

ball of yarn, holding onto

the thread.

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.

146


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?

147


Grade Level

Upper Elementary

Middle School

High School

Duration

Two 50-55 minute

class periods

Setting

The classroom

Vocabulary

Wetland

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

GLEs Science

4th – (SI-E-A1, A5, B1, B6)

5th – (SI-M-A1, B1, B7, C3)

6th – (SI-M-A1,M A7, B1)

7th – (LS-M-D2), (SE-M-A1, A4, A8)

8th – (SE-M-A4)

High School – (LS-H-D4), (SE-A7)


4th – (ELA-2-E1, E3, E4), (ELA-3-E1, E2, E3)

5th – (ELA-1-M1), (ELA-2-M1, M2, M3, M4), (ELA-3-M2, M3, M4, M5),

(ELA-4-M3), (ELA-5-M2), (ELA-7-M4)

6th – (ELA-1-M1, M4), (ELA-2-M1, M2, M3), (ELA-3-M2, M5), (ELA-4-M1, M4), (ELA-5-M1,

M2, M4, M5), (ELA-6-M3), (ELA-7-M4)

7th – (ELA-1-M4), (ELA-2-M1, M2, M3, M6), (ELA-3-M2, M3, M5), (ELA-4-M1, M3),

(ELA-5-M1, M2, M3), (ELA-6-M3), (ELA-7-M4)

8th – (ELA-1-M4), (ELA-2-M1, M2, M3, M4), (ELA-3-M2, M3, M5), (ELA-4-M1, M3),

(ELA-5-M1, M2, M3, M5), (ELA-7-M1, M4)

High School – (ELA-1-H3, H4), (ELA-2-H1, H2, H3, H4, H5), (ELA-3-H2, H3), (ELA-4-H1,

H2, H3, H4, H5), (ELA-5-H1, H2), (ELA-7-H1, H2, H3, H4)

Social Studies

8th – (G-1D-M1)

High School – (G-1D-H5)

Materials List Pencils (one pack provided)

Colored pencils (one pack provided)

Copy of a recent newspaper (optional – teacher provides)

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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 cutgrass, water lilies and pickerelweed. 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

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.

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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.

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.

150


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.


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 wetlands, 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.

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 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.

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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 of 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.

152



Article WetlandStudent Activity SheetName

Planning a Wetland Newspaper ArticleFollow 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 ....”

___________________________________________________________________

153


Article WetlandStudent Activity SheetName

YOUTH WETLANDS OBSERVER

By: _____________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

154


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.

155


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!!!!

156

Water Puts the

Wet in Wetlands

157


Grade Level

Upper Elementary

Middle School

High School

Duration

50-55 minutes

Setting

The classroom

Vocabulary

Filter

Detritus

Anaerobic

Aerobic

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.

GLEs Science

4th – (SI-E-A1, A2, B1)

5th – (SI-M-A1, A3, A4, A7, A10)

6th – (PS-4-A1, A4), (SE-M-A6, A8)

7th – (LS-4-C3)

8th – (ESS-M-A8), (SE-M-A3)

High School – (SI-H-A1, A2)


4th – (ELA-1-E1, E5, E6), (ELA-3-E1), (ELA-4-E2, E5)

5th – (ELA-1-M1), (ELA-4-M1, M2, M6), (ELA-7-M1, M4)

6th – (ELA-1-M1, M3), (ELA-4-M1, M2, M4, M6), (ELA-5-M3), (ELA-7-M1)

7th – (ELA-1-M1M3), (ELA-4-M1, M2, M6), (ELA-7-M1, M4)


High School – (ELA-1-H1, H4), (ELA-4-H1, H2, H4, H6), (ELA-7-H1

Social Studies

4th – (G-1D-E1)

5th – G-1D-M1)

8th – (G-1D-M1, M2)

High School – (G-1B-H1, H2), (G-1D-H4)

Math

4th – (M-1-E), (M-2-E), (M-5-E)

5th – (M-1-M), (M4-M)

6th – (A-3-M), (D-1-M), (D-2-M), (M-2-M)

7th – (M-1-M), (M-4-M)

8th – (D-1-M), (G-1-M), (M-1-M)

High School – (D-1-H), (D-4-H), (D-5-H), (M-1-H)

158


Materials List Empty, clean 2-liter drink bottles (every student should supply one from home)

Coffee filters (1 pack of 100 provided)

Several kinds of soil – sand, clay, gravel, mud, etc. (teacher provides)

Dead leaves (teacher provides)

Fresh leaves, grass (teacher provides)

Materials collected from nature – rocks, twigs, pinecones, etc. (teacher provides)

Paper

Permanent markers (1 pack provided)

Plastic cups (teacher provides)

Muddy water made by adding clay or mud to water and shaking (teacher

provides)


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.

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

159


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.

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.

160


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 bottle 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 they believe will work the best.

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

161


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.

162


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.

163


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.

164


Grade Levels

Upper Elementary

Middle School

Duration

50-55 minutes

Setting

The classroom

Vocabulary

Aquifer

Confined aquifer

Groundwater

Nonpoint-source

pollution


Surface runoff

Surface water

Unconfined aquifer

Aquifer Architects Teacher Instructions

Focus/Overview

Students will learn the difference between point-source and

nonpoint-source pollution, as well as the ways they contribute to

nonpoint-source pollution. The students will build an aquifer to

help them visualize how groundwater is stored, why it is important

to wetlands and how some pollutants can infiltrate this water

source.

Learning Objectives:

The students will:

Learn the difference between and the sources of point-

source and nonpoint-source pollution.

Learn how aquifers and groundwater are important in

providing drinking water.

Create a model of an aquifer to demonstrate how pollutants

infiltrate groundwater and surface water.

GLEs Science

4th – (SI-E-A1, A2, B4)

5th – (SI-M-A2, A5, A7), (SE-M-A3, A4)

6th – (SI-M-A6, A7)

7th – (SI-M-B4), (LS-M-C4), (SE-M-A1, A4, A8)

8th – ((ESS-M-A8, A10), (SE-M-A3, A4, A10)


4th – (ELA-4-E5, E7)

5th – (ELA-1-M1), (ELA-4-M2, M4)

6th – (ELA-1-M1), (ELA-4-M1)

7th – (ELA-4-M1, M2)

8th – (ELA-4-M1, M2)

Materials List

2-liter bottle

Teachers or students will need to provide one for every two students

17-20 clear plastic cups (teacher provides)

Two for the demonstration

15 for student groups

Tablespoon (to measure)

Clear plastic tape (1 roll provided)

Food coloring (1 pack of 4 provided)

Straws (30 provided)

165


Sand (teacher provides)

Pea gravel (teacher provides)

Spray bottle (1 provided))

Modeling clay

Green felt, cut into 15 rectangles (5 sheets provided)

Powdered cocoa (3 packets provided)




Nonpoint-source pollution is the result of surface water runoff from varied and diffuse sources

such as agricultural farms, livestock pens, parking lots, neighborhoods or rooftops. This type of

pollution typically is generated during rainfall events when pollution dissolves in the water as the

water moves along and through the ground as it travels toward larger bodies of water. The

contrast to nonpoint-source pollution is point-source pollution, which is generated from a

distinct, designated point such as a discharge pipe from an oil refinery, a city storm drain or a

construction site.

Common examples of nonpoint-source pollution include:

Oil and grease from vehicles.

Excess fertilizers and herbicides from agricultural and residential areas.

Sediment from streets, construction sites or croplands.

Bacteria from livestock pens, improperly managed sewage and pet wastes.

Garbage from landfills and littering.

An aquifer is an area underground that holds groundwater. Below the Earth’s surface lie layers

of soil and rock. Water from the Earth’s surface infiltrates the soil and makes its way down into

the open cavities between the rocks to be stored as groundwater. Many communities use

aquifers to obtain their drinking water by digging through the soil and rock and creating a well to

draw up water. Wetlands are important to aquifers because wetlands collect water that will later

seep in and “recharge” an aquifer’s supply of water.

Unfortunately, chemicals and other pollutants can contaminate the groundwater in aquifers.

These pollutants often are the result of nonpoint-source pollution. When a rainfall event occurs,

the water moves over and through the ground, picking up natural and manmade pollutants and

depositing them in ponds, lakes, rivers, wetlands, oceans and groundwater. The first inch of

runoff carries 90 percent of the pollutants and causes at least half of all water quality problems.

Some of these pollutants include trash, fertilizers, pesticides, vehicle chemicals (oil, brake fluid,

antifreeze), sediment (mud) and animal feces (fecal coliforms). These pollutants can percolate

through the soil and rock and into an aquifer, posing risks to human health for those who rely on

aquifers for drinking water.

The Clean Water Act of 1972 allowed the Environmental Protection Agency (EPA) to begin

regulating and permitting facilities with outlets of point-source pollution. Nonpoint-source

pollution is much harder to regulate because it is the cumulative effect of many small sources

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and is therefore hard to measure. The EPA’s defense against nonpoint-source pollution is

education and outreach programs within communities and schools. Programs include supplying

grants for plantings, trash cleanups and larger scale improvements to wetlands and water bodies.

Water is everywhere. It is the colorless and tasteless liquid that covers 71 percent of the Earth,

totaling 333 million cubic miles. About 97.5 percent of all water found on Earth is salt water, and

2.5 percent is freshwater. Of the 2.5 percent that is freshwater, less than 1 percent is usable to

humans, plants and animals. This is because 70 percent of the total freshwater is in the form of

ice or permanent snow (e.g., glaciers) and about 30 percent is groundwater (not easily

accessible). Most of the freshwater usable to humans, animals and plants is found in lakes, rivers,

streams and, to some extent, groundwater. Thus, it is very important that we protect the health of

our local waterways and groundwater.

Figure source: United States Geological Survey

Definitions:

Aquifer – an underground geological formation containing groundwater.

Unconfined aquifer – an aquifer that is located in a permeable rock formation. In this type of

aquifer, the water table is free to rise and fall depending on factors such as the amount of rainfall

and amount of runoff.

Confined aquifer – an aquifer that is located underneath an impermeable layer of rock or clay

that is under extreme pressure.

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Groundwater – water beneath the surface of the ground, consisting largely of surface water that

has seeped down.

Nonpoint-source pollution – water pollution from a variety of diffuse and indistinguishable

sources.

Point-source pollution – pollution from a single, identifiable, distinct source.

Surface runoff (runoff) – water flow that occurs when soils are infiltrated to full capacity and

excess water from rain, snowmelt or other sources flows over the land.

Surface water – water collecting on the ground or in a stream, river, lake, wetland or ocean.

Advance Preparation

1. Fill a 2-liter bottle with tap water.

2. Determine which of the two lesson options the class will participate in, and get out the

appropriate materials.

Procedure

Demonstration for Students

1. Hold the 2-liter bottle full of water up and tell students that all of the water in the bottle

represents all of the water available on the Earth.

2. Pour 4 tablespoons out of the 2-liter bottle into a clear plastic cup. Tell them this is all of

the fresh water on Earth and that what is left in the bottle is all of the salt water from the

oceans and seas.

3. From the first plastic cup (with the 4 tablespoons of water in it), pour 0.2 teaspoons into a

second plastic cup. Tell students this is all of the fresh water on Earth that is usable to

humans – including groundwater and surface water that’s usable.

4. Review the background information with the students.

5. Allow students to discuss the importance of keeping land, lakes, ponds, streams and

rivers clean. They should be made aware that because the only usable water for humans is

from groundwater and surface water, we need to work hard to keep our lands clean, as

well as our waterways.

a. Ask them how they would get water if all of our groundwater, lakes, streams and

rivers were polluted. Could they easily travel to Antarctica to collect ice for

melting? Could they just sit around and wait for more rainfall and set out

thousands of buckets to collect it? Would this work for long?

b. Water is a limited resource. We must work to keep it clean and also to conserve it

when we can.

6. Tell the students that today they will be building an aquifer and determining how

pollutants may affect the availability of the water in the aquifer.

Procedure Option 1: Teachers, use this procedure for a shortened exercise and a more

simplistic version of an aquifer. We are representing only an unconfined aquifer in this

activity.

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1. Divide students into groups of two and make sure each group has the following:

Two clear plastic cups

Two drinking straws

Sand

Gravel

2. Have the students fasten a drinking straw to the inside edge of each cup with tape,

leaving ¼ inch of space at the bottom.

3. Have students fill two clear plastic cups with gravel and sand (in that order from bottom

to top) two-thirds of the way. Let students observe how the sand falls between the cracks

of the rocks. This is an example of the natural way in which the Earth is layered below

ground.

4. Have students fill the first cup with water from the 2-liter bottle to ½ inch above the sand.

Warning: It does not take a lot of water. This represents groundwater and surface

water. Discuss what type of landscape this could be. (It could be pond, lake, stream or

river.)

5. Have students pour water into the second cup to ½ inch below the surface of the sand.

This is the typical water table that lies underground in the unconfined aquifer.

6. Use the spray bottle to mist into the second cup. This mimics a rainfall event and is

recharging the groundwater reservoir.

7. Place a few drops of food coloring into the straw. This simulates pollutants getting into

the groundwater from an abandoned well. Many people dump household chemicals and

motor oils down abandoned wells.

8. Allow students to observe how the food coloring infiltrates the groundwater and pollutes

it. This is the water some people may draw up from wells for drinking, cooking, bathing

and more.

Procedure Option 2: Teachers, use this procedure for a more challenging and detailed aquifer

construction. We are representing an unconfined and a confined aquifer in this activity.

1. Divide students into groups of two and make sure each group has the following:

One 2-liter bottle

One drinking straw

White sand

Modeling clay

Green felt

Cocoa powder

2. Help the students to cut the 2-liter bottle in half and to put the top half aside.

3. Have students fasten the drinking straw on the side of the bottle, leaving ¼ inch at

bottom.

4. Have students pour aquarium rock to a thickness of ½ inch into the bottom of the bottle.

This is the bedrock layer.

5. Have students pour a small amount of water onto the rocks – to about ¼ inch below the

surface of the rocks. The water within the deepest layer is the confined aquifer. (It exists

below the confining layer – see the next step.)

6. Each group should then use the modeling clay to create the next layer by flattening it and

placing it on top of the rock layer. Have them press the clay tightly against the edge of

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the container and around the straw, making a seal. This is the confining layer that large

amounts of water do not travel through.

7. Pour a small amount of water on top of the clay and let students observe how most of the

water remains above the confining layer.

8. Have students use a mix of sand and rock to cover all of the clay, while sloping the

sediment on one side to create a hill and a valley.

9. Pour water on top until the water in the valley is halfway up the hill. Point out that the

water in the valley has created a lake, which is stored as surface water. Water stored

below the valley and within the hill is groundwater within the unconfined aquifer.

10. Have students place a piece of green felt on top of the hill and sprinkle some cocoa

powder on it. Tell the students that the felt represents grassland and the cocoa represents

pollutants from runoff, such as excess use of fertilizer, chemicals from households,

sediment and vehicle pollutants (motor oil, brake fluid, antifreeze).

11. Put a few drops of food coloring into each group’s straw while explaining to students that

people often dump household chemicals and other pollutants into old wells. This pollutes

the aquifer and can be harmful if humans or animals consume the water.

12. Using a spray bottle to simulate rain, spray water onto the hill and let the students

observe the pollution from runoff that enters the surface water during a rainfall event.

13. Optional: Now remove the spray bottle’s top and insert the stem into the straw and

depress the trigger. This simulates the water drawn up from the well for drinking,

cooking, bathing and more. The colored water is polluted.

14. See below for a visual of a similar demonstration:

Figure source: Bureau of Economic Geology

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Lesson Wrap-up (for either option): Make a list on the board of possible pollutants and how they enter an aquifer. Then allow the

students to discuss what they can do to prevent pollution.

Pollutant Source Remedy

Trash/debris Parking lots, roadways Organize a trash bash

Vehicle Fluids: Oil,

brake fluid,

antifreeze

Parking lots, roadways,

driveways

Plant wetland vegetation

around perimeter of pond to

act as a filter

Excess nitrogen and

phosphorous Gardens, farms, backyards

Education and outreach to

residents about fertilizer use

in the backyard

Bacteria overload Livestock farms, backyards

Educate residents about

picking up their dog’s poop;

also, investigate whether

there is a nearby farm and

talk with the farmer about

management practices

Too muddy (lacks

oxygen)

Land that isn’t vegetated,

farms

Plant grasses and wetland

vegetation to keep soil from

eroding into pond

Blackline Masters

N/A

Resources



http://water.epa.gov/polwaste/nps/whatis.cfm




http://water.epa.gov/type/groundwater/index.cfm

Lesson adapted from Bureau of Economic Geology

http://www.beg.utexas.edu/education/aquitank/tank01.htm

Lesson adapted from “Safe Drinking Water – Build a Model Aquifer” of the Louisiana

Department of Environmental Quality

http://www.deq.louisiana.gov/portal/Default.aspx?tabid=1966

US Geological Survey

http://ga.water.usgs.gov/edu/earthwherewater.html

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Aquifer Architects in the T-3 Format


This is all of the water on

Earth.

Where is this water located

on Earth?

Hold up the 2-liter bottle full

of water.

Probe students to answer

where water is held on Earth.

Have them think about the

water cycle

Reply: Oceans, seas, rivers,

ponds, groundwater/aquifers,

clouds (rain and snow),

glaciers and ice caps.

Now, 97 percent of this water

is salt water, found in seas

and oceans. So that means

that only 3 percent is fresh

water. Let me take out 3

percent of this water in the

bottle…

Take 4 tablespoons of water

out of the bottle and pour it

into the first clear plastic cup

or container. Put the 2-liter

bottle aside.

Listen and observe.

And of this 3 percent fresh

water on all of Earth, only 1½

percent of it is readily usable

to humans. Let me take out

the usable water from the

fresh water.

Where is fresh water NOT

readily usable to humans?

Where is it usable?

Transfer about 0.2 teaspoons

from the “freshwater” cup to

the “usable freshwater” cup.

This is about 17 drops of

water from a dropper.

Listen and observe.

Answer:

Freshwater is NOT readily

usable when it’s in ice caps,

glaciers and aquifers.

Usable – rivers, streams,

ponds, etc.

One way we can obtain more

usable fresh water is to tap

into the aquifer reserves

under the ground.

How do we do that?

Probe for answers Answer: water wells

So, to sum up, we can obtain

fresh, usable water from

rivers, streams, lakes, ponds

and now under the ground.

But there is one catch! Much

of our usable water is

polluted, making it even

harder to obtain.

Polluted water must be

treated more and sometimes

is not usable at all.

Listen

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How could we get more fresh

water if all of our usable

water was polluted? Could

we travel to Antarctica and

retrieve some ice to melt

when we get back home?

Could we sit around and wait

for rain so that we could cook

dinner for the night?

Water is a limited resource

and it is important that we

work to not pollute it. If we

don’t stop pollution, our

future generations will be

very limited on the amount of

usable fresh water available

to them.

What types of pollutants may

enter our sources for fresh

water: rivers, streams, lakes,

ponds and aquifers?

Use the background

information to probe for

answers about types of

pollutants.

Make a list of pollutants on

the board as the students list

them.

Answer aloud by naming

some pollutants.

There are two types of

pollutants: point-source and

nonpoint-source.

Point-source pollutants come

from pipes or industries and

can be readily identified.

Nonpoint-source pollutants,

however, are harder to

identify where they come

from.

Where might you think

nonpoint-source pollutants

come from?

Use the background

information to probe and help

students differentiate between

point-source and nonpoint-

source pollutants.

Mark on the board which

ones listed are point- and

nonpoint-source pollutants.

Sources of nonpoint-source

pollution might be:

backyards, roadways, fields

and agricultural farms.

Nonpoint-source pollutants

could be: human and animal

feces, vehicle fluids,

fertilizers, pesticides,

herbicides and mud/sediment.

Answer probing question

about sources of pollution

and which are point- and

nonpoint-source pollutants.

Also, answer which

pollutants fall into the two

categories.

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NOTE: Fertilizers,

herbicides, pesticides and

sediment are pollutants in

high numbers (excess).

We will be simulating

nonpoint-source pollution

today and how these

pollutants might infiltrate our

sources for usable fresh

water.

Today, we will be creating an

aquifer. Can anyone tell me

what an aquifer is?

Can aquifers become

polluted?

An aquifer is an underground

storage of water.

Some pollutants can seep

down into the ground and

infiltrate an aquifer.

Answer aloud ideas of what

an aquifer is and of pollution

in aquifers.

PROCEDURE OPTION 1

We will be creating an

unconfined aquifer today.

This means that the aquifer is

right below the surface of the

ground and not confined by a

thick layer of sediment deep

below.

Divide class into groups of

two. Pass out materials.

Fasten a clear drinking straw

to the inside edge of each

cup, leaving some space at

the bottom.

This will be our drinking

well.

Monitor Students should follow

procedure.

Pour rocks into each cup,

leaving a half-inch at the top.

This is our land.

Monitor Students pour rocks.

In your first cup, SLOWLY

pour water into the rocks,

allowing the water to come

up above the surface of the

rocks.

Can anyone tell me what type

of landscape we have

created? What is the water

called that is below the

surface of the rocks? Above

the surface of the rocks?

Students pour water.

Answers:

Types – This could be a lake,

pond, river, stream or flooded

swamp.

Water below – groundwater

Water above – surface water

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Now, SLOWLY pour water

into the second cup, but don’t

allow the water to come

above the surface of the

rocks.

What type of landscape is

this?

Students pour water.

This is simply land with

groundwater below the

surface. Maybe it’s near a

river or stream.

This groundwater needs to be

recharged now and then to

maintain a certain amount.

How does the groundwater

become recharged?

Use a spray bottle to simulate

rainfall, adding water to the

cup but not allowing the

water to get above the surface

of the rocks.

Observe

Now, we will use food

coloring to demonstrate

pollution of our aquifer and

water.

Pour two drops of food

coloring down each straw and

allow it to infiltrate.

Students observe the base of

the straw and watch as the

food coloring seeps into the

aquifer.

PROCEDURE OPTION 2

We will be creating an

aquifer today. There are two

types – a confined aquifer

that is deep below the

ground’s surface and an

unconfined aquifer that is

typically right below the

surface of the ground.

Break students into groups of

two and pass out materials.

Have students cut their 2-liter

bottles in half.

Listen.

Students carefully cut their 2-

liter bottles in half and set the

tops aside.

Fasten a drinking straw to the

inside of your container.

This represents a water well.

Follow procedure.

Now, we will create our

confined and unconfined

aquifers. The confined

aquifer will be on the bottom,

and the unconfined will be

above it. They are separated

by a thick layer of sediment;

sometimes clay, shale or

rock.

Do your best to seal the

confined aquifer under the

clay layer as you make that

layer – to ensure water does

Read and monitor procedure. Follow procedure.

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not seep into it easily.

The water below the clay

layer you created is the water

held in the confined aquifer,

while the water above it is

that of the unconfined

aquifer.

Humans can tap into both

types of aquifers with water

wells.

The water in the valley is

called surface water, while

the water within the rocks is

called groundwater.

Listen.

We will now simulate a piece

of land on top of our hill by

cutting a small piece of felt

and placing it on top of the

rocks protruding out of the

water.

Allow students time to cut a

piece of felt and position it

correctly.

Cut felt and position.

I will now pour some cocoa

powder onto your piece of

felt. What does this simulate?

Now, I will pour some food

coloring into your straw.

What does this simulate?

Sprinkle some cocoa powder

onto each group’s felt and

place three to four drops of

food coloring into each straw.

Use a spray bottle to simulate

rainfall and spray cocoa

powder into the lake.

Make a list on the board of

possible pollutants that the

students name. Also, probe

for others.

Answer: The cocoa

represents pollution from

surface runoff (e.g., fertilizer,

pesticides, soil, trash, etc.).

The food coloring represents

someone dumping household

chemicals into the well,

which occurs quite often.

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WRAP-UP FOR BOTH OPTIONS

What can you and I do to

prevent and reduce the

pollution from nonpoint-

source pollution?

Make a list on the board of

answers. See table at end of

procedure.

Consider doing a service-

learning project in your

community. Contact a Youth

Wetlands Program agent for

ideas, materials and guidance.

Answer aloud with possible

solutions to reducing

pollutants in local waters.

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Grade Level

Middle School

Duration

One to two 50-55

minute class periods

Setting

The classroom or lab

Vocabulary Water quality

Acid

Base

Buffer

‘pH’inding pH Teacher Instructions

Focus/Overview

This lesson will introduce students to the concept of pH and how it relates

to water quality. Students will test the pH of various common household

items to determine if they are acids or bases. Then they will test the pH of

unknown samples from wetlands to determine what type of wetland the

sample was taken from.

Learning Objectives

The students will:

Learn about the pH scale and how pH is measured.

Discover how pH relates to wetlands and water quality.

GLEs Science

7th – (SI-M-A3, A4, A7, A8, B5)

8th – (SI-MA3, A4, A7, A8)


7th – (ELA-2-M4), (ELA-3-M2), (ELA-4-M1, M2, M6)

8th – (ELA-3-M2), (ELA-4-M1, M2, M6)

Materials List

Five liquids from common household items. Can be: Orange juice, vinegar, water, milk, coffee,

soda pop, etc. (teacher provides)

o Items also can be dissolved in water, as well, to create the solutions – salt, baking soda,

diluted ammonia, detergent, etc.

Permanent markers (1 pack of 4 provided)

Plastic cups (teacher provides)

A vial of wide range pH test paper (1 vial of 100 provided)

(If needed, extra bottles of test paper can be ordered at www.sciencelab.com.)

Three large containers (3 gallon buckets) filled with tap water (teacher provides)


Vinegar (teacher provides)

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http://www.sciencelab.com/



See General Wetlands Information at the front of the curriculum binder for more information on

Louisiana‟s wetlands and wetland conservation.

An important aspect in understanding wetlands is learning about different ways the water in the

wetlands is tested. Water quality measurements are taken to measure the physical, chemical and

biological characteristics of the water to determine the health of the wetland. The quality of water can be

affected by both natural processes and human activities, and the health of the wetland is based on

measuring certain characteristics and comparing them to a standard.

The pH test is one of the most common types of measurement of water quality. pH indicates the acidity

or alkalinity (also called an acid and a base) for a water sample by measuring the amount of hydrogen

(H) and hydroxyl (OH) ions in the water. If water has more hydrogen ions, it is acidic, and if the sample

has more hydroxyl ions, it is basic (or alkaline).

pH is measured on a scale of 0 to 14 with 7 being the neutral point. A water sample with a pH of 7 is

considered neutral. pH measurements below 7 are acidic (with the lower values indicating the strongest

acids) and measurements above 7 are considered basic (with the higher values indicating the strongest

bases). The diagram below outlines the pH scale and where some common items fall along the scale.

Most people are familiar with the fact that acids can be harmful (especially acids that have a low pH,

such as hydrochloric acid - HCl), but some find it interesting that there are slightly acidic items that we

ingest every day. Conversely, bases often are considered less caustic, but bases that have a high pH can

be as harmful as strong acids (such as bleach or lye).

Most organisms that inhabit the water prefer to live in a pH range of 6.5 to 8.5 – although fish can

tolerate a slightly broader range of about 5.0 to 9.0. The pH of a wetland, lake or pond is affected by the

environment the water body is located in as well as discharge from local communities and industries.

The type of wetland habitat that a sample of water comes from can be hypothesized based on its pH.

Freshwater swamps (such as cypress swamps) often have a pH that is slightly acidic. This is because the

swamps are surrounded by trees that drop leaves that begin to break down in the water. As they break

down, they release a very weak acid called tannic acid into the water, giving the swamps a slightly

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acidic pH (between 5 and 7). (Fun fact: This same effect happens when people make tea. The leaves in

the tea bag begin to break down, releasing tannic acids that turn the water brown and give tea its

flavor.) In addition, there also is a large amount of organic matter living in and surrounding freshwater

wetlands. As they die and begin to break down and decay, carbon dioxide (CO2) is released. The CO2

combines with the water to form a very weak acid called carbonic acid.

Salt marshes tend to have a pH that is more basic. This is due to the salt that is dissolved in the water.

Salt has a pH of around 9, and when it is dissolved in salt water, it increases the pH of the marsh slightly

(not high enough to cause any harm to the fish and organisms that inhabit the marsh). Even though salt

marshes contain a lot of organic matter (that may lead one to assume the organic matter would break

down and increase the amount of carbonic acid in the water – similar to what happens in freshwater

marshes), the different salts dissolved in the water act as a buffer against changes in pH.

Organisms that live in wetlands are adapted to live in the specific pH of the water. Alterations in pH can

occur through a variety of processes. Nitrogen oxide and sulfur dioxide emitted from cars and coal-fired

power plants can be collected in the atmosphere and converted to nitric and sulfuric acids that will

eventually fall to the earth as acid rain. The pH of a wetland also can be affected by direct human

effects. Dumping of chemicals into a watershed or runoff of pollutants from farms, gardens and homes

can alter the pH of the system. Something as simple as shampoo or dish soap can affect the overall

chemistry of water.

The following lesson will be broken into two parts. Students will begin by measuring the pH of common

items and determining if they are acids or bases. Next, they will test the pH of unknown “samples” to

determine what type of wetland habitat they may have come from. All their data will be recorded on the

student worksheet, and they should be able to use their knowledge to answer a variety of follow-up

questions listed on the worksheet.

Definitions:

Water quality – measurements that are used to determine the physical, chemical and biological

characteristics of the water that determine the health of the wetland. Examples of water quality

measurements include pH, dissolved oxygen, nitrogen and phosphorus concentrations and heavy metal

concentrations.

Acid – a substance that when dissolved in water has more hydrogen (H) ions. It has a measured pH less

than 7 and often gives foods a sour taste.

Base – a substance that when dissolved in water has more hydroxyl (OH) ions. It has a measured pH

greater than 7 and can also be referred to as an alkaline.

Buffer – a compound that can help substances resist changes in pH.

Advance Preparation

1. Test the litmus paper on a variety of substances to become familiar with testing pH (if needed).

2. Make copies of the „pH‟inding pH pHact Sheet for every student in the class.

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3. Preparation for Part 1 – Label three sets of cups with numbers 1 through 5 (with three cups

labeled 1, three cups labeled 2, etc.). Pour ~1/4 cup of each sample type into each cup (i.e., pour

1/4 cup of milk into all cups labeled 1, pour 1/4 cup of vinegar into each cup labeled 2, etc).

Make three stations in the classroom. Put one set of cups labeled 1-5 at the first station.

Do the same thing at stations 2 and 3.

Set out 10 pieces of litmus paper at each station.

4. Preparation for Part 2 – For this test, “samples” from different wetland habitats will be created

before class starts.

Fill each of the 3-gallon buckets or containers with plain tap water and label each bucket

with 1, 2 and 3.

Use the litmus paper to test the Bucket 1 of water to make sure it has a neutral reading

(pH = 7). This will be the standard sample.

Add vinegar to Bucket 2 until the pH of the water reads slightly acidic (pH =

approximately 5). This will be the freshwater wetland sample.

Add salt to Bucket 3 until the pH of the water reads slightly basic (pH = approximately 8-

9). This will be the salt marsh sample.

Pour smaller samples of each water type into smaller cups at the three stations that were

set up for Part 1. Label the cups at each station as 1, 2 and 3 (and pour the corresponding

water samples from the buckets into each cup).

Procedure

Overview of pH Procedure

1. Use the background information to explain to the students about pH, how it is measured, how pH

can be used to measure water quality and how pH may vary with different wetland habitats and

with different human effects.

2. While explaining pH, draw the pH scale on the blackboard (an example of the scale is located in

the Background Information section) and talk to students about the various pH levels different

substances have. Then leave the pH scale on the board during Part 1 and Part 2 of the lesson.

3. Hand out one copy of the „pH‟inding pH pHact Sheet to each student.

4. Once you have explained what pH is, have students complete the “Definitions” section of the

activity sheet. Have them share their definitions of pH with the class to ensure they have the

correct answers.

Lesson Part 1 – Testing the pH of Common Household Items (Understanding How to Measure pH) 1. Tell the students the first step in studying pH is learning how to measure it by sampling various

common substances they have around their homes every day.

2. Break the students into three equal groups and send each group to one of the three stations you

set up.

3. Tell the students they will be sampling the items together but that they each will have to fill out

their own worksheets.

4. Have the students examine each numbered cup and make a guess as to what they think the pH of

each substance will be. They are only allowed to look and smell the liquid – not taste! Have them

write their guesses in the “estimated pH” column on the „pH‟inding pH pHact Sheet.

5. Next, the students will have to test the actual pH of each substance. To make sure the test is

accurate, each substance will have to be measured twice.

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Have the students dip a pH test strip into each substance. Caution the students not to drop

the pH paper into the cups.

Once each of their strips changes color, have students compare the color of their strips to

the pH color chart that came with the pH test kit and record their findings on their

„pH‟inding pH pHact Sheet.

6. Once the actual pH is determined, have each student determine if each substance is an acid, a

base or neutral.

7. Tell the students what was located in each of the five sample cups and write down where those

substances fall along the pH scale that was drawn on the board.

8. Have the students dispose of the liquids in the proper manner, throw away the test strips and

rinse and stack the cups so they can be used a second time.

Lesson Part 2 – Testing the pH of Unknown Wetland Samples 1. Using the background information provided, talk to the students about how different pHs can be

found in different wetland habitats. Because of the breakdown of organic matter in freshwater

wetlands, the pH of the water will be more acidic, while the salt dissolved in the water of salt

marshes allows them to have a more basic pH.

2. Explain that at each station there are two samples of water that were taken from different

wetlands around Louisiana and one standard sample that was taken from a pure source of water.

But tell them the samples have been mixed up and it is up to them to determine what type of

marsh the samples would likely be from and what sample is the standard.

3. Have the students test each sample of water twice and write down the pH of each sample on their

„pH‟inding pH pHact Sheet.

4. Once the students have a consensus as to what the pH of each sample is, have the students

determine what sample is the standard, what sample is from a freshwater wetland and what

sample is from a salt marsh.

Answer Key for Teachers:

pH about 7 = Standard

pH > 7 = Salt marsh

pH < 7 = Freshwater marsh

5. Review the pH information students have on their data sheets to make sure the students have the

correct answers. Then relate the idea of the pH scale to how pH can affect wetlands across

Louisiana. Since only certain animals can live at certain pH levels, if the pH is changed too

much, the animal could die.

Ask the students if they know of ways the pH of wetlands can be changed due to human

activity?

Answers include: Rain, snow, sleet, acid rain, runoff from pollution, etc.

Blackline Master

1. „pH‟inding pH pHact Sheet

182


Resources

Nonpoint Source Assessment: User‟s Guide to Ohio‟s Surface Water

http://ohioline.osu.edu/b873/b873_8.html

The Education Program at the Marine Sciences Consortium/NJ Sea Grant

http://www.njmsc.org/Education/Lesson_Plans/pH.pdf

Solar Education for NY – School Power Naturally

What Is pH and Why Is It Important?

http://www.powernaturally.org/programs/SchoolPowerNaturally/default.asp?i=9

http://upload.wikimedia.org/wikipedia/commons/b/b2/PH_scale_2.png

http://www.ncsu.edu/sciencejunction/depot/experiments/water/lessons/pH/

Wilkes University Center for Environmental Quality, Environmental Engineering and Earth Sciences

http://www.water-research.net/Watershed/pH.htm

183

http://ohioline.osu.edu/b873/b873_8.html

http://www.njmsc.org/Education/Lesson_Plans/pH.pdf

http://www.powernaturally.org/programs/SchoolPowerNaturally/default.asp?i=9

http://upload.wikimedia.org/wikipedia/commons/b/b2/PH_scale_2.png

http://www.ncsu.edu/sciencejunction/depot/experiments/water/lessons/pH/

http://www.water-research.net/Watershed/pH.htm

‘pH’inding pHName Student Activity Sheet


‘pH’inding pH pHact SheetDefinitions:Before beginning the activity, please define the following terms:

Acid:___________________________________________________________________________________________________________________________________________________________________What is the pH range for acids?_______________________

Base:___________________________________________________________________________________________________________________________________________________________________What is the pH range for bases?_______________________

Activity 1 – Testing the pH of Common Items

Activity 2 – What Wetland is this Water From?

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‘pH’inding pH in the T-3 Format


Review the Background

Information and familiarize

yourself with pH, the pH

scale, acids and bases, how

pH is measured and how it

relates to water quality.

Today we will learn about pH

and how pH can change

depending on different

samples of water.

Review with students what

pH is, how it is used to

measure water quality and

how pH is different in

different wetland habitats.

Draw the pH scale on the

board (shown in the

Background Information)

and show where common

items fall along the pH scale.

Listen and understand pH,

acids, bases and water

quality.

I‟m going to hand out a copy

of our student worksheet.

Please put your name on it

and fill out your answers in

the definitions section on the

worksheet.

Hand out a copy of the

student worksheet to each

student.

Put their name on the

worksheet and fill out the

“definitions” section.

Lesson Part 1 – Testing the pH of Common Household Items

The first step in studying pH

is learning how to measure it

by sampling various common

substances around your

homes every day.

Direct the students to one of

the three stations set up to

measure pH (see “Advance

Preparation” section).

Go to one of the pH testing

stations.

Today you will be sampling

the items in front of you as a

group, but each of you will

have to fill out your own

worksheet.

Please take a moment and

examine each numbered cup

and make a guess as to what

you think the pH of each

substance will be. Only look

and smell the liquid! Do not

taste! Write your guesses in

Watch the students smell and

observe the substances.

Write their pH guesses down

on their student worksheets.

185


the “estimated pH” column

on the worksheet.

Now, you will test the actual

pH of each substance. To

make sure we are accurate,

you will take two

measurements of the pH of

each substance.

Write the actual pH you

measure on your student

worksheet.

Have the students dip the

pH test strip into each

substance. Caution the

students not to drop the

pH paper into the cups.

Once the strips change

color, help students

compare the color of

their strips to the pH

color chart that came

with the pH test kit and

record their findings on

the „pH‟inding pH pHact

Sheet.

Measure pH and record the

information.

Now that you know the pH of

each substance, please write

on your student worksheet if

each substance was an acid,

base or neutral.

Fill out student worksheet.

Tell the students what was

located in each of the five

sample cups and write down

where those substances fell

along the pH scale that was

drawn on the board.

Lesson Part 2 – Testing the pH of Unknown Wetland Samples

Use the background

information provided, talk to

the students about how

different pHs can be found in

different wetland habitats.

Because of the breakdown of

organic matter in freshwater

wetlands, the pH of the water

will be more acidic, while the

salt that is dissolved in the

water of salt marshes allows

them to have a more basic

pH.

186


Today we have two samples

of water that were taken from

different wetlands around

Louisiana and one standard

sample that was taken from a

pure source of water. The

samples have been mixed up,

however, and it is up to you

to determine what type of

marsh two of the samples

would likely be from and

which sample is the standard.

Have the students go back to

the pH testing stations they

were at for Lesson 1.

Go to their pH testing

stations.

Test each sample‟s pH twice

and record it on your student

worksheet.

Have the students test each

sample of water twice and

write down the pH of each

sample on their „pH‟inding

pH Fact Sheet.

Measure and record the pH.

Once the students have a

consensus as to what the pH

of each sample is, have the

students determine which

sample is the standard, which

sample is from a freshwater

wetland and which sample is

from a salt marsh.

Answer Key for Teachers:

pH about 7 = Standard

pH > 7 = Salt marsh

pH < 7 = Freshwater

marsh

Review the pH information

they have on their data sheets

to make sure the students

have the correct answers.

Do you know of ways the pH

of wetlands can be changed

due to human activity?

Answers include: Rain,

snow, sleet, acid rain, runoff

from pollution, etc.

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Grade Level

Upper Elementary

Middle School

High School

Duration

50-55 minutes

Setting

The classroom

Vocabulary

Topography map

Tributaries

Watershed

Aerial photograph

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 watershed

GLEs Science

4th – (SI-E-A1, A2, A3, A5, A6, B40)

5th – (SI-EM-A1, A3, A4, A5, A7), (ESS-M-A7)

6th – (SE-M-A6)

7th – (SE-M-A4)

8th – (ESS-M-A8, A9), (SE-M-A3, A4,)

High School – (SE-H-A7, A11, B4, B5, C1, C2, D2, D3, D4)


4th – (ELA-1-E5, E6), (ELA-4-E2, E5), (ELA-5-E6)

5th – (ELA-1-M1), (ELA-4-M1, M2, M4, M6), (ELA-5-M1), (ELA-7-M1, M4)

6th – (ELA-1-M1, M3), (ELA-4-M1, M2, M4, M6), (ELA-5-M1), (ELA-7-M1)

7th – (ELA-1-M1, M3), (ELA-4- M1, M2, M6), (ELA-5-M1, M2), (ELA-7-M1, M4)

8th – (ELA-1,M1), (ELA-4-M1, M2, M6), (ELA-5-M3), (ELA-7-M1, M4)


Social Studies

4th – (G-1A-E2), (G-1B-E1, E3), (G-1C-E1, E5), (G-1D-E1, E4), (G-1D-E4)

5th – (G1A-M2, M3)

7th – (G-1A-M2), (G-1C-M3)

8th – (G-1A- H1, M2), (G-1B-M2, M3), (G-1D-M1, M2, M3, M4)

High School – (G-1B-H1, H2, H3), (G-1C-H1), (G-1D-H1, H2, H3)

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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 (one pack of each provided)

Sample topo map of a hilly area

Photograph showing flat wetland topography and a photograph of a hilly area


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 the 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

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

189


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

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).

190

http://terraserver-usa.com/default.aspx


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).

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 there are huge differences, 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?

191


a. These lines will be very close together, indicating drastic changes in elevation

that are 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 they think happens when it rains in this area? Students should

reference how water will flow from the high to the low ground.

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 showing 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 Xs 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:

192


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

1. Topographic maps of Alexandria, New Orleans and Shreveport, Louisiana

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

193

http://www.scaquarium.org/curriculum/iexplore/sixth_eighth/units/watersheds/water_print.htm

http://www.mysciencebox.org/files/6topo_tour.doc

Watersheds Name Student Activity Sheet


Topographical Map: Alexandria, La.

194



Topographical Map: New Orleans, La.

195



Topographical Map: Shreveport, La.

196


Watersheds in the T-3 Format


Today we are going to

investigate watersheds and

the tools to determine where

your local watershed is

located.


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.


this picture is showing?

This is a picture of the


Area, or Mississippi River

watershed. About 40% of

the United States is within

the huge Mississippi River

watershed.

Show picture of the


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.

197


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

198


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.


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.


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.

199


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 Levels

Upper Elementary

Middle School

High School

Duration

50-55 minutes

Setting

The classroom

Vocabulary


Nonpoint-source

pollution

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

GLEs Science

4th – (SI-E-A1, A2, A3, B1, B6)

5th – (SI-M-A1, A2), (LS-M-C3), (SE-M-A3, A4, A6)

6th – (SI-M-A1, A2, B4, B5), (SE-M-A6, A8)

7th – (SI-M-A1, A2, B4, B5), (LS-M-D2), (SE-M-A1, A4, A8)

8th – (SI-M-A1, A2, B4, B5), (ESS-M-A8, A9, A10), (SE-M-A3, A4, A10)

High School – (SE-H-A7, A11, B4, B5, C1, C2, D2, D3, D4)


4th – (ELA-1-E5, E6), (ELA-4-E2, E5)

5th – (ELA-1-M1), (ELA-4-M1, M2, M4, M6)

6th – (ELA-1-M1, M3), (ELA-4-M1, M2, M4, M6), (ELA-7-M1)


8th –- (ELA-1-M1), (ELA-4-M1, M2, M6), (ELA-7-M1, M4)

Social Studies

4th – (G-1B-E1, E3), (G-1C-E1, E5), (G-1D-E1, E4)

5th – (G-AD-M3)

7th – (G-AC-M3)

8th – (G-1A-M2), (G-1B-H1, H2, H3), (G-1D-M1, M2, M3, M4)

High School – (G-1B-H1, H2, H3), (G-AC-H1, H2, H3)

Materials List Butcher paper or plastic tablecloth – one 3-foot-by-4-foot sheet per group (1

tablecloth provided)


Colored drink mix powder

Water spray bottle

Sponges

Newspaper (students provide or teacher provides)

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Tall and short objects to create contour underneath paper – four per model

(teacher provides)

Toy figurines of houses, buildings, businesses – optional (students provide or

teacher provides)

Heavy objects (e.g., rocks) to hold down paper – several per group (students

provide or teacher provides)

Waterproof tin, plastic or aluminum tray (teacher provides one per group)


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. These include 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-source pollutants.

Nonpoint-Source Pollutants

Source Location Pollutant Potential Effects

Farms, residential lawns 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

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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.

3. Create your own model to show students an example.

Procedure

1. Review the background information from this lesson and the Watersheds lesson.

Have students define watershed.

2. If available, review the topography maps for your local area that were 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. Show students your example model and tell them that each group will be creating

its own model and that models all must be different from each other.

6. Explain what the pieces will represent:

a. Butcher paper/tablecloth represents the surface of the land.

b. Newspaper can be bunched up underneath the butcher paper (or table

cloth) to create hills and valleys.

c. Tall and short objects also can create contour underneath the paper or can

create objects (e.g., trees, rock structures) on the surface of the “land.”

d. Heavy objects (rocks, etc) are used to hold down the butcher paper in

certain places, such as in the valleys between newspaper clumps.

7. Ask the students to connect your model to the real world: What is the purpose of a

watershed? To allow water to travel downhill from ponds and lakes to rivers and

streams and eventually to the sea and then to the ocean – providing water to

plants and animals (and humans) along this path.

8. Pass out materials to students groups.

9. Ask the students to begin by adding contour to the model. (Hint: Put newspaper

and tall and short objects underneath the butcher paper. Also, hold down areas

with heavy objects.)

10. Now, discuss different land types found in Louisiana. (Examples could be

agricultural land, wetlands, urban lands.)

11. Have students mimic these different land uses on this model.

a. Thin sponges = a wetland. These can be placed close to the “sea” as

coastal wetlands or more inland as riparian wetlands.

b. Permanent markers can be used to delineate other land areas.

12. Allow students to also place the toys and objects on the surface of the paper.

13. What do these tall and short objects represent? Trees, rock structures, houses

14. Have students use markers to delineate where agricultural lands, lawns and

businesses are. (Optional: They can use the tall and short objects or bring in actual

toys to represent these buildings.)

15. Have the students make a prediction about where the water will flow if poured

onto the highest points.

a. The high areas represent mountains and hills.

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b. The lower areas can represent rivers if they narrow areas between hills or

simply low land that water will flow over. The water that flows over land

is called runoff.

c. Where the water exits the model is where the river empties into the sea. In

Louisiana, this could be the Atchafalaya River or the Mississippi River

dumping into the Gulf of Mexico.

16. The students can now test their watershed models.

17. Have the students pour (or you can pour) water onto the upland areas and allow

the water to travel downhill and through the valleys.

18. Students can move objects around if they desire.

19. Now observe how pollutants can move across the landscape.

20. Have students sprinkle cocoa powder on hilltops and on their marked off

agricultural land and lawns.

21. Use the spray bottle to simulate rainfall on the land. Students can spray the tops of

the high points as well as the low points, because rainfall typically covers an

entire area.

22. Students should observe and describe how the rainfall carries the pollutants to

lakes, rivers and streams and eventually to the sea.

23. Once you have built and tested your watershed model, lead a class discussion on

pollution.

a. Where are sources of point-source and nonpoint-source pollution?

Pesticides, herbicides, fertilizers from agricultural lands; vehicle

discharge chemicals from parking lots and roads; sewage from a

household or small business; construction runoff

b. As the water moves around in or through the models, can students predict

where the pollutants will move?

c. Ask students how these models represent their local watersheds?

d. Do the students think pollutants are moving throughout their local

watersheds?

24. As a class, brainstorm ideas on how to minimize pollution runoff. Also consider

participating in a service-learning project (e.g., trash bash, storm drain stenciling,

educational festivals).

Resources

“Create Your Own Watershed” – LSU AgCenter and Barataria-Terrebonne National

Estuary Program (BTNEP) Wetland Activities.

Michigan Sea Grant Project Flow – Exploring Watersheds Lesson

http://www.miseagrant.umich.edu/flow

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Create Your Own Watershed in the T-3 Format


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.

205


What about the different

uses we put to the land? 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.

206


Grade Level

Upper Elementary

Middle School

High School

Duration

One to two 50-55 minute

class periods

Setting

The classroom

Vocabulary

Hydrologic cycle

Precipitation

Percolation

Evaporation

Transpiration

Renewable resource

Nonrenewable resource

Wetland

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 involved 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.

GLEs Science

4th – (SI-E-A1, A2, A3), (ESS-E-A2, A4)

5th – (PS-M-C3), (ESS-M-A10, A11), (SE-M-A4, A7)

6th – (SE-M-A6)

8th – (ESS-M-A10, A11)

High School – (SI-H-A1), (SE-H-A6, D4), (LS-H-D1)


4th – (ELA-1-E1, E5, E6), (ELA-4-E2, E5)

5th – (ELA-1M1), (ELA-4-M1, M2, M4, M6), (ELA-5-M1), (ELA-7-M1, M4)

6th – (ELA-1-M1, M3), (ELA-4-M1, M2,M4, M6), (ELA-7-M1)

7th – (ELA-A-M1, M3), (ELA4-M1, M2, M6), (ELA-7-M1, M4)



Materials List

Labels for each station (teacher provides)

Colored beads (some are provided but teacher may need to provide additional

colors)

Ribbon to make bracelets or key chains (one roll provided)

Pictures of the water cycle (teacher provides)

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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

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 often is taught as a simple circular cycle in which

water evaporates from the ocean, is carried over land, falls as rain and then is transported

back to the ocean through rivers. But the actual path 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 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 also 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 is easily evaporated or 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

very important to Louisiana wetland ecosystems, and water sustains life of the plants and

animals that have adapted to live in these wet areas. Some characteristics that indicate

whether water may be present or was present in a wetland area are:

Standing or flowing water observed in the area.

Soil is waterlogged.

Water marks showing that water once was there are present on trees or other erect

objects.

Drift lines, which are small piles of debris oriented in the direction of water

movement through an area, are present.

208


Debris is lodged in trees or piled against other objects by water.

Thin layers of sediment 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

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. Cut, fold and glue/tape one set of water cycle dice (provided). This takes about 40

minutes.

2. Make one copy of the water cycle worksheet for each student.

3. Cut ribbon into sections that can be used as bracelets or key chains.

4. Laminate station labels (if desired).

5. 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

6. Each station should have a cup of colored beads. The color should correspond

with the site – see table below.

209

http://en.wikipedia.org/wiki/Natural_resource

http://en.wikipedia.org/wiki/Sustainable

http://en.wikipedia.org/wiki/Soil

http://en.wikipedia.org/wiki/Aquifer

http://en.wikipedia.org/wiki/Moisture

http://en.wikipedia.org/wiki/Swamp

http://en.wikipedia.org/wiki/Marsh

http://en.wikipedia.org/wiki/Bog

http://en.wikipedia.org/wiki/Water

http://en.wikipedia.org/wiki/Seawater

http://en.wikipedia.org/wiki/Freshwater

http://en.wikipedia.org/wiki/Brackish


Station Name Bead Color

Clouds Clear

Animals Red

Soils Brown

Plants Bright Green

Oceans 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:

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).

210


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

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?

211


Figure from USGS.gov

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. See

figure below for percentages on usable water:

Figure from USGS.gov

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, 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?

Pollution

Overuse – overwatering lawns, watering lawns during daylight (more

212


evaporation), running water while brushing teeth, unnecessarily long

showers,… even processed foods (beef, poultry, pork mostly…buy local)

e. Tell the students that 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 that

they use in their houses or the water needed to cook the food that they eat

every day is not even included in this estimate! Before the days of

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.

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 and turning the water off while brushing

their teeth.


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 Worksheet

Resources

The USGS website offers more water activities and background information:

http://ga.water.usgs.gov/edu

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

Enchanted Learning Water Cycle Activity

http://www.enchantedlearning.com/geology/label/watercycle/

213

http://ga.water.usgs.gov/edu

http://response.restoration.noaa.gov/book_shelf/1064_Watercycle_instructions.pdf

http://www.enchantedlearning.com/geology/label/watercycle/

Water REcycledStudent Activity Sheet

Youth Wetlands ProgramWater Cycle Dice - ANIMAL

provided by LSU AgCenter

214


Youth Wetlands ProgramWater Cycle Dice - CLOUDS


215


Youth Wetlands ProgramWater Cycle Dice - GLACIER


216



Water Cycle Dice - GROUND WATER


217


Youth Wetlands ProgramWater Cycle Dice - LAKE


218


Youth Wetlands ProgramWater Cycle Dice - OCEAN


219



Water Cycle Dice - PLANTS


220


Youth Wetlands ProgramWater Cycle Dice - RIVER


221


Youth Wetlands ProgramWater Cycle Dice - SOIL


222

Water REcycledName Student Activity Sheet


Water Cycle WorksheetDirections: Using the words provided below, fill in the blanks to complete the water cycle.

• Accumulation – Process through which water collects in large bodies (oceans, seas and lakes).

• Condensation – Process through which water vapor (a gas) in the air turns into liquid water. Condensing water forms clouds in the sky. Water drops that form on the outside of a glass of icy water are condensed water. (This term appears twice in the diagram.)

• Evaporation – Process through which liquid water becomes water vapor (a gas). Water vaporizes from the surfaces of oceans and lakes, from the surface of the land and from melts in snow fields.

• Precipitation – Process through which water (in the form of rain, snow, sleet or hail) falls from clouds in the sky.

• Subsurface Runoff – Rain, snow melt or other water that flows through underground streams, drains or sewers.

• Surface Runoff – Rain, snow melt or other water that flows through surface streams, rivers or canals.

• Transpiration – Process through which some water within plants evaporates into the atmosphere. Water is first absorbed by the plants’ roots and later exits by evaporating through pores in the plants.

223


Water Cycle Worksheet Teacher Answer Key

Directions: Using the words provided below, fill in the blanks to complete the water

cycle.

Accumulation – Process through which water collects in large bodies (oceans,

seas and lakes).

Condensation – Process through which water vapor (a gas) in the air turns into

liquid water. Condensing water forms clouds in the sky. Water drops that form on

the outside of a glass of icy water are condensed water. (This term appears twice

in the diagram.)

Evaporation – Process through which liquid water becomes water vapor (a gas).

Water vaporizes from the surfaces of oceans and lakes, from the surface of the

land and from melts in snow fields.

Precipitation – Process through which water (in the form of rain, snow, sleet or

hail) falls from clouds in the sky.

Subsurface Runoff – Rain, snow melt or other water that flows through

underground streams, drains or sewers.

Surface Runoff – Rain, snow melt or other water that flows through surface

streams, rivers or canals.

Transpiration – Process through which some water within plants evaporates into

the atmosphere. Water is first absorbed by the plants’ roots and later exits by

evaporating through pores in the plants.

Condensation Precipitation Condensation

Transpiration Surface Runoff

Evaporation

Subsurface

Runoff

Accumulation

224



Becoming 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 flushes the toilet about five times daily) = 1.6 gallons per flush

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 five 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 first 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 flushes/person X ________gpf = ______gal/dayShower ______ household members X 5 min/person X ______ gpm = ______ gal/dayFaucets ______ household members X 8 min/day X ______ gpm = ______ gal/dayClothes Washer ______ loads of laundry/wk X ______ gpl X 7 days = ______ gal/dayDishwasher ______ loads of dishes/wk X ______ gpl X 7 days = ______ gal/dayOR 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

225



6. Other than the items listed above, describe five 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)

226


Water REcycled in the T-3 Format



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.


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.


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.

227


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.

228


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.

229


So now that you understand

how water moves around the

Earth, where do you think the

water that you use every day

comes from?


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.

230


Grade Level

High School

Duration

50-55 minutes

Setting

The classroom

Vocabulary

Hydrometer

Salinity

Density

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.

GLEs Science

High School – (SI-H-A1, A2, A3, A5, A6)


High School – (ELA-1-H1, H3, H4), (ELA-2-H1, H2, H3), (ELA-3-H2, H3), (ELA-4-

H2, H4), (ELA-5-H2), (ELA-7-H2, H4)

Social Studies – (G-1B-H1, H2)

Materials List


100-milliliter graduated cylinder

Modeling clay

Permanent markers (1 pack of 4 provided)

Straw (30 provided)


4 plastic cups (teacher provides)


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 32 parts of salt to 1,000 parts of water

(or 32 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

231


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.


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 = 0-2 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 = 2-10 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 = 10-20 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 >20 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.

232


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.

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.

233


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

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

234

http://www.msc.ucla.edu/oceanglobe/pdf/densitysalinity/densityentire.pdf

Density DynamicsName Student Activity Sheet


Making 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 TypeABC

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. AlongthecoastofLouisiana,wherewouldyouexpecttofindareasofmorefreshmarshes? Where would you expect the marshes to be more salty?

235


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.


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

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

236


can then use the hydrometers

to measure unknown

samples.

straw above the water line.

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.

237

Wetland Wildlife and

Fisheries

238


Grade Level

Upper Elementary

Duration

50-55 minutes

Setting

The classroom

Vocabulary

Adaptation

Wetland

Habitat

Animal Adaptations Teacher Instructions

Focus/Overview

The plants and animals that live in wetlands have special

characteristics that help them 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 survive in a

specific habitat

Design the ultimate wetland animal with wetland

survival adaptations

GLEs Science

4th – (S1-E-A1, A3), (LS-E-A3, C1, C2)

5th – (LS-M-C3, D1)


4th – (ELA-1-E5, E6), (ELA-4-E2, E5)

5th – (ELA-1-M1, M3), (ELA-4-M1, M2, M4, M6), (ELA7-M1)

Materials List Wooden craft sticks (to be cut and used as teeth)

Brown towel or brown coat (teacher provides)

Swim fins

Spray bottle with oil written on the side

Gloves

Headphones (to be used as earplugs)

Nose plugs

Goggles

Musk cologne or perfume (teacher provides)

Paddle



information on wetlands and the animals that live in these areas.

239


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

Chemicals that are sprayed from various body parts to deter predators

Animals may even be poisonous or unpleasant-tasting so that predators soon learn

to leave them alone or avoid them.

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

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 to detect danger and

escape

Animals are active only at night when it is harder for predators to find them

Animals 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. This 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 environment,

and survive during times of saturation or drought. These animals are not able to survive

in a wetland area unless they adapt or develop the skills necessary to migrate when

conditions become undesirable.

Here are some examples of animals that live in Louisiana wetlands and the adaptations

that help them survive there:

Alligator

Webbed hind feet for steering

Bulging eyes which make it look like a log

Protective, armor plated skin

240


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

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 its 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 and intertwines them to construct 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.

241


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

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 allow 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.

242


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.

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!

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 flippers Back feet • Webbed hind feet of the beaver enhance the

243


swimming ability by providing propulsion.

• Second toe 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 enters when

underwater.

• Beavers can stay underwater up to 15

minutes.

Nose plugs Special muscles in 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

Castor 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

244

http://www.wildlife.alaska.gov/index.cfm?adfg=funfacts.riverotter

http://www.wildlife.alaska.gov/index.cfm?adfg=funfacts.blackbear


http://www.uen.org/utahlink/activities/view_activity.cgi?activity_id=4750

http://www.seaworld.org/animal-info/info-books/manatee/adaptations.htm


Animal AdaptationsStudent Activity SheetName

Animal AdaptationDirections: 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.

245


Animal Adaptations in the T-3 Format


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 loud

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 out a

prop. 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 is

represented by the prop.

Students will give their

feedback to you on what

type of adaptation each prop

represents. Then they will

help the “class pet” put on

the prop.

Ask students to once again

define a wetland.

Solicit answers from the

class.

Students will define a

wetland.

After they have defined a

wetland ask them to

describe a wetland.


them on the blackboard.

Students will describe the

characteristics of a wetland.

Good answers would be lots

246


of water, sometimes salty,

muddy, different kinds of

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 the

classroom so they can

admire each others work

and maybe even learn

something else about

adaptations.

Hang the drawing of the

fictitious animals around

the classroom.

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Grade Level

Upper Elementary

Middle School

Duration

Two 50-55 minute

class periods

Setting

The classroom

Vocabulary

Prime number

Composite number

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

GLEs Science

4th – (SI-E-A1), (LS-E-A3, C2)

5th – (SI-M-A1), (LS-M-D1)

Math

5th – (N-1-M), (N-2-M), (N-4-M), (N-5-M), (N-6-M)

6th – (N-1-M)

Materials List Pencils (1 pack provided)


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 shredding food

o Middle six legs are the walking legs.

Crabs don’t walk forward and backward, they walk sideways

248


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 crabs 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

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.

249


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.

o Except for 0 and 1, a number is either a prime number or a composite

number.

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 the 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

250

http://www.bluecrab.info/

http://www.dnr.state.md.us/fisheries/fishfacts/bluecrab.asp

http://www.factmonster.com/

Math Crabbing Name Student Activity Sheet


Math 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

251

Math Crabbing Name Student Activity Sheet


3.




_______________________________________________________________________

4.




_______________________________________________________________________

9 8 4 7

6 4 5 3

(continued)

252


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.

253


Grade Levels

Upper Elementary

Middle School

Duration

50-55 minutes

Setting

Outdoors with inside

reading exercise

Vocabulary

Natural resource

Renewable resource

Nonrenewable

resource

Human resource

Capital resource

Endangered species

Population

Reptile

Alligator Egg Hunt Teacher Instructions

Focus/Overview

In this lesson, students will experience the process of alligator egg

hunting and retrieval for ranching purposes. Alligator ranching, a

source of economic value for Louisiana, also aids in conservation;

by helping to protect the American alligator and wetland

ecosystems.

Learning Objectives

The students will:

Know major alligator adaptations

Understand the basics of alligator ranching

Discover the difference between alligators and crocodiles

Comprehend how alligator ranching and wetland

conservation are related

GLEs Science

4th – (SI-E-A1, A2, A5, B4), (LS-E-A3, C2, C3)

5th – (SI-M-A3, A4, A7), (SE-M-A2, A4), (LS-M-D1)

6th – (SI-M-A4, A7, B7), (SE-M-A6, A8)

7th – (SI-M-A4, A7, B7), (LS-M-D2), (SE-M-A1, A4, A8)

8th – (SI-M-A4, A7, B7), (SE-M-A4)


4th – (ELA-1-E5, E6, E7), (ELA-7-E1, E4)

5th

– (ELA-1-M1), (ELA-7-M1, M3)

6th – (ELA-7-MI, M3)

7th – (ELA-7-M1)

Math

5th – (D-1-M), (D-2-M), (P-3-M), (A-4-M)

7th – (D-2-M), (N-3-M), (N-4-M), (N-5-M), (N-6-M), (N-7-M), M-8-M)

8th – (D-1-M), (N-5-M), (N-8-M)

Materials List

Cotton balls (A bag of 100 will be provided; teacher should provide any additional

cotton balls needed.)

o Ping pong balls, plastic Easter eggs or any other object that could be used as an

egg can be used. (FYI: An alligator has 20-40 eggs per nest. The number of eggs

used in your nests can be based on your personal preference.)

Leaves, sticks, pine needles, wood chips, to conceal eggs in nest (teacher provides)


254





The American alligator is a rare success story. The species was nearly wiped out by a high

demand for alligator wallets, belts, boots and purses. They went from being near extinction and

placed on the endangered species list in 1967 to not only recovering but thriving in both captivity

and the wild. They were removed from the endangered species list 20 years later in 1987, due to

strict state and federal protections, habitat preservation efforts and reduced demand for alligator

products. Now, alligators are in such abundance that they are farmed, ranched and hunted for

their hides and meat. The alligator population has increased from less than 100,000 to around 2

million in the past 30 years. What makes alligators so remarkable is that scientists believe the

species is more than 150 million years old, meaning it was able to survive an extinction that

killed its dinosaur counterparts 65 million years ago. They truly are living fossils. The only

threats they face today are habitat destruction and encounters with humans.

First of all, what’s the difference between an alligator and crocodile?

Snout Jaws and Teeth Salt Glands on

Tongue

Sensory

Pits

ALLIGATORS

Wide,

U-shaped,

short

Upper jaw wider than lower jaw,

overlapping it. The lower teeth are

mostly hidden when mouth is closed

(and fit into sockets in the upper

jaw).

Salt glands are

nonfunctional.

Sensory

pits only

near jaws.

CROCODILES

Narrow,

V-shaped,

long

Upper jaw is about the same size as

lower jaw. The lower teeth show

outside the upper jaw when mouth is

closed (especially noticeable is the

huge fourth tooth). The upper teeth

show outside the lower jaw.

Salt glands on the

tongue excrete

excess salt.

Sensory

pits over

most of the

body.

Chart by Enchanted Learning

Alligators have many amazing adaptations or special tools or characteristics that help them to

survive in the wild. Their tough skin, numerous sharp teeth, webbed feet, two sets of eyelids,

anatomical positioning and ability to hold their breath help gators survive in the wetlands of the

Louisiana. (Teachers: See “Animal Adaptations” in the Youth Wetlands program binder for an

additional activity. Feel free to create an alligator costume on your own to supplement the

beaver costume supplies provided.)

Skin

The tough skin of the American alligator helps protect it from the harsh Southern sun, thick

wetland vegetation, stubborn prey and rival gators. In addition, alligators have bony plates inside

their skin called scutes or osteoderms. These osteoderms make the skin relatively impenetrable.

Their skin also helps to camouflage them in their environment – giving them a striking

resemblance to a floating log.

255


Teeth

With 80 teeth in a gator’s mouth at one time and 3,000 over a lifetime, these beasts truly are top

predators. They have the strongest bite in the animal kingdom; an adult male gator delivers 2,125

pounds of force with each crushing bite compared to an adult lion with 940 pounds of force.

Alligators don’t chew their prey. Instead, they shake it violently or submerse it until it drowns.

Feet/Tail

An alligator’s back feet are webbed, allowing them to be excellent swimmers. Their webbed feet

combined with the strong tail not only allow them to swim well but also allow them to steer and

maneuver their large bodies with great agility. Alligators also have sharp claws that help them to

dig.

Eyelids

Alligators have two sets of eyelids. The outer set is comparable to humans – made of skin and

closing top to bottom. The inner set is clear and it closes back to front. This clear cover helps

them to see more clearly while under water.

Anatomical Positioning

An alligator’s eyes, ears and nostrils all are located on the top of its head. This positioning allows

them to be aware of what’s happening on the surface even when their submerged body is

allowing them to be relatively unseen. Alligators are powerful swimmers and feel more

comfortable in the water than on land. It’s important that their important sensory features allow

them to stay in the water. They are able to close their ears and nostrils, making them air tight.

Alligators also have sensory pits on their snouts that allow them to keenly sense

vibrations/movement.

Ability to Hold Breath

Alligators are able to hold their breath for nearly an hour as they lurk around waiting for prey.

That sometimes can be extended to two hours if they are resting and up to eight hours in very

cold water!

The American alligator is a true Louisiana icon. It is built for the harsh life of Louisiana

wetlands. Alligators can be found throughout the state in ponds, canals, bayous, swamps, rivers,

lakes and marshes. Louisiana has led the way in alligator conservation, serving as an example for

conservation programs worldwide. Louisiana alligator conservation has been bringing in

approximately $17.6 million annually for the past 40 years. Humans nearly wiped out the

species, but due to conservation efforts, alligators are now flourishing and hopefully will live on

for millions more years while continuing to help our local economy.

Definitions:

Natural resource – A material source of wealth, such as timber, fresh water or a mineral deposit

that occurs in a natural state and has economic value.

Renewable resource – A substance of economic value that can be replaced or replenished in the

same amount of time, or less time, that it takes to draw the supply down. Some renewable

256


resources have essentially an endless supply, such as solar energy, wind energy and geothermal

pressure, while other resources are considered renewable even though some time or effort must

go into their renewal, such as wood, oxygen, leather and fish. Most precious metals are

considered renewable as well; even though they are not naturally replaced, they can be recycled

because they are not destroyed during their extraction and use.

Nonrenewable resource – A natural resource such as coal, oil or natural gas that takes millions

of years to form naturally and therefore cannot be replaced once it is consumed; it eventually will

be used up.

Human resource – Humans who make up a workforce.

Capital resource – Productive asset such as equipment, inventory and plant that (unlike a

natural resource) is manmade and employed in generation of income.

Endangered species – A population of organisms which is at risk of becoming extinct because it

is either few in numbers or threatened by changing environmental or predation parameters.

Controlled hunting – A controlled hunt limits the number of hunters allowed and the amount of

game that can be killed.

Population – All the organisms that both belong to the same species and live in the same

geographical area.

Reptile – Cold-blooded vertebrates that breathe air with lungs, have scales or scutes and lay eggs

(generally).

Advance Preparation

1. Create alligator nests using mounds of leaves, pine needles and sticks found on school

grounds. Once created, fill the nest with “eggs” using the cotton balls provided (or other

materials you choose). Hide these nests around school grounds and cover them with

leaves, sticks, needles and/or wood chips.

a) The number of nests you need will depend on the size of your class. Your class

will be separated into groups. Make one nest for approximately every 6 students.

2. Don’t forget where you hide your nests! Feel free to draw a map of the area to help you

remember.

3. Make one copy of the reading exercise and student worksheet to be passed out to every

student.

Procedure

1. Talk with your class about animal adaptations; include specific alligator adaptations

(using the background information provided).

2. Pass out copies of the reading exercise to every student.

3. After the students finish the reading assignment, have them work on answering the

supplemental questions individually or in small groups.

4. Once the students have answered the questions, review the answers as a class.

257

http://www.investorwords.com/3875/productive.html

http://www.businessdictionary.com/definition/asset.html

http://www.businessdictionary.com/definition/equipment.html

http://www.businessdictionary.com/definition/inventory.html

http://www.investorwords.com/3712/plant.html

http://www.businessdictionary.com/definition/natural-resource.html

http://www.businessdictionary.com/definition/employed.html

http://www.businessdictionary.com/definition/income.html

http://en.wikipedia.org/wiki/Extinct


5. Tell the students they will have the opportunity to play helicopter pilots or airboat

operators from a gator ranch. They get to go in search of alligator eggs in a Louisiana

marsh!

6. Divide the class into groups of two, three or four (depending on class size). You will

need an even number of groups, because half the groups will play helicopter pilots and

the other half will play airboat operators.

a) Students must stay within their assigned roles as pilots or airboat operators.

7. Each group of pilots must pair with a small group of airboat operators.

8. First, send all the helicopter pilots out in search of a nest around school grounds. Each

group should have a piece of paper and a writing instrument to draw with while at the

nest site.

a) You can choose to send one group out at a time or all pilots at once.

9. Helicopter pilots should locate one nest per group and should not touch the eggs. That is

the job of the airboat operators.

10. Once a helicopter pilot group has found a nest, it must work together to draw a map to

its nest for its airboat operator partner to follow a later time.

11. After a pilot group draws the map to its nest, that group should deliver the map to its

partner airboat operator group. There should be no talking during this exchange.

12. Airboat operators then head out in search of the assigned nest by following the map

provided by the pilots.

13. Once they find the nest, the airboat operators should gather the eggs and bring them

back to their partner pilot group.

14. When all the airboat operator groups have located their nests, gathered the eggs and

reunited with their partner pilot groups, have the class return to the classroom to “hatch”

the eggs.

15. Tell students that on average in Louisiana, 86 percent of eggs in a nest hatch. The rest of

the eggs are termed “empty eggs.”

16. Have the students count the total number of eggs from their nests and determine how

many of them will hatch.

17. Based on this number, have the students determine the number of baby alligators that

they will have to return to the wild.

a) 14 percent of hatched alligators must be returned to the wild, which is required

by Louisiana law. (You may opt to round down to 10 percent for an easier math

exercise, however.)

b) The rest of the hatched alligators are kept by the rancher and raised for hides

and meat. Alligators generally are sold for a profit by the rancher when they reach

4 feet long.

18. Have the students create a pie chart showing the success of their nests. Use the following

categories to divide the chart:

a) Number (or percentage) of empty eggs.

b) Number (or percentage) of alligators kept by the ranchers.

c) Number (or percentage) of alligators returned to the wild.

Blackline Masters

1. Alligator Egg Harvest Reading Exercise

2. Reading Comprehension

258


Resources

Alligator Egg Hunt activity and reading assignment courtesy of Louisiana Alligator Advisory

Council. http://alligatorfur.com/alligator/alligator.htm.

Brain, Marshall. 27 January 2004. How Stuff Works. How Alligators Work. Retrieved 20 August

2010, from http://animals.howstuffworks.com/reptiles/alligator2.htm

Ebersole, Rene. 01 August 2004. Open-Shut Case.

Retrieved 25 August 2010, from http://www.nwf.org/News-and-Magazines/National-

Wildlife/Animals/Archives/2004/Animal-Perception.aspx

Enchanted Learning. Retrieved 24 August 2010, from

http://www.enchantedlearning.com/subjects/Alligator.shtml

National Geographic. American Alligator Alligator mississippiensis. Retrieved 20 August 2010,

from http://animals.nationalgeographic.com/animals/reptiles/american-alligator/

Schreiber, Brandon. Adaptations. Retrieved 24 August 2010, from

http://bioweb.uwlax.edu/bio203/s2007/schreibe_bran/adaptations.htm.

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http://alligatorfur.com/alligator/alligator.htm

http://animals.howstuffworks.com/reptiles/alligator2.htm

http://www.nwf.org/News-and-Magazines/National-

http://www.enchantedlearning.com/subjects/Alligator.shtml

http://animals.nationalgeographic.com/animals/reptiles/american-alligator/

http://bioweb.uwlax.edu/bio203/s2007/schreibe_bran/adaptations.htm

Alligator Egg HuntName Student Activity Sheet


Reading Exercise: Alligator Egg Collection

Directions: Carefully read the following passage. Be prepared to answer questions.

Alligators used to be an endangered species, but now alligators are a thriving species in Louisiana. The alligator population has increased from less than 100,000 to around 2 million in the past 30 years. When alligators were listed as endangered, the government stopped all alligator hunting, allowing the wild population to stabilize. During this time, scien-tists studied alligator biology to determine the ideal conditions to breed, hatch and raise alligators. After the wild alligator population was stable, controlled hunting was allowed in certain areas where high alligator populations existed, and an alligator ranch-ing program was developed. This ranching program provides economic incentive to the landowners to protect the alligator’s habitat. In July and August, landowners and ranchers pick up alligator eggs out of the nests in the marshes. These alligators are hatched on ranches.

On the ranches, they are raised under ideal condi-tions, so they grow faster (4 feet in 12-18 months) than they do in the wild (4 feet in 4 to 5 years). Every year, the ranchers return 14 percent of their healthy, 4-foot-plus alligators to the wild. Only 10-20 percent of the wild alligators ever reach 4 feet in the wild, because birds, snakes, raccoons and other wetland animals like to eat them when they’re small.

So the ranchers are returning alligators, which are too large to be prey to birds and raccoons. Ranchers or landowners fly over the marshes in helicopters to look for the nests. When they find one, they throw a pole down, so that they can spot it later from an airboat. They also mark the spot where they saw the nest on the map. Then they go out in airboats to col-lect the eggs. The man pictured on the top is studying the map. Then he spots the pole on the bottom.

7

2

Photos courtesy of the Louisiana Alligator Advisory Council

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(continued)

Here, the egg collector has just found a nest. He will open the nest and then mark each egg with a magic marker across its top. Because of the way the baby alligator’s placenta attaches to the egg, if the egg is rolled over the alligator will drown in the egg. So the eggs are marked carefully and then set gently into a bucket and covered with grass.

After eggs are collected, ranchers buy eggs from the landowners. The landowners use the money they get from selling the eggs to protect the wetlands. The wetlands have been eroding, and seawater has been seep-ing in. Much of the wildlife living in the wetlands, including alligators, cannot live there if the water is too salty. So the landowners build land barriers between the wetlands and the sea and plant grasses to protect the area from erosion and salt water.

The Louisiana Department of Wildlife and Fisheries determines the number of alligators that ranchers must return to the wild each year. It also controls the number of alligators allowed to be hunted and in which areas hunting is allowed. The department’s experts believe alligator hunting and ranch-ing programs are a model of wise environmental management and are supported by extensive scientific data. They also believe the wise use of this renewable natural resource helps maintain Louisiana’s cultural heritage.

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Alligator Egg Hunt Reading Comprehension Directions: Answer the following questions by using the information provided by the reading.

1. What is the main idea in the reading passage above?

2. Put the following events in the correct order from 1 to 6.

________ Scientists study alligators.________ Government started an alligator ranching program.________ Alligators were determined to be endangered.________ Alligators were determined to no longer be endangered.________ Government banned alligator hunting.________ Government allowed alligator hunting.

3. Order the steps of alligator ranching.

________ Ranchers return 14 percent of their healthy alligators to the wild.________ Ranchers buy alligator eggs from landowners.________ Ranchers mark coordinates of alligator nests on a map.________ Landowners use money from egg sales to build land barriers.________ Ranchers go by airboat to collect alligator eggs.________ Ranchersflyoverthemarshinhelicopterstospotalligatornests.________ Alligator eggs are hatched on the ranches.

4. What is the author’s purpose for writing this passage?

5. Identify the things below as a natural resource, human resource or capital resource.

Airboat _____________________________________Helicopter _____________________________________Rancher _____________________________________Marsh _____________________________________Scientist _____________________________________Alligator _____________________________________

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(continued)

6. Name an economic activity mentioned in the passage above related to one of Louisiana’s natural resources.

7. Describe an ecosystem important to maintaining an alligator industry.

8. Which government agency works with alligator ranchers to answer the four basicquestions all producers must answer?(What will be produced? How will it be produced? For whom will it be produced? How much will be produced?) Which of the four basic questions does the government have the most control over? Which does the government have the least control over?

9.Whatistheeconomicbenefittoincreasingscientificknowledgeaboutalligatorbiology?

10. What size of alligator is a common prey?

11. Name two predators that feed on small alligators.

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12. Predict possible outcomes for the following scenarios.a. Ranchers no longer buy alligator eggs from landowners.b. The government does not control the number of alligators hunted.c. Ranchers are not required to return any alligators to the wild.

13. How does the marsh ecosystem change when the salt content of the water increases?

14. Name a possible concern of removing small alligators from the wild.

15.Hastheremovalofsmallalligatorsfromthefoodwebhadasignificanteffectonthepopulation of birds, raccoons, snakes and other predators?

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Alligator Egg Hunt Teacher Answer Key

1. What is the main idea in the reading passage above?

Alligator hunting and ranching programs are a model of wise environmental management.

2. Put the following events in the correct order from 1 to 6.

Government allowed alligator hunting.

Alligators determined to be endangered.

Government banned alligator hunting.

Scientists study alligators.

Alligators determined to no longer be endangered.

Government started an alligator ranching program.

3. Order the steps of alligator ranching.

Ranchers fly over the marsh in helicopters to spot alligator nests.

Ranchers mark coordinates of alligator nests on a map.

Ranchers go by airboat to collect alligator eggs.

Ranchers buy alligator eggs from landowners.

Landowners use the money from egg sales to build land barriers.

Alligator eggs are hatched on the ranches.

Ranchers return 14 percent of their healthy alligators to the wild.

4. What is the author’s purpose for writing this passage?

The author’s purpose for writing this passage is for the reader to better understand the alligator

ranching industry. The passage explains how humans nearly brought alligators to extinction but how

they have also made a comeback thanks to good management practices. Alligator ranching has

helped bring money to wetlands protection, increase alligator populations and help the Louisiana

economy.

5. Identify the things below as natural resource, human resource or capital resource.

Airboat – capital resource

Helicopter – capital resource

Rancher – human resource

Marsh – natural resource

Scientist – human resource

Alligator – natural resource

6. Name an economic activity mentioned in the passage above related to one of Louisiana’s

natural resources.

Alligator ranching

7. Describe an ecosystem important to maintaining an alligator industry.

Wetlands

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8. Which governmental agency works with alligator ranchers to answer the four basic

questions all producers must answer?

The Louisiana Department of Wildlife and Fisheries

The four questions all producers must answer are:

1. What will be produced?

2. How will it be produced?

3. For whom will it be produced?

4. How much will be produced?

9. What is the economic benefit to increasing scientific knowledge about alligator biology?

Scientists are able to determine the ideal conditions to breed, hatch and raise alligators while

increasing their knowledge. Knowing the ideal conditions allows ranchers to increase populations

with less effort, thus increasing the number of gators that can be harvested.

10. What size of alligator is a common prey?

Those less than 4 feet long

11. Name two predators that feed on small alligators.

Could be any of these: Birds, snakes, raccoons or other wetland animals

12. Predict possible outcomes for the following scenarios.

a. Ranchers no longer buy alligator eggs from landowners.

–Landowners would no longer have the money to protect wetlands. Ranchers might start breeding

alligators at their ranches to be able to have new eggs. In addition, alligators wouldn’t be as abundant

in the wild because many would not survive their youth.

b. The government does not control the number of alligators hunted.

–Alligators could possibly be overhunted like they once were. We would have a repeat of population

decline, and alligators could wind up on the endangered species list yet again.

c. Ranchers are not required to return any alligators to the wild.

–Wild populations might decrease. Alligator populations would continue to flourish in captivity, but

there would be a large decline in wild alligators.

13. How does the marsh ecosystem change when the salt content of the water increases?

Many plants and animals can’t live in the water if it gets too salty. Animals likely would move, and

plants could die off.

14. Name a possible concern of removing small alligators from the wild.

A concern is that by removing small alligators from the wild, the amount of food available to other

animals in the ecosystem that would prey upon small alligators is reduced.

15. Has the removal of small alligators from the food web had a significant effect on the

population of birds, raccoons, snakes and other predators?

Not all small alligators are removed from wetland ecosystems. In addition, the predators that prey

upon small alligators also prey upon many other animals, too. Food is probably less abundant but still

plentiful in the rich wetlands.

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Alligator Egg Hunt in T-3 Format


Talk with your class about

animal adaptations. Include

specific alligator adaptations

(using the background

information provided).

Pass out copies of the reading

lesson, which can be found

under “Blackline Masters.”

Students read the lesson sheet

and then answer questions

about the reading.

After the reading/questions

are complete, discuss

students’ answers. Then

move class outside to where

you’ve hidden “nests of

eggs” around campus.

Tell the students they will

have the opportunity to play

helicopter pilots or airboat

operators from a gator ranch.

They get to go in search of

alligator eggs in a Louisiana

marsh!

Divide the class in half. Half

the students will play

helicopter pilots, and the

other half will play airboat

operators. If you have a

larger class, students can

break up into groups of two,

three or four. They must,

however, stick with their

original assignments of pilots

or airboat operators.

Each group of pilots must

pair with a group of airboat

operators.

Send all the helicopter pilots

out in search of a nest around

school. (Teachers: You can

choose to send one group at a

time or send all pilots out at

once.) Remember that the

rules are: ONE NEST PER

GROUP, and PILOTS DO

NOT TOUCH THE EGGS.

THAT IS THE JOB OF THE

AIRBOAT OPERATORS.

Once a group of pilots has

found a nest, that group must

work together to draw a map

to its nest for its airboat

operator partners to follow.

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Airboat operators then head

out in search of the assigned

nest by following the map

provided by the pilots. Once

they find the nest, they gather

the eggs and bring them back.

When you have the students

regrouped, you “hatch” the

eggs. Ask them: What

percentage hatched? (85

percent to 88 percent is

typical statewide.)

Have the students determine

the number of alligators they

will have to return to

the wild. (14 percent of the

hatched alligators is the

amount required by Louisiana

law. You may opt to round

down to 10 percent for an

easier math exercise,

however.)

Students will create a pie

chart showing the number of

eggs collected.

Use the following categories

to divide the chart:

1. Number (or

percentage) of empty

eggs

2. Number (or

percentage) of

alligators kept by the

ranchers

3. Number (or

percentage) of

alligators returned to

the wild

Follow up with a conclusion

about the importance of

alligator adaptations and how

alligator ranching and

wetland conservation go hand

in hand.

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Grade Level

Upper Elementary

Middle School

High School

Duration

One to two 50-55 minute

class periods

Setting

The classroom

Vocabulary

Anatomy

Edge effect

Land-water interface

Gone Fishin’ in

Louisiana Wetlands Teacher Instructions

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

GLEs

Science

4th – (SI-E-A5, (LS-E-C1, C2)

5th – (SIM-A4, B3)

6th – (PS-M-B4), (SE-M-A6), (SE-M-A8)

7th – (G-3-M), (SL-M-C3), (SE-M-A1, A4), (P-1-M)

8th – (N-4-M), ESS-M-A7, A8), (G-5-M), (A-5-M),

High School – (ESS-H-A1), (SI-H-A1), (G-2-H) (D-1-H), (M-1-H), (M-2-H),(M-3-H), (LS-H-DH, F1,

E3)


4th – (ELA-1-E1, E2, E5, E6), (ELA-3-E1) (ELA-4-E2, E5)

5th – (ELA-1-M1), (ELA-4-M1, M2, M4, M6), (ELA-5-M6), (ELA-6-M1), (ELA-7-M1)

6th – (ELA-1-M1, M3), (ELA-4-M1, M2, M4, M6), (ELA-5-M6), (ELA-6-M1), (ELA-7-M1)



Social Studies

4th – (G-1D-E1)

5th – (G-1D-M3)

6th – (G-1D-M3)

8th – (G-1D-M1

High School – (G-1B-H1, H2), (G-1D-H4))

Math

4th – (M-3-E, (D-1-E)

5th – (A-3-M), (D-1-M), (D-2-M), (M-2-M)

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Materials List

Hole punch

Ribbon

Sidewalk chalk


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. Salinity in the water refers to its “saltiness,” and this measurement is

commonly expressed as parts per thousand (ppt). The parts per thousand measurement is an

approximation of the amount of salt per kilogram of the solution. The salinity level determines what

plants and animals can survive in these habitats. High levels of salt may hurt some animals and help

others 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.

Freshwater Marsh – (salinity = 0-2 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 = 2-10 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 = 10-20 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

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this marsh. This is one of the best habitats for blue crabs, redfish, speckled trout and fiddler

crabs.

Salt Marsh – (salinity > 20 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.

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.

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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 one copy of Fish Anatomy worksheet for each student.

2. Each student will need one fish ID card to make into a necklace. Therefore, make enough

copies of the fish ID cards for each student to receive one card

3. Cut out Fish ID cards and punch a hole in the top left and right corners.

4. Cut ribbon into segments to be used to make necklaces that easily can be slipped on and off the

students’ heads. Cut enough pieces of ribbon for each student to receive one.

5. Draw a large fish sketch (from blackline master No. 1) on board.

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.

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.

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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. Pass out a fish ID card and piece of ribbon to each student.

8. Have each student place the ribbon through the holes in the fish ID card and tie it into a

necklace that easily can be slipped on and off of his or her head.

9. Designate three areas in the classroom as fresh water, salt water, and off shore.

10. Allow students a few minutes to read their fish ID cards to learn more about their fish and

determine which body of water their fish belongs in.

11. Once the students have read their cards, 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 this is complete, have each student show the class which fish he or she has on the

necklace and tell a few facts about the fish aloud to the rest of the class.

13. Using the background information, lead a class discussion on the different types of Louisiana

wetland marsh habitats. Ask the students where they have encountered some of these fish, and

discuss why the fish is found in its particular habitat. (Example: Catfish live on the bottom of

lakes, rivers and ponds because they are freshwater species.)

Part 3

14. Using the background information, explain to the students about the edge effect and how this

might result in a loss of fisheries populations.

15. Have class go outside to a concrete area.

16. 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.

17. Explain that this grid represents a 25-acre marsh. The edges or sides of the area represent

feeding opportunities for the fish.

18. Tell students they are all fish today, and have the fish stand around the edges of the marsh.

19. Tell the fish to lift their fins (arms) and see if they touch fins with the fish next to them.

20. Discuss the fact that though all the fish may fit around the edge of this marsh, they don’t have

much room to feed.

21. 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.)

22. Have the students count the number of squares of remaining unbroken marsh. These are the

acres of marsh left after the canal is dug.

23. Tell the fish to move around the new edges of marsh. (Note that they have more room to feed.)

24. Now shade in the center row of squares that are perpendicular to the first canal.

25. 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.

26. 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.

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27. 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.)

28. 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.

29. 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.

30. Have the fish shift around again, and ask the students if they notice the fish are getting

cramped around the marsh area again.

31. Continue to widen each canal, one at a time, until there is no habitat left for the fish.

32. 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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http://www.wlf.louisiana.gov/


http://www.umma.umaine.edu/downloads/BonyFishAnatomy.pdf

Gone Fishin’Student Activity SheetName


Fish AnatomyDirections: Label the parts of the fish 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

275

Gone Fishin’Teacher Answer Key to

Fish Anatomy

Fish AnatomyDirections: Label the parts of the fish 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


276

Gone Fishin’Teacher Instructions for Edge Effect Game

Instructions on how to shade squares:Once you have the five-by-five 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 “fish” will try to fit 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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Gone Fishin’Student Activity Sheet

Youth Wetlands Programprovided by LSU AgCenter

Fish Identification Cards

The alligator gar is a primitive ray-finned fish that lives in fresh water. This fish gets its name from its alligator-like teeth and its long snout. It is the largest species of gar and the largest freshwater fish in North America. The fish 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 fish. They live in fresh water.

The black crappie is a freshwater fish that is in the sunfish family. These fish 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 fin.

alligator gar

Atlantic croaker

black crappie278



The Atlantic spadefish is a saltwater fish commonly found off the coast of southeastern Louisiana. It is named by many other names including angel fish, ocean cobbler and moonfish. The Atlantic spadefish gets its name from its “angelfish-like” appearance. They normally weigh from 3 to 10 pounds but have found as large as 20 pounds.

The bluegill is a freshwater fish often known as a bream, brim or copper nose. It is a member of the sunfish family, is used in game fishing and is renowned as a very tasty fish. It is relatively easy to catch. These fish can be caught with live bait, hot dogs, flies, corn, raw chicken, maggots, small spinners, spoons or crank baits. The blue-gill usually gets no longer than 16 inches, and these fish often are used as bait for larger species. Because of its small size, it is sometimes called a panfish.

The black drum is a saltwater fish that is known as the largest member of the drum family. Some of these fish 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.

(continued)

black drum

Atlantic spadefish

bluegill

279



The bowfin, along with the gar and the sturgeons, are among the few freshwater fish that are contemporaries of the dinosaurs. The more common name for a bowfin in Louisiana is the choupique. When the oxygen level is low in the water, this fish 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 bowfin lives in fresh water.

The bluefish 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 bluefish is a migratory marine fish found in most places except for the eastern shores of the Pacific. They are also very voracious and are the only fish known to kill just for the sake of killing.

The channel catfish is a freshwater fish and is North America’s most abundant catfish species. These fish also are the most fished catfish 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 catfish can be caught using a variety of natural and artificial baits. They have been known to even take Ivory soap as bait.

(continued)

bowfin

bluefish

channel catfish280



The flounder is an ocean-dwelling flat fish found in coastal estuaries of the Northern Atlantic and Pacific oceans. When hatched, the flounder has one eye situated on each side of its head. One eye migrates to the other side of the head during metamorphosis. The flounder is known for lying on the bottom of the ocean floor and camouflaging itself from predators. Because of the eye placement, the fish can still observe its surroundings.

The flathead catfish is a large North American freshwater catfish. It is sometimes called the yellow cat. They grow up to 61 inches and may weigh up to 120 pounds. Sport fishing for this fish can be an exciting pastime. Anglers look for flathead catfish in small rivers, large rivers and reservoirs. Generally, large live baits work best when fishing for flathead catfish. They also are easier to fish 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 fish but have been caught as large as 90 pounds. These fish 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 fish in their range of North Carolina to Texas.

(continued)

flounder

flathead catfish

king mackerel281



The largemouth bass is a species of fish in the sunfish family. It is sometimes known as the big-mouth or wide-mouth bass. This fish lives 15 years, on average, and it is the largest of all the black basses. The largest one ever caught was 32.5 inches and weighed 22.25 pounds. Anglers most often fish for largemouth bass using artificial lures and worms. Live bait such as frogs, minnows, crawfish and night crawlers can also be successful baits to use.

The red snapper is a reef fish found in the salt waters of the Gulf of Mexico. The red snapper commonly is found in waters from 30 to 200 feet. These fish will form large schools, consisting of a variety of different sizes of fish, around oil rigs, shipwrecks and reefs. They can be caught on live bait, as well as cut bait, and will also take artificial 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 sunfish is a freshwater species fish and is part of the sunfish family. Its maximum recorded length is 9.5 inches and maximum recorded weight is 1.7 pounds. This fish prefers heavily vegetated shallow waters in lakes, ponds and sluggish streams. Many anglers enjoy catching these fish, 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 fish is restricted in Germany due to the potential environmental damage.

(continued)

largemouth bass

red snapper

long-ear sunfish282



The redfish is a saltwater fish 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 fish is most easily identified by the black spot on its tail. The redfish also is known as the red drum. Anglers use a variety of baits, live and artificial, to lure the redfish to a catch. Most people enjoy smaller redfish over the larger ones, saying the meat is more enjoyable.

The red-ear sunfish is a freshwater fish sometimes called the shellcracker, bream or the sun perch. It is a native fish 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 fish is snails. The fish 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 sunfish. Fossils of this fish date back as far as 16.3 million years ago.

The sheepshead is a saltwater fish that is normally 5 to 8 inches, but it has been found up to 30 inches in length. Its diet consists of oysters, fiddler crabs, barnacles and other crustaceans. Anglers have success using shrimp, mussels, clams and sand fleas for bait. These fish 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 fishing for them.

(continued)

sheepshead

redfish

red-ear sunfish

283



The spotted bass is a freshwater species of the sunfish 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 fish 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 fish 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 bluefish. Spanish mackerel are voracious, opportunistic carnivores. This fish is popular among devotees of sushi, who prize it for its flavor. Its meat is primarily marketed as fresh or frozen filets.

The striped bass is a freshwater/saltwater fish and is the state fish for Maryland, Rhode Island and South Carolina, as well as the state saltwater fish 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 fished for by anglers.

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striped bass

spotted bass

Spanish mackerel

284



The spotted sea trout is a saltwater fish 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 fish gets its name from the similarities to the brown trout, but it is actually part of the drum family. The population of this fish is maintained by size and possession limits but is also kept safe because it enjoys the longest spawning season to help these fish reproduce with speed and frequency.

The white crappie has 6 spines on its dorsal fin. 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, artificial lures, spinner baits or bobbers. They are popular with ice fishermen because they are very active in the winter. This very prolific fish 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 fish 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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striped mullet

spotted sea trout

white crappie

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Tarpon are large coastal fish growing up to 8 feet in length. They have extremely large scales. Tarpon are prized by anglers for their leaping, head-shaking fight. 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-Pacific oceans. Its name is derived from the Greek adjective meaning large and the Greek noun meaning eye. Tarpon larvae float along surface waters before taking on the adult form.

The great barracuda is an offshore species of fish 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 prey fish 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 fish that feeds both night and day on smaller baitfish and even small squid. These fish 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 fishermen. The fish 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.

(continued)

almaco jack

tarpon

great barracuda

286



The great amberjack is an offshore fish also known as the yellowtail amberjack. It is a large fish found in the Pacific 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 fish. It is often regarded by anglers as pound for pound the hardest-fighting fish in the ocean. They often are called kingfish. This fish can be prepared in many ways, with a favorite being barbequed kingfish steaks.

The blue marlin is an offshore fish that feeds on a wide variety of organisms near the surface. This fish uses its bill to stun, injure or kill while knifing 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-fin makos also are known to eat marlin. This fish prefers to stay in blue water.

Sailfish live in warmer sections of oceans all over the world. The sailfish is related to the blue marlin. They hunt schooling fish such as sardines, anchovies and mackerel, although they also feed on some crustaceans. The sailfish is a metallic blue fish with a large sail-like dorsal fin, 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.

(continued)

great amberjack

blue marlin

sailfish287



The bluefin tuna is one of the world’s largest, fastest, most beautifully colored fish. Their torpedo-shaped, streamlined bodies are built for speed and endurance. They are camouflaged 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. Bluefin 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 fishers for the fight and speed.

The wahoo is a dark blue fish found worldwide in tropical and subtropical waters. It is a prized game fish because of its speed and high-quality meat. The flesh of the wahoo is white and delicate. It is sometimes regarded as a pest, particularly when it interferes with big game fishing such as fishing for blue marlin. These fish 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 fish. The wahoo eats other fish and squid.

The yellowfin tuna is a species of tuna found in tropical and subtropical waters worldwide.This fish is sometimes referred to as albacore. The yellowfin is one of the largest tuna species – with specimens reaching weights over 300 pounds. They feed on a wide variety of other fish, crustaceans and squid. Modern commercial fishermen catch yellowfin tuna using large encircling nets and industrial longlines. Yellowfin tuna are prized sport fish because of their speed and strength when on a rod and reel.

(continued)

yellowfin tuna

bluefin tuna

wahoo

288


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?


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.


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.


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 learn

more about the different types

of fish found in Louisiana

and all over the world. Each

of you will be getting a fish

ID card, with two holes

punched in the top, corners

and a piece of ribbon (or

string). Placethe piece of

ribbon (or string) through the

holes to make a necklace.

Pass out a fish ID cardand

piece of ribbon (string)to

each student.

Take card and ribbon (string)

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.

You will have about five

minutes to review

information about your fish

and to try to determine what

body of water you should live

in.

Read fish ID card 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.

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Let’s start with the freshwater

area. Everyone take a turn

and tell the class a couple of

facts about your fish.

Go around the room to each

habitat and have the students

tell about their type of fish.

Go around the room and take

turns telling about their fish.

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.


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?


to lead a class discussion on

habitat loss, edge effect and

fish populations.


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.

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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.

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.

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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.

What is happening with this

wetland loss? Are you

running out of habitat to

feed? What causes wetland

loss?


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 Levels

Upper Elementary

Middle School

High School

Duration

One to two 50-55


Setting

Outdoors

Vocabulary

Food chain

Bioaccumulation

Biomagnification

Bioconcentration

Backdoor Biomagnification Teacher Instructions

Focus/Overview

This lesson teaches students about toxins in the environment and how

plants and animals biologically accumulate these substances. It also

teaches about the biomagnification that occurs as these toxins work their

way up the food chain. In addition, students will simulate the effects

biomagnification has on a wetland ecosystem.

Learning Objectives The students will:

Learn how toxic substances can accumulate within animals in

Louisiana.

Simulate the effects of biomagnification on a wetland ecosystem.

Use graphing and percentages to visualize the effects of toxins on

wetland organisms.

GLEs Science

4th – (SI-E-A1, A2, A3, A5, B2), (LS-E-B2, C1, C3)

5th – (SI-M-A4), (LS-M-C2, C4), (SE-M-A4)

6th – (SE-M-A6, A8)

7th – (LS-M-A4, C2, C4, D2)

8th – (ESS-M-A8), (SE-M-A4)

High School – (SE-H-A7, A10, A11, C1)


4th – (ELA-1-E2, E5, E6), (ELA-4-E2, E5)

5th – (ELA-1-M1), (ELA-4-M1, M2, M4, M6)

6th – (ELA-1-M1, M3), (ELA-4-M1, M2, M3, M4, M6), (ELA-7-M1)



High School – (ELA-1-H1) Social Studies

4th – (G-1C-E5)

5th – (SI-M-A4), (LS-M-C2, C4), (SE-M-A4)

8th – (G-1B-M3), (G-1D-M1, M2, M3)

High School – (G-1C-H1)

Math

4th – (D-2-E)

5th – (D-1-M)

6th – (D-2-M)

7th – (D-3-M)

8th – (D-1-M)

High School – (A-3-H)

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Materials List

Rope to mark area (teacher provides)

Ribbon

Stopwatch (teacher provides)

Construction paper (Five different colors, 1 pack provided)

Hole Punch

Index Cards, one for each student (1 pack of 100 provided)

Permanent marker (1 pack of 4 provided)

Background Information:



Food chains are the simplest arrangements of what eats what. 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; 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 (biological accumulation) is the uptake and increase of toxic substances

within a living organism by way of air, water or food. Toxic substances include chemicals that

cannot be excreted at the same rate at which they are taken in. Plants and animals are exposed to

toxins in the environment, either naturally or from human disturbances (e.g., oil spills, pesticides,

herbicides, fertilizers). Over time, toxins can build up in the organism through the process known

as bioaccumulation.

Biomagnification is a process whereby the toxic substances move up the food chain, work their

way into water bodies and are eaten by aquatic animals, which are then eaten by other animals or

humans. For example, although mercury is only present in small quantities in seawater, algae

absorb the chemical. Zooplankton consume the algae, accumulating the chemicals within their

tissues. Nekton then consume the zooplankton, magnifying the amount of mercury ingested and

stored in their tissues. Small fish and then larger fish eat the nekton, ingesting larger amounts of

mercury. Any animal (including humans) that consumes the fish also is consuming the even

larger amount of mercury. The Environmental Protection Agency has found that herring (a small

fish) generally contain mercury levels of 0.01 parts per thousand (ppt), whereas sharks that feed

on the herring have mercury levels of 1 ppt.

Bioconcentration is the uptake of toxic chemicals into an organism from water alone. During

rainfall events, water carries silt and other soil particles off agricultural fields, construction sites

and urban areas into local water bodies, which 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.

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An example of bioconcentration that resulted in biomagnification occurred in the United States

prior to 1972. The spraying of a pesticide known as dichlorodiphenyltrichloroethane (DDT) was

done to help control mosquitoes and other insects. Rainwater carried the DDT into creeks and it

eventually found its way into rivers, estuaries, lakes and oceans. The toxic pesticide biologically

accumulated within each organism and then was biomagnified into the food web of predatory

birds (such as the bald eagle and brown pelicans). The DDT toxicity resulted in the eggshells of

the birds’ offspring becoming very thin and breaking. The population of these birds declined, and

DDT was banned in the United States in 1972. Due to this chemical ban, the bird populations

have since rebounded.

Organisms living in Louisiana wetlands are particularly vulnerable to bioaccumulation and

biomagnification because not only are the wetlands part of the drainage basins for most of the

state’s watersheds but also because the Mississippi River drains 41 percent of the 48 contiguous

states. Surface runoff associated with agricultural fields and urban areas often contains

potentially harmful chemicals such as fertilizers, herbicides and pesticides.

Wetlands are important because they 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 wetland ecosystems, it would have negative effects on

these organisms that already are suffering from habitat loss. Biomagnification would not only

create problems in this already fragile food chain but would mean humans could no longer enjoy

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 a larger one, which, in turn, is fed upon by a still larger one, 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, moving up the food chain.

Bioconcentration – the uptake of chemicals into an organism from water alone.

Advance Preparation

1. Make one copy of Student Activity Sheet for each student.

2. Rope off a fairly large (50 foot by 50 foot) 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.

296


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. (You may change the color based on what materials you have.)

Pollution Chemical Chart:

Mercury – Red

Copper – Yellow

DDT – Green

Lead – Blue

Nickel – Orange

(Based on this example, 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 – with the percentages on each

colored set of 10 squares adding up to 100. (For example, 2 percent, 3 percent, 4

percent, 5 percent, 7 percent, 9 percent, 10 percent, 15 percent, 20 percent and 25

percent would give you 10 cards adding up to 100 percent.)

6. Then 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 the basic concepts of a food chain with the students. Take one example of the

food they ate for dinner last night and trace the energy backward 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 food can be traced back to energy

received by the sun.)

3. Tell the students that today’s discussion will be about bioaccumulation,

biomagnification and the effects they have on the food chain of wetland animals. Use

the background information to lead a class discussion on bioaccumulation and

biomagnification.

4. Ask the students to list some of the different plants, fish and animals that they know

live in Louisiana wetlands.

5. Pass out one index card and a piece of yarn 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 everyone will be going outside to continue the lesson, but before

going outside, have students list each color you are using so that they can write the

percentages they collect outside. Students will need a notebook and something to

write with. They will be writing something down while outside to transfer to

worksheet “Your Organism’s Toxin Levels Worksheet.”

8. Then lead them to the roped off area.

9. 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 carnivores.

10. Tell the students to observe the roped off area with the scraps of paper in it. They

should imagine that this is a Louisiana wetland area where they live as their assigned

wetland organisms. (**Do not tell the students what each color or numbers on the

pieces of paper represent.**)

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11. 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 20 seconds to collect their squares; then yell STOP.

12. Once the plants have collected their squares, they should write down the color of the

paper and the percentages for each color. Tell the plants they must stay in the wetland

area (roped off area) but they cannot pick up anymore cards.

13. Now the “fish” have 20 seconds to go out and consume (tag) the plants to steal their

squares and collect some of their own squares off the ground. All groups must walk

around the wetland area; no running.

14. After 20 seconds, yell STOP. All plants must leave the wetland area. The fish must

stay in the wetland area but cannot pick up any more squares.

15. The fish should then write down the color of the paper and percentages for each.

16. Next, give the birds 20 seconds to “fly” around the wetland area. The fish may slowly

walk around the wetland area to avoid being tagged (consumed).

17. After 20 seconds, yell STOP. All fish must leave the wetland area, and birds must

stay in the wetland area but cannot pick up any more squares.

18. The birds should then write down the color of the paper and percentages for each.

19. Next, give the “carnivores” 20 seconds to consume and steal squares from the plants,

fish and birds. They may also collect their own small squares off the ground (if any

are left). The birds may slowly walk around the wetland area to avoid being

consumed.

20. After 20 seconds, yell STOP. All organisms must leave the wetland area and return to

the classroom.

21. Tell the carnivores to hold onto their squares, and lead the entire class back into the

classroom to finish the activity.

22. Ask the class what they think the colors may mean. Then inform them of what the

colors represent. If you used the colors from our earlier example, those are (or if you

used different colors of paper to represent these materials, use your own example):

a. Mercury – Red

b. Copper – Yellow

c. DDT – Green

d. Lead – Blue

e. Nickel – Orange

23. Pass out the “Your Organism’s Toxin Level” worksheet and have students fill out the

colors and percentages of the pieces of paper they obtained (either from picking the

paper up off the ground or from taking it from another person/organism).

24. In the meantime, make a graph that is similar to the one seen on the “Food Chain

Toxin Levels” worksheet with enough room to ask at least three students from each of

the four groups (plants, fish, birds and carnivores) for their numbers.

25. Pass out one “Food Chain Toxin Levels” student activity sheet to each student.

26. Call on three to four students from each organism group to give their TOTAL

percentages for each toxin.

27. Either calculate the average percentages as a class or have students calculate those

averages on their own, depending on the age group.

28. Have the students copy down the percentages on the “Food Chain Toxin Level”

worksheet and graph the averages.

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29. Tell students that if an organism has more than 50 percent of one of the toxic

substances that it would have died due to the high concentration in its system. Ask

them to raise their hands if they consumed a toxin at a percentage greater than 50

percent.

30. 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.

31. How do the students think these toxic substances might get into a wetland area?

Where do these substances come from?

a. Rainwater can carry toxins from agricultural lands, parking lots and streets to

river and streams and eventually through wetlands out to the Gulf of Mexico.

b. Industrial businesses may illegally dump large quantities of toxins into rivers.

c. People sometimes dump household chemicals into nearby streams, storm

drains or water wells.

32. After every student has completed the worksheet, end the lesson with a discussion on

the possible solutions to biomagnification of toxic chemicals.

Blackline Masters

1. Your Organism’s Toxin Level

2. Food Chain Toxin Levels

Resources

Adapted from Project WILD (How Many Bears Live in a Forest)

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

299

http://www.polartrec.com/files/resources/lesson/Bioaccumulation_Toxins_FINAL.pdf

http://www.scienceteacherprogram.org/envsci/Kelly02.html

http://www.mysciencebox.org/foodchain/background


Backdoor BiomagnificationStudent Activity SheetName

Your Organism’s Toxin Level1. What organism were you during the activity? _______________________________

2. Circle where you fall in this wetland food web:

Plant

Fish

Bird

Larger carnivore

3. Below, list the color of the paper associated with each toxin that you picked up (teacher tells you). Next, list each percentage found on the pieces of paper. Add up the percentages to show a total percentage of each toxin you consumed.

Toxin Color List Percentages Total Percentage

Mercury

Copper

DDT

Lead

Nickel

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Backdoor BiomagnificationStudent Activity SheetName

Food Chain Toxin LevelsDirections: Record the AVERAGE percentage of each toxin from the four levels of the food chain (plant, fish, bird, carnivore). If a group has more than 50 percent of one of the toxic substances, it would likely not survive due to the high concentration in its system. Graph your findings in the space provided below.

Organism Group % Mercury % Copper % DDT % Lead % Nickel

Plants

Fish

Birds

Carnivores

Y-A

xis

X-Axis

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Wetland Organisms Teacher Answer Key

Examples of Louisiana Wetland Plants:

1) Smooth cordgrass

2) Salt marshhay

3) California bulrush

4) Bull tongue

5) Giant cutgrass

6) Cattail

7) Water lily

8) Widgeon grass

9) Alligator weed

10) Water celery

Examples of Louisiana Wetland Fish:

1) Alligator gar

2) Largemouth bass

3) Black drum

4) Redfish

5) Catfish

6) Speckled trout

7) Sac-a-lait

8) Red snapper

Examples of Louisiana Wetland Birds:

1) Great blue heron

2) Brown pelican

3) Bald eagle

4) American white pelican

5) Snowy egret

6) Great egret

7) Roseate spoonbill

Examples of Louisiana Carnivores:

1) American alligator

2) Cottonmouth snake

3) River otter

4) Bobcat

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Backdoor Biomagnification in the T-3 Format


What did everyone have for

dinner last night?

Solicit answers, and write


List some of the things they

ate for dinner the night

before.


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 meals from last night

backward through a food

chain.

Today we are going to learn

about biomagnification. Can

anyone define

biomagnification?


to lead a class discussion on

bioaccumulation and

biomagnifications and the

possible effects they have on

the food chain of wetland

animals.


about bioaccumulation and

biomagnification.

Who would like to tell me

some of the different plants,

birds, fish and larger animals

that are found in Louisiana

wetlands?


these on the board.

List organisms they know

that live in Louisiana

wetlands.

I am going to pass out an

index card with different

wetland organisms listed on

them and some string to each

of you. 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 and string, and

pass hole puncher around

class. Assist students in

making necklaces.

Take index cards and make

necklaces using hole puncher

and string.

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Everyone should put on their

necklaces and get ready to go

outside to play the

biomagnification game.

Before we go outside, each of

you should list the colors of

the paper. You will write

down numbers next to each

color later.

List the available colors on

the board and have students

write those down.

Have students take notebooks

with them to take notes while

outside (the colors of cards

they pick up and the

percentages listed on those

cards ).

Lead students outside to

roped off area.

Write down colors.

Take notebooks and

something to write with.

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

carnivore. Get in four groups

depending on what type of

organism is listed on your

card.

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.

Each group will have a

chance to walk around the

wetland and collect the pieces

of paper you see on the

ground. The plants will go

first. Then the fish go

because they eat plants. After

that, the birds will have a turn

because they eat fish. And,

finally, the carnivores will

have a turn.

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 until

I say STOP. You must

WALK around the wetland –

no running.

Say GO and give the plants

20 seconds to collect squares

before you say STOP.

The plant group will walk

around the “wetland area”

and collect squares.

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Now, write down the

percentages you see on each

card next to the colors of

paper you have. You may

have multiple percentages for

each color.

Write down percentages of

each color in notebook.

All 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. You can “eat”

the plants out there by

tagging them and stealing all

of their squares. You also can

collect your own squares off

the ground.

Plants, you may SLOWLY

walk around the wetland to

escape being consumed.

Say GO, and give the fish 20

seconds to eat plants and

collect squares before you

say STOP.

The fish group will walk

around 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 is allowed.

Now, write down the

percentages you see on each

card next to the colors of

paper you have. You may

have multiple percentages for

each color.



All plants must leave the

wetland area, and the fish

must now stay in the wetland

area but cannot collect any

more squares.

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.

Fish, you may SLOWLY



Repeat steps for birds. The bird group will walk

around wetland area and

collect squares from fish and

off the ground. The fish may

slowly try to get away from

the birds, but no running is

allowed.

305


Birds, now you should write

down the percentages you see

on each card next to the

colors of paper you have.

You may have multiple

percentages for each color.



Now it is the carnivores' turn

to go out into the wetland

area.

Birds, you may SLOWLY



Repeat steps for birds. The carnivore group will

walk around wetland area and

collect squares from birds

and off the ground.

The birds can try to get away

from the animals by walking

around the wetland, but no

running is allowed.

We will now go back into the

classroom to finish the

biomagnification activity.

Lead class back to classroom. Follow teacher back to

classroom.

Who can guess what the

squares represent?

All squares represent toxic

substances that have been

brought into a Louisiana

wetland ecosystem. This is

what each color represents:

Red – Mercury

Yellow – Copper

Green – DDT

Blue – Lead

Orange – Nickel

Show class what the different

colored squares represent.

Observe colors.

Each of you will calculate the

total percentage of each toxin

you consumed. Use the

worksheet to help you do

this.

Pass out the first worksheet

“Your Organism’s Toxin

Levels” to each student.

Take worksheet. Use a

calculator or pen and paper to

calculate a total of each of the

percentages they collected of

each toxin color.

306


We will now calculate an

average from each group and

graph the average toxin

levels.

Pass out the second

worksheet “Food Chain

Toxin Levels” to each

student.

Ask the percentages of each

toxin from at least three

students from each group.

You can either calculate the

average as a class or have

students do so individually.

Volunteer to give total

percentages consumed.

Copy down or calculate (your

choice) the average toxin

percentage for each group of

organisms.

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.

Now, if an organism in the

wild has more than 50

percent of one of these

toxins, it is not likely to

survive.

Are there any groups of

organisms that have more

than 50 percent of one of the

substances?

Solicit answers. Use their data to determine

what groups of organisms

would have lived and died.

They can also determine if

individual organisms/students

reached more than 50 percent

toxin levels.

Now, everyone should graph

the data that was collected

from the biomagnification

game.

Tell students what you would

like on their graphs.

Graph data.

What do you think some

possible solutions to

biomagnification are?

Lead class discussion.

Reduce pollution (household

chemicals, vehicle

discharges).

Plant trees to take up

nutrients.

Don’t pour chemicals down

storm drains or water wells.

Talk about possible solutions

to bioaccumulation and

biomagnification and what

they learned today.

307


Grade Levels

Upper Elementary

Middle School

Duration

50-55 minutes

Setting

Outdoors

Vocabulary

Adaptation

Habitat

Kleptoparasitic

Wetland

Wigeons and Coots Teacher Instructions

Focus/Overview

This lesson will provide the opportunity for students to learn about animal

adaptations, specifically with regard to bird beaks, and to learn how various

adaptations can work to an animal’s advantage.

Learning Objectives

The students will:

Discover what types of beaks are best suited for eating various types

of bird food

Observe the different ways birds camouflage and protect their nests

Discuss adaptations of other wetland animals

GLEs Science

4th – (SI-E-A1), (LS-E-A3, C1)

5th – (SI-M-A1), (LS-M-D1)

7th – (SE-M-A2)


4th – (ELA-1-E5, E6)

6th – (ELA-1-M1, M4), (ELA-4-M1, M6)

7th – (ELA-4-M1, M2)

Materials List

Container to hold bird food (teacher provides)

o Examples of this would be a pie pan, a plastic bowl (with a lid if doing activity more than

once), etc.

Samples of dry beans, macaroni noodles and dry peas (A 16-ounce bag of each will be provided;

teacher should provide any additional materials needed.)

o Any additional small bean, ball, noodle or object can be used (This can be based on your

personal preference.)

Plastic cups, one cup per player (teacher provides)

Different tools that can be used as “beaks” (one tool per player, but there may be more than one

player with the same type of tool)

o Plastic spoons

o Large binder clips

o Clothes pins

o Toothpicks

o Tweezers (teacher provides)

o Tongs (teacher provides)

o Pliers (teacher provides)

o Scissors (three pairs provided)

308



See General Wetlands Information at the front of the curriculum binder for more information on

Louisiana’s wetlands and wetland conservation.

A habitat is where animals live. Habitats provide food, water and shelter animals need to survive, but

there is more to survival than just what is found in the 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.

Chemicals that are sprayed from various body parts to deter predators.

Animals may even be poisonous or unpleasant-tasting so that predators soon leave them alone.

Many animals have developed remarkable defenses to keep from being killed and eaten by predators.

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 to detect danger and escape.

Animals are active only at night when it is harder for predators to find them.

Animals rely on trickery and copy the defenses of other animals to protect themselves.

Wetland Animals

Wetlands are unique habitats characterized by the presence of water and saturated soils. That means

plants and animals living in these habitats must adapt 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 to live there. They must be able to use nutrients found in water,

protect themselves from their enemies in a wet environment 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 in such surroundings:

Alligator

Webbed back feet for steering

Bulging eyes on top of its head, which allow it to see but make it look like a log when it’s right

under water’s surface

Protective, armor-plated skin

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Nutria

Webbed hind feet

Eyes, ears and nostrils are set high on its head for swimming

Teats of the female are located high on the sides, which allow the young to suckle while in the

water

Crawfish

Breathe through gills

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 during the winter

Claws reach up to 9-12 inches long to catch and maintain its diet of fish, berries and nuts

Possesses a very acute sense of smell

Brown pelican

Large bill with a flexible lower pouch that functions both as a fishing net and 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

Common Bird Beak Adaptations

“A bird's beak basically is a lightweight, bony elongation of its skull. The beak is covered with

skin that produces keratin, the same material found in human fingernails and hair. On most birds,

the keratin condenses and dries, forming the beak's hard, glossy, outer covering. The tip and

cutting edges of the beak are constantly renewed as they wear away, just as human nails are.

Bird beaks are multifunctional tools. Birds use them to weave nests, defend their territory, attack

competitors, groom feathers, communicate and, most significantly, gather or capture food.

Over the years, a wide assortment of bird beaks has evolved. Though many birds have straight

beaks that are adapted to general feeding, some birds' beaks are examples of unique

adaptations.” (USGS 1998)

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Unusual Bird Beaks and Their Uses:

Eagles, hawks and other raptors have strong, sturdy beaks for tearing fish.

Herons have dagger-like bills for spearing and grasping fish and frogs.

Pelicans have pouched beaks that are used as nets for scooping up fish.

Hummingbirds' beaks protect their long tubular tongues with which the birds extract nectar from

flowers.

Swallows and whippoorwills use their wide, gaping, beaked mouths to catch flying insects in midair.

Cardinals and grosbeaks have short, cone-shaped beaks for cracking open seeds.

Snipes have long beaks for probing in mud and water to find worms and other small animals.

Woodpeckers have chisel-like beaks for searching under tree bark to find insects.

Yellow-bellied sapsuckers have drill-like beaks for boring into trees to feed on sap and the insects

attracted to it.

“All animals are adapted to their environment in unique ways. A very important adaptation for food

gathering in birds is the size and shape of the beak.” (USGS 1998)

Two birds found in Louisiana are the American wigeon and the American coot. These birds are

specifically adapted to thrive in shallow, freshwater, wetland areas, including ponds and marshes. Both

birds have specialized beaks for living and foraging for food in these wet habitats.

The American coot is a common water bird that lives year-round in Louisiana’s wetlands. Often

mistaken for a duck, coots swim and dive in freshwater areas, marshes and swamps. Coots have a

completely black body, red eyes and a white, triangular, chicken-like beak (not flat like most ducks’

beaks). Coots feed on plant materials, aquatic inrvertebrates, amphibians, snails and worms. Coots

have lobed (not webbed) feet that are used to forage in wet areas by tipping, diving from the surface

or simply walking along shorelines.

Fun fact! The American coot is nicknamed the “marsh hen” because of the way its head bobs up and

down (just like a chicken) when it is walking or swimming.

The American wigeon is a common type of waterfowl that breeds in northwestern North America and

migrates through Louisiana’s wetlands during winter months. Its small, short bill exerts more force at

the bill tip than any other dabbling duck. This trait makes the wigeon skilled at plucking its food off the

surface of the water or stealing food from coots and diving ducks – which also is known as being

kleptoparasitic. Wigeons feed during the day and night, making it challenging for other birds to defend

their food.

Fun fact! The American wigeon once was called the “Baldpate" because the white stripe along a male’s

head during full plumage resembles a bald man's head!

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.

311


Kleptoparasitic – A form of feeding in which one animal takes food from another that has caught,

collected or otherwise prepared the food, including stored food.

Wetland – A low-lying area that is wet year-round or during portions of the year. It usually is able to

support types of vegetation typically adapted for saturated soil conditions.

Advance Preparation

1. Pour dry beans/macaroni/peas into a bowl or other container. A container with a lid is ideal so

you can save the materials.

Procedure

1. Review the background material with the class.

2. After a discussion on wetlands, adaptations, bird beaks and wigeons and coots, take the class

outside to a large area.

3. Tell the students they will be playing a game where they will act as two common wetland birds

found in a Louisiana wetland – the American wigeon and the American coot.

4. Ask the class if they know about the foraging habits of American wigeons?

a. Specifically: American wigeons, while able to catch their own food, often will steal food

from other birds, such as coots.

5. Ask one student volunteer to be “IT.” This student will then become the class’s American

wigeon.

6. Tell the class the rest of them are going to be coots.

7. Both birds are trying to survive and feed in a Louisiana wetland habitat.

8. When the game begins, the coots are going to collect food from the wetland food supply and

bring it back to their nests.

9. Pass out one paper cup to every student, including the wigeon.

10. Tell the class these cups will be their “nests.”

11. Have the wigeon stand next to you and close his or her eyes. (You may to choose to blindfold the

wigeon to eliminate peeking.)

12. Give the coots a few minutes to hide their nests within a given area on school grounds and then

return to you and the wigeon. The wigeon must keep his or her eyes closed until all the nests

are hidden.

13. After all of the coots have returned, pass out one tool to every student (It is OK if more than one

student has the same type of tool.)

14. Explain that these tools represent different types of bird beaks.

15. Place the container full of dry beans/macaroni/peas on the ground next to where you are standing

and tell the coots this is their food supply from the Louisiana wetland.

16. Tell the coots and the wigeon the rules of the game:

a. As of this moment, they are all birds!

b. Each of the coots will be responsible for collecting one bean/macaroni/pea at a time

from the food supply and then bringing it to his or her hidden nest.

c. Because they are birds, the students can only pick up food with their beaks – the tool you

have just given them. No using their hands!

d. When the game starts, the coots must WALK, not run, to deliver the food to their nests.

e. Once a coot drops the food into his or her hidden nest, the coot will return to the wetland

food supply to collect another piece of food and bring it to the nest.

f. But the wigeon is hungry, too! As we know, however, wigeons are better at stealing food

than getting it from the wetland food supply.

g. This means that while the coots are trying to eat and feed their families in their nests, the

wigeon will be trying to locate the coots’ nests and steal the coots’ food.

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http://en.wikipedia.org/wiki/Feeding


h. When the game starts, the wigeon will WALK to find the coots’ nests while holding on to

his or her own cup (“nest”).

i. Tell the wigeon that when he or she locates a nest, he or she will take one piece of food

from a coot’s nest at a time.

j. Once the wigeon has taken a piece of food from a nest, he or she must move on to

another nest. The wigeon may not stay at one nest and remove all the food from that

first nest! After visiting three different nests, however, the wigeon may return to a nest

he or she already has visited.

k. All students are on the honor system and should play fairly.

l. The coots may stay to protect their nests, but we don’t want to hurt each other in the

process. So everyone should play nicely.

17. When the class is ready, say GO to start the game! You should supervise the game to make sure

there is no running, that birds are taking only one piece at time and only using their beaks and

that everyone is playing fairly.

18. Allow the first round to go for 10 minutes.

19. Give the students a 1- minute warning before ending the round.

20. Have the wigeon and all the coots bring their nests in to count how much food they have.

21. Lead a discussion using the following questions:

a. If students just have a little bit of food, why is that?

b. Did the wigeon steal their food?

c. Where did they hide their nests?

d. Did the coots defend their nests?

e. Did the coots have a hard time collecting food in the first place? Why?

f. Not all bird beaks are similar. Why? (They are designed for eating different types of

food.)

g. What types of beaks were able to collect food the easiest?

h. What types of Louisiana birds do they think have those beaks?

i. Go around having everyone hold up their beaks. Talk about whether it easy or hard for

each of them to collect food.

j. What type of food is their beak cut out for?

k. What type of food found in Louisiana wetlands may be eaten by that beak?

22. You may play multiple rounds, giving other students the opportunity to be the wigeon. (Make

sure you leave time for a class discussion!)

Resources

YMCA Camp Seymour. Ornithology. 2009. Gig Harbor, Wash.

USGS. Bird Beak Buffet. Retrieved on September 15, 2010. http://pubs.usgs.gov/of/1998/of98-

805/lessons/chpt2/act5.htm.

Cornell Lab of Ornithology. All About Birds. Retrieved on September 15, 2010.

http://www.allaboutbirds.org/guide/American_Coot/id and

http://www.allaboutbirds.org/guide/American_Wigeon/id.

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http://pubs.usgs.gov/of/1998/of98-

http://pubs.usgs.gov/of/1998/of98-

http://www.allaboutbirds.org/guide/American_Coot/id

http://www.allaboutbirds.org/guide/American_Wigeon/id


Wigeons and Coots in the T-3 Format


Today, we are going to learn

about wetlands and the

adaptations plants and

animals must have to live in

these habitats.


material with the class and

have a discussion on

wetlands, adaptations, bird

beaks and wigeons.

In a few minutes, we’re going

to be playing a game. We’re

going to be acting as two

common wetland birds found

in Louisiana – the American

wigeon and the American

coot.

Take the class outside to

large area.

I need one student to

volunteer to be “it.”

The person who is “it” is

going to be our American

wigeon.

What do we know about

American wigeons?

American wigeons are able to

catch their own food but

often will steal food from

other birds such as coots.

Pick a volunteer. One student will volunteer to

be “it.”

All of the other students are

going to be coots.

Both birds are trying to

survive and feed in a

Louisiana wetland habitat.

Make sure the other students

know they are coots.

When the game begins, the

coots are going to collect

food from the wetland food

supply and bring it back to

their nests.

Pass out one paper cup to

each student, including the

wigeon.

Take cups to use as their

nests.

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These cups will be your

“nests.”

All the coots have a few

minutes to hide their nests

nearby.

The wigeon has to close

his/her eyes – and no

peeking!

Have the wigeon stand next

to you and close his or her

eyes. (Or you may choose to

use a blindfold.)

Give the coots a few minutes

to hide their nests.

The coots hide their nests and

then return to you.

The wigeon should keep his

or her eyes closed until all

nests are hidden.

Now that the nests are

hidden, I will hand out a beak

to each coot. Each of these

tools represents a different

type of bird beak.

Pass out a tool to every

student.

This container serves as your

food supply in a Louisiana

wetland.

Place the container full of dry

beans/macaroni/peas on the

ground next to where you are

standing and tell the coots

this is their food supply from

the Louisiana wetland.

Now, everyone listen while I

review the rules of the game.

Use Procedural Step No. 16

to review the rules of the

game.

Listen to rules.

Now that everyone knows the

rules, we are ready.

GO!

Say GO to start the game!

Supervise the game to make

sure there is no running, birds

are only taking one piece at

time and only using their

beaks and that everyone is

playing fairly.

Allow the first round to go

for 10 minutes.

Coots begin taking food to

their hidden nests, and the

wigeon steals the food from

the nests.

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You have 1 minute to finish

collecting food!

STOP!

Give the students a 1-minute

warning before ending the

round.

Everyone bring their nests in

to count how much food you

have collected.

Let’s hear which coot

collected the most food?

Now that all the coots have

told us their food amounts,

how much food did the

parasitic wigeon collect?

Bring nests to common area

and start counting the pieces

of food each of them

collected.

Coots report food first; then

the wigeon reports.

Let’s all sit and talk about

what we think happened

during this game.

Use Procedural Step No. 21

to lead a class discussion.

Listen and answer questions;

discuss what happened

during the game.

You may play multiple

rounds, giving other students

the opportunity to be the

wigeon. (Make sure you leave

time for a class discussion!)

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Grade Levels

Upper Elementary

Middle School

High School

Duration

50-55 minutes

Setting

Large open area

(gym or outdoors)

Vocabulary

Carrying Capacity

Habitat

Migration

Birds of a Feather

Flock Together Teacher Instructions

Focus/Overview

In this lesson students will learn about bird migration and how numerous

migratory birds travel to or through Louisiana’s wetlands. Students will

conduct a simulated migration in which they will encounter resources and

challenges migrating birds face both from humans and natural occurrences.

Learning Objectives

The students will:

Understand why birds migrate and the challenges birds face as they

migrate to or through the wetlands of Louisiana

Determine ways humans can affect the migration of birds

Narrate their journey and share with the rest of the class

GLEs Science

4th – (SI-E-A1), (LS-E-A3), (SE-E-A2)

5th – (LS-M-C3), (SE-M-A2)

6th – (SE-M-A8)

7th – (LS-M-D2), (SE-M-A4, A8)

8th – (SE-M-A4)

High School – (LS-H-D4, F4), (SE-H-A7)


4th – (ELA-4-E2, E5), (ELA-5-E6)

5th – (ELA-1-M1), (ELA4-M1, M2, M4), (ELA-7-M1)

6th – (ELA-1-M1), (ELA-4-M1, M2), (ELA-5-M6)

7th – (ELA-4-M1, M2), (ELA-5-M6)

8th – (ELA-4-M1, M2), (ELA-5-M6)

High School – (ELA-4-H1, H2), (ELA-5-H6)

Materials List

Weights or dumbbells (teacher provides)

Ribbon

Scissors (three pairs provided)

Blanket (teacher provides)

Umbrella or representative “shelter” (teacher provides)

Station dice (see Blackline Masters)

Migration cards (see Blackline Masters)

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See General Wetlands Information at the front of the curriculum binder for more

information on Louisiana’s wetlands and wetland conservation.

What is migration?

Migration is a seasonal movement from one area to another, usually between a breeding and

a nonbreeding area. Birds migrate to stay alive. As seasons change, temperatures may

become too extreme (hot or cold) for these animals to withstand. They must migrate to meet

their basic needs for survival, including food, water, shelter, space and a safe nesting or

breeding site. Many birds travel the same routes each year. Some scientists believe migrating

birds navigate by the position of the sun and stars, as well as by landmarks such as

mountains, rivers and coasts. A mysterious sixth sense in birds gives them the instinctive

urge to take flight due to decreasing food ability, changing winds, falling temperatures or

even dwindling daylight hours that occur during the change of seasons.

Not all birds migrate, but some need several different habitats to complete their life cycle.

They may breed in one habitat, spend winter somewhere else and then migrate along another

during spring and fall. Some years bring more migrating birds to Louisiana than others. For

example, in the past three years, warm weather and abundant food up north have kept many

birds far away from our state, but a severe cold front in the North could easily push these

birds into our wetland ecosystems.

Migrating birds may not stay long in one place. Environmental or human induced stress,

such as insufficient food, water or cover might force birds to fly elsewhere. In the case of

ducks, their strong wings allow them to easily rest in one place and feed 100 miles away

from the rest site. Then they may fly 300 miles the next day.

Are birds the only animals that migrate?

No! Numerous species of birds, mammals, reptiles, amphibians, fish and invertebrates

migrate. Some examples are whales, caribou, and salmon.

Do wetland birds migrate?

Millions of shorebirds, waterfowl and other birds fly into the Gulf region, specifically

Louisiana, as fall migration gets under way. Some make short stops before heading off on

longer flights across the Gulf of Mexico and some spend the entire winter in our state.

Shorebirds, such as sandpipers, dunlins, plovers, dowitchers, greater/lesser yellowlegs and

red knots, are those that stop over in Louisiana wetlands to replenish critical fat reserves by

feeding on sand dunes and in wetlands. Many waterfowl species, specifically ducks and

geese, spend part or all of the winter in Louisiana – dabbling for food near the surface of the

water or diving beneath to retrieve food. These species, including redheads, blue-winged teal,

gadwalls, northern pintails and snow geese, make Louisiana the most important wintering

area for waterfowl in North America. These long-distance journeys demand a lot of energy

(in the case of birds, up to 12 times more than the amount usually required), and before

leaving the migrants have to store up body fat that will be used as fuel for the trip. Wetlands

provide abundant sources of food along a bird’s migration route. A variety of migrating

birds, including ducks, geese, herons, gulls, terns and shorebirds, require the presence of

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wetlands at some point in their life cycles. Some use these ecosystems as their breeding

habitat, while others simply use wetlands as their wintering grounds.

Do wetland birds face any threats here in Louisiana?

Although birds migrate to survive, they must go through numerous obstacles during their

journey. The primary threat to the survival of migratory birds using Louisiana’s wetlands is

the disappearance and degradation of these ecosystems. All wetlands, including ponds, lakes

and marshes, are important for successful bird migration. Without wetlands, dozens of

species of ducks, geese, shorebirds and other water birds face loss of the necessary habitat for

survival. Many federal, state and private groups recognize the importance of wetlands to

wildlife and play an active role in protecting these ecosystems. Millions of acres of wetlands

and associated uplands have been protected in North America to actively conserve and

restore habitat for the vast flocks of migratory birds.

Along with natural occurrences that destroy wetlands, such as saltwater intrusion and

erosion, human induced issues also affect these habitats. Economic development and

urbanization are reducing the availability of wetlands. Pollution, both point-source and

nonpoint-source, reduces the health and safety of wetlands for both humans and wildlife. In

addition, natural challenges, such as predators, weather, disease and fire, also influence both

the animals and their habitat.

What’s being done to help protect migratory birds?

Bird Banding

Bird banding is a useful tool in monitoring migratory bird populations. Researchers capture

birds in nets and place a metal band around each bird’s leg. These bands have numbers and

contact information to report if a bird is killed. Often during banding, researchers take

measurements of wing and bill size, weight, sex and age estimates. Banding allows us to

collect data important to populations, such as migration, behavior, survival rate and

reproductive success. This information can be used to access population status and formulate

ways to help migratory birds.

Hunting and Policy

Many federal programs benefit migratory birds such as the Federal Duck Stamp Program,

which requires those who hunt migratory birds to purchase a Migratory Bird Hunting and

Conservation Stamp every year. Proceeds from the stamps funds habitat restoration and

creation of national wildlife refuges. In addition, the Wallop-Breaux Act places a tax on

hunting and fishing equipment to create funds for habitat restoration projects in Louisiana.

While hunting may decrease bird populations, it helps to ensure population levels remain

below carrying capacity while providing funding for habitat restoration.

Habitat Restoration

Louisiana has lost 1,900 square miles of wetlands since the1930s. Today, there are several

organizations and programs, such as the Youth Wetlands Program, dedicated to helping

restore wetlands. We work hard to increase wetland knowledge throughout the state, as well

as to plant wetland vegetation to help slow erosion. Other ways people can help include

donating money to help wetland groups, being aware of what they wash down storm drains,

picking up trash and avoiding development of wetlands for other uses. There are many

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projects that take place in communities nationwide, such as storm drain painting, bird house

construction, pond building and tree planting. Find one near you, help your local wetlands

and provide migrating birds with a nice place to stay!

Background on a blue-winged teal (Anas discors)

Blue-winged teal are small, dabbling ducks that are brown with a pale blue shoulder patch

that is revealed in flight. In full plumage, a male is easy to identify with its distinctive white

crescent in front of the eyes and metallic green feathers that are found on the rear of the

wings. The female is a mottled brown color with no crescent but a dark line through the eye.

Blue-winged teal breed primarily in central North America, particularly in the prairies and

parklands found in the northern United States and Canada. Nesting habitat includes wetland

areas. Female teal lay nine to 12 dull white eggs in a down-lined hollow nest that is

concealed near water. Females change breeding sites from year to year in response to

changing wetland conditions, such as the drainage and development of these areas.

Blue-winged teal are known to inhabit shallow ponds and seasonal and permanent wetlands,

plucking food items from the surface or partially dipping their heads just beneath the surface.

These birds feed on aquatic plants and seeds and aquatic invertebrates found in wet areas.

Blue-winged teal are highly migratory and tend to fly for long distances to reach their

wintering spots. They are the first to migrate to the South in the winter and the last to leave in

the spring. These birds often are seen in a small, compact flock, flying fast and erratically as

a single unit.

Blue-winged teal suffer large mortality rates during migration because they fly for very long

distances over water. Common predators of this species include snakes, snapping turtles,

raccoons and spotted skunks. The main cause of the population’s decline is the loss of

habitat.

For a chart that shows all of the birds that migrate to OR through Louisiana, visit this

website: http://www.birdcentral.net/wetlands.html.

Definitions:

Carrying Capacity – The maximum number of organisms an ecosystem can support.

Habitat – What an animal needs to survive, meaning food, water, shelter and space.

Migration – A seasonal movement from one area to another, usually a breeding and a

nonbreeding area.

Advance Preparation

1. Photocopy Migration Cue Cards and three paper dice (see Blackline Masters).

2. Cut, fold and glue dice.

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http://www.birdcentral.net/wetlands.html


3. Cut out the Migration Cue Cards (see Blackline Masters) and arrange cue cards in a

large circle. The cards should have at least 5 feet between them; if the cards are at risk

of blowing away, weight each card down with rocks, push-pins, etc.

4. Place materials at appropriate stations:

a. Place correct die at Stations 1, 8 and 13

b. Place dumbbells at Station 3

c. Place ribbon and scissors at Station 4

d. Place blanket at Station 6

e. Place umbrella at Station 10

Procedure

1. Have students name some birds they see around their home or school. (Possible

names may include robin, blue jay, mockingbird, woodpecker, egret, hawk, duck,

goose, etc.)

2. Ask the students if the birds they named are seen throughout the entire year or if they

only see those birds at certain times of the year. (This is to get students to think about

the idea that some birds are not year-round inhabitants of Louisiana.)

3. If the response is that the birds are NOT here all of the time, ask the students if they

know why the birds are not here or where the birds go. (Answers will vary: For

example, some birds may leave when their choice of food is scarce or when the

weather gets colder.)

4. Review the background information with the class to introduce them to the idea of

migration.

5. Ask students why birds migrate. (Answers will vary but could include: To obtain

food, escape predators, breed and avoid extreme seasons of low light and food.)

6. Tell the students to imagine that migration is like them going to grocery store one day

only to discover it has disappeared!

a. What would they do?

b. Go to another store?

c. What would happen if the next store they tried was also gone?

d. Where would they get their food?

e. How would this affect their behavior?

7. Ask the students why they think birds migrate to Louisiana during the winter months.

(Answers will vary: It is warmer here, so there would be more vegetation growing,

more insects are not killed off by hard freezes, pond and other water bodies are not

frozen, etc.)

8. Tell the students that the most important habitats in Louisiana that are available to

migrating birds are our wetlands! Louisiana’s wetlands are vital to birds because

wetlands are places where birds can find food that will help them as they travel.

When these wetland areas disappear, it causes problems for birds, just like it would

for humans if all the grocery stories were no longer around.

9. Tell the students that today they will be simulating the migration of a blue-winged

teal. (Use the background information to provide some details to the class.)

10. Bring the class outside to a large area (or into the gym).

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11. Tell the students the cards on the ground (or the floor) represent different challenges

they may face during their migration.

a. The students need to understand that many factors will limit their survival.

Some challenges will be changes in their wintering and nesting habitats. Also,

there will be times of abundant food, water, shelter and space suitably

arranged to meet the habitat requirements of the birds. There will be other

times when the habitat is stressed, with many factors limiting the potential for

survival. Sometimes the area of available habitat is reduced.

12. Tell the students that they will experience a different migration route of a blue-

winged teal.

13. All students should line up at Station 1.

14. The game will be played like a board game. Each student will roll the die at Station 1

and move to their first assigned station (it will be one of the following stations: 2, 3, 4

or 5) before continuing the game.

15. After every student is at his or her first assigned station, the game can continue.

16. Students should read and follow the directions on the cards until they reach a card

that reads “Migration ends” or finish their migration at Station 17.

17. Not every student will necessarily complete his or her migration. Only those who

reach Station 17 have successfully completed their migration!

18. When everyone is finished, teams should narrate what their journey was like to the

rest of the class.

19. Lead a discussion using the following questions:

a. Why did some birds die earlier than others?

b. How did the birds die?

c. What is significant about their experiences? (Refer to background

information.)

d. How does this game represent migration?

e. What happens to the birds when habitat loss occurred?

f. How do migrating birds depend on wetlands during migration?

g. Why is it important to save wetlands in Louisiana?

Blackline Masters

1. Migration Cue Cards

2. Station Dice (3)

Resources Birdcentral.net. Louisiana Birds – Water Birds and Wetlands. Retrieved 16 September 2010,

from http://www.birdcentral.net/wetlands.html

Bowser, Betty Ann. 30 August 2010. In Louisiana, Wetlands Erosion is a Slow-Moving Crisis.

Retrieved 14 September 2010, from http://www.pbs.org/newshour/rundown/2010/08/in-

louisiana-wetlands-erosion-is-slow-moving-crisis.html

Consortium for Oceanographic Activities for Students and Teachers. 11 June 1999. Marine &

Aquatic Habitats. Activities – Estuaries Are for the Birds! Retrieved 13 September 2010,

from http://www.coast-nopp.org/resource_guide/elem_mid_school

/ma_habitats_acts/birds.html#background

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http://www.birdcentral.net/wetlands.html

http://www.pbs.org/newshour/rundown/2010/08/in-louisiana-wetlands-erosion-is-slow-moving-crisis.html

http://www.pbs.org/newshour/rundown/2010/08/in-louisiana-wetlands-erosion-is-slow-moving-crisis.html

http://www.coast-nopp.org/resource_guide/elem_mid_school/ma_habitats_acts/birds.html#background

http://www.coast-nopp.org/resource_guide/elem_mid_school/ma_habitats_acts/birds.html#background


Ducks Unlimited. Teacher’s Guide to Wetland Activities.

Retrieved 10 September 2010, from

http://www.fs.fed.us/outdoors/naturewatch/implementation/Curricula/DU-Wetland-

Teacher-Guide.PDF

Felsher, John N. North Louisiana Early Ducks.

Retrieved 7 September 2010, from http://www.lagameandfish.com/hunting/ducks-geese-

hunting/la_aa112404a/

Hinterland Who’s Who. Make Way for Wild Migrants.

Retrieved 2 September 2010, from http://www.hww.ca/hww2.asp?id=136

Hinterland Who’s Who. Migratory Species Need Migratory Spaces.

Retrieved 2 September 2010, from http://www.hww.ca/hww2.asp?pid=0&cid=5&id=126

Louisiana Travel. Birding.

Retrieved 7 September 2010, from http://www.louisianatravel.com/birding

National Wildlife Federation. Migration Begins!


http://blogs.nwf.org/arctic_promise/2009/08/migration-begins.html

Tangley, Laura. 7 September 2010. Oil Spill Threatens Migratory Birds.

Retrieved 13 September 2010, from http://www.nwf.org/News-and-Magazines/National-

Wildlife/Birds/Archives/2010/Oil-Fall-Migration.aspx

The Why Files. 4 October 2007. The Miracle of Winged Migration.

Retrieved 8 September 2010, from http://whyfiles.org/006migration/index.php?g=2.txt

United States Fish and Wildlife Service. Hunting and Migratory Birds- How Hunters Benefit

Many Migratory Bird Species. Retrieved 9 October 2012, from

http://www.fws.gov/birds/hunting.pdf

United States Geological Survey. About Banding. Retrieved 9 October 2012, from

http://www.pwrc.usgs.gov/bbl/homepage/aboutbanding.cfm

United States Geological Survey Nation Wetlands Research Center. Caring for Costal Wetlands.

Retrieved 9 October 2012, from http://lacoast.gov/new/Pubs/Report_data/Caring.aspx

Utah Education Network. 15 July 2004. TRB 4:5 - Investigation 4 – Wetland Adaptation.

Retrieved 8 September 2010, from http://www.uen.org/Lessonplan/preview?LPid=9982

323

http://www.fs.fed.us/outdoors/naturewatch/implementation/Curricula/DU-Wetland-Teacher-Guide.PDF

http://www.fs.fed.us/outdoors/naturewatch/implementation/Curricula/DU-Wetland-Teacher-Guide.PDF

http://www.lagameandfish.com/hunting/ducks-geese-hunting/la_aa112404a/

http://www.lagameandfish.com/hunting/ducks-geese-hunting/la_aa112404a/

http://www.hww.ca/hww2.asp?id=136

http://www.hww.ca/hww2.asp?pid=0&cid=5&id=126

http://www.louisianatravel.com/birding

http://blogs.nwf.org/arctic_promise/2009/08/migration-begins.html

http://whyfiles.org/006migration/index.php?g=2.txt

http://www.fws.gov/birds/hunting.pdf

http://www.pwrc.usgs.gov/bbl/homepage/aboutbanding.cfm

http://lacoast.gov/new/Pubs/Report_data/Caring.aspx

http://www.uen.org/Lessonplan/preview?LPid=9982

Birds of a FeatherFlock Together

Student Activity SheetYouth Wetlands Program


Migration Cue Cards

Station 1You are a flock of blue-winged teal starting winter migration to Louisiana. You have spent your summer fueling up for your 3,000 mile journey south.

Roll the die to see how far ahead you will move. Move to the station on the die.

Station 2A storm’s strong wind slows your flight. Fighting the wind is tiring.

Flap your arms while moving to Station 3.

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Migration Cue Cards (continued)

Station 3You find a pond with your favorite seeds, grasses and insects. After eating as much as you can, you feel strong and continue your migration.

Lift the dumbbells five times and then move to Station 5.

Station 4You are caught in a net while migrating. Scientists put a band on your leg and release you. You are stressed but unharmed.

Tie a ribbon around your ankle and move to Station 5.

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Station 5You see a large pond that is full of ducks, boats and other birds. You try to land, but a wind forces you down into the street and you barely escape from getting hit by a car!

Quack loudly while moving to Station 6.

Station 6You have been flying for days and decide to land in a marshy area with other ducks and shorebirds. You fill your belly with seeds and hide in the marsh plants for the rest of the day.

Sit on the picnic blanket for 10 seconds to digest your food and then move to Station 7.

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Station 7You are tired and stop to rest in a backyard tree. A cat attacks you and injures your leg, but you escape.

Hop on one leg to Station 8.

Station 8While stopping to rest in a lake, you find another flock of blue-winged teal. You decide to travel with them.

Roll the die to see how far you move ahead. Move to the station indicated on the die.

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Station 9While migrating over a busy city, you fly into a large glass building! You are killed instantly.

Your migration ends here! Wait here until the end of the game.

Station 10You find a national wildlife refuge with plenty of food and shelter. You rest there for a few days before continuing your migration.

Hold the umbrella over your head and snore five times. Move ahead to Station 12.

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Station 11You are hungry, but the forest you usually stop in has been developed into a neighborhood. You don’t have the energy to fly or find food, so you starve.


Station 12You have been flying for days and stop at a lake to rest. Kids see you and throw rocks at you, injuring your wing. You escape into the nearby woods until you are strong enough to fly again.

Hold one arm behind your back while moving to Station 13.

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Station 13The winds are shifting to the south, making your flight faster and easier.

Roll the die to see how far you move ahead. Stick your arms out and soar to the station indicated by the die.

Station 14You stop in a marsh to rest and find food. Something scares you and you try to fly away, but a hunter shoots you before you can escape.


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Migration Cue Cards

Station 15You land in the Gulf of Mexico to find a good wetland to hide in. There is an oil spill, and you are covered in oil. Unable to fly, the toxins from the oil eventually kill you.


Station 16You and your flock get caught in a storm. The winds spin you around, and you are blown off course.

Spin around five times before continuing to the next station. Move to Station 17.

(continued)

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Migration Cue Cards

Station 17Congratulations! You’ve completed your migration to Louisiana’s wetlands. You will spend your winter here and then return north during the spring. Wetlands will provide you with food and shelter from the cold.

Wait here, and celebrate your successful migration to Louisiana’s wetlands!

Migration Cue Card Citations

1. http://www.sfwmd.gov/portal/page/portal/pg_grp_sfwmd_sfer/portlet_sfer/tab23990530/2010sfer_photos/bluewingedtealflock.html2. http://blog.coresecurity.com/2009/09/09/cloud-computing-the-gathering-storm/3. http://tamron.myphotoexhibits.com/exhibits/1803-winged-wonders4. http://www.ducks.org/hunting/banding/banding-ducks-in-the-dakotas5. http://www.daylol.com/ducks-crossing-the-street#.UOr6cazhfKg 6. http://forums.steves-digicams.com/wildlife-photos/39381-ducks-marsh.html7. http://www.cattamboo.com/interactive-cat-toy/cat-love-toys/ 8. http://www.fws.gov/refuges/RefugeUpdate/MarApr_2012/waterbirdinitiative.html9. http://www.treehugger.com/sustainable-product-design/can-an-all-glass-office-

building-really-be-considered-green.html10. http://members.virtualtourist.com/m/4e7ae/c1bde/11. http://www.redorbit.com/education/reference_library/earth/environment/2582386/

deforestation/12. http://squibix.net/blog/?entry=218413. http://www.schmoker.org/BirdPics/Dabblers.html14. http://teambrodiecharters.com/?p=23915. http://www.stuffintheair.com/bird-pollution.html 16. http://science.nationalgeographic.com/wallpaper/science/photos/climate/dakota-

prairie-tornado/

(continued)

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Birds of a Feather Flock Together


Station Dice


Roll Again

Go toStation

2

Go toStation

3

RollAgain

Go toStation

4

Go toStation

5

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Go toStation

9

Roll Again

Go toStation

10

Go toStation

12

Roll Again

Go toStation

11

(cont’d)

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Go toStation

14

Go toStation

15

Go toStation

16

Go toStation

17

Roll Again

Roll Again

(cont’d)

335


Birds of a Feather Flock Together in T-3 Format


Have students name some birds they

see around their home or school.

(Possible names may include robin,

blue jay, mockingbird, woodpecker,

egret, hawk, duck, geese, etc.).

Ask the students if the birds they

named are seen throughout the

entire year or if they only see these

birds at certain times of the year?

(This is to get students to think

about the idea that some birds are

not year-round inhabitants of

Louisiana.)

If the response is that the

birds are NOT here all of

the time, ask the students if

they know why birds are

not here all the time or

where birds go when they

are not here. (Answers will

vary: Some birds may leave

when their choice of food is

scarce or the weather gets

colder.)

Ask students why birds migrate?

(Answers will vary: To obtain food,

escape predators, breed and avoid

extreme seasons of low light and

food, etc.)


information with the

class to introduce them

to idea of migration.

Tell the students to imagine that

migration is like them going to

grocery store one day only to

discover that it has disappeared!

a. What would they do?

b. Go to another store?

c. What would happen if the

next store they tried had also

gone?

d. Where would they get their

food?

e. How would this affect their

behavior?

Ask the students why they think

birds migrate to Louisiana during

the winter months. (Answers will

vary: It is warmer here, so there

would be more vegetation growing;

more insects that are not killed off

by hard freezes; pond and other

water bodies are not frozen, etc).

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Tell the students that today they will

be simulating the migration of a

blue-winged teal. (Use the

background information to provide

some details to the class).

Bring the class outside to

a large area (or into the

gym).

Tell the students that the cards on

the ground represent different

challenges they may face during

their migration.

The students need to understand that

many factors will limit their

survival. Some challenges will be

changes in their wintering and

nesting habitats. There will be times

of abundant food, water, shelter and

space suitably arranged to meet the

habitat requirements of the birds.

There will be other times when the

habitat is stressed, with many

factors limiting the potential for

survival. Sometimes the area of

available habitat is reduced.

Each student potentially

will experience a different

migration route of a blue-

winged teal.

Students line up at Station

1.

Have each student read the card and

roll the die. Tell the students to go to

the station on the die and wait there

to begin the game.

Each student will roll the

die and go to the station on

the die. Students will wait

at this station until the

game begins.

After everyone reaches the first

assigned station, begin the game.

Tell students to read and follow the

directions on each station they are

directed to. Tell students that if they

reach a “migration ends” card, they

are to wait there until the end of the

game.

Students will read the cards

and follow the directions.

Students who reached

Station 17 have

successfully completed

their migration!

When everyone is finished,

students should narrate

what their journey was like

to the rest of the class.

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Now, we’re going to have a

discussion about some of our

observations:

a) Why did some birds die

earlier than others?

b) How did the birds die?

c) What is significant about

their experiences? (Refer to

background info.)

d) How does this game

represent migration?

e) What happened to the birds

when habitat loss occurred?

f) How do migrating birds

depend on wetlands during

migration?

g) Why is it important to save

wetlands in Louisiana?

Students will discuss their

experiences and why they

are important.

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Wetlands and YOU

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Grade Level

Upper Elementary

Middle School

Duration

50-55 minutes

Setting

The classroom

Vocabulary

Sediment

Delta

Continental shelf

Subsidence

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 into the Gulf of Mexico and eventually off

the continental shelf! 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

GLEs Science

4th – (SI-E-A1, B1, B6), (G-1B-M4), (SE-M-A8)

5th – (LS-M-C3), (ESS-M-A7), (SE-M-A4)

6th -- (SI-M-A1, A3, A7)


4th – (ELA-1-E5, E6), (ELA-7-E4), (ELA3-E1)

5th – (ELA-4-M2, M4)

6th – (ELA-1-M1), (G-1B-M4)


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.

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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

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.

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http://en.wikipedia.org/wiki/Fluid_flow


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.

2. Add the Mississippi River to the picture and ask what it is.

3. Add levees around the river‟s two edges and ask 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.

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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.

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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LeveesStudent Activity SheetName

Mississippi River LeveesBelow is a map of Louisiana. Draw the path of the Mississippi River, then draw levees around the river’s edges.

Fill 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 __________________.

2. 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


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

You assist with twirling the

students down the frozen

Have the sediment start at

the top of the river. Hold

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Mississippi River.

river. Place them on either

to the left or right of the

river (get some on each

side).

Do for each piece of

sediment.

their hands while they twirl

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.

Answer: Bad for the land.

Tell them of another

problem: Land is sinking!

(Explain LAND

SUBSIDENCE.)

Have the deltas sit start to

sink (have them sit on the

floor or crouch).

Select another student and

introduce him as sea level.

Ask the students to guess

what sea level is

doing……RISING.

Sea level raises his arms up

and down.

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).

Students do activity sheet.

Have discussion on how

people are responsible to

counter the bad done to the

land by doing something

good for the land.

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Grade Levels

Upper Elementary

Middle School

Duration

50-55 minutes

Setting

The classroom

Vocabulary

Aeration

Algal bloom

Alum

Coastal wetland

Disinfection

Dissolved oxygen

Estuary

Filtration

Flocculation

Influent

Inland wetland

Sedimentation

Surface runoff

Wetlands for Wastewater Teacher Instructions

Focus/Overview

Students will learn about the treatment of wastewater and how some

facilities use wetlands in the process. They will then go through the steps

of the wastewater treatment process and build a wetland for filtration of

wastewater.

Learning Objectives

The students will:

Understand how wetland ecosystems filter pollutants

Become familiar with wastewater treatment plant processes

Create a mock wetland filter made of natural materials

GLEs Science

4th – (SI-E-A1, A2, A3, A5, B1, B4, B6)

5th – (SI-M-A1, A4, A5, A7, B7), (SE-M-A4)

6th – (SI-M-A1, A3, A5, A7, B7), (SE-M-A6, A8)




4th – (ELA-1-E1, E5, E6), (ELA-3- E1, E2, E3, E5), (ELA-4-E2, E5, E7),

(ELA-5-E3)

5th – (ELA-1-M1), (ELA-3-M2M M4), (ELA-4-M1, M4), (ELA-5-M6),

(ELA-6-M2), (ELA-7-M1, M2, M4)

6th – (ELA-1-M1), (ELA-3-M5), (ELA-4-M2, M4), (ELA-5-M6)

7th – (ELA-1-M1), (ELA-3-M2, M3), (ELA-4-M1), (ELA-6-M1)

8th – (ELA-3-M2), (ELA-4-M1, M2), (ELA-6-M1)

Math

4th – (M-2-E), (M-3-E), (M-1-E), G-1-E), (G-E-E)

5th – (N-5-M), (N-6-M), (N-8-M)

7th – (N-7-M), N-5-M)

8th – (M-2-M), (G-1-M)

Materials List

2-liter bottles (each student provides one)

Cocoa powder (three packets provided)

Scrap paper (teacher provides)

Spoons

Straws (one pack provided)

Paper towels (teacher provides)

Rocks, sticks, dead and live leaves, dead and live grass, and moss (teacher provides)

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Alum powder (one packet provided)

Modeling clay (each group needs 2 ounces)

Permanent markers (1 pack provided)




A wetland is a landscape in which the soil is saturated with moisture permanently or seasonally.

The water in these environments has determined how the soils developed and also the plants and

animals that thrive there. Wetlands are biologically diverse; only certain plants and animals are

specifically adapted to the somewhat harsh conditions found in these ecosystems. Wetlands

occur on every continent except Antarctica and vary greatly due to their regional and local

differences in soils, topography, climate, hydrology, water chemistry and vegetation. Coastal

wetlands occur along every coast in the United States and are closely linked to estuaries –

locations where salt water mixes with fresh water, creating a range of salinity gradients. Inland

wetlands of the United States occur along banks of streams, rivers, lakes and ponds but can also

be found surrounded by dry land in low-lying depressions.

Wetlands act as nature’s purification systems for surface water runoff, absorbing excess nutrients

and other pollutants that may be in the water. Surface runoff is rainwater, snowmelt or other

precipitation that travels across and through the ground, picking up pollutants as it makes its way

to lakes, rivers, streams, wetlands and oceans. When surface runoff flows through wetlands, the

speed at which runoff travels decreases, allowing the water to be soaked into the ground and

providing “food” for the wetland plants. If excess nutrients from agricultural runoff, such as

nitrogen and phosphorous used in fertilizers, are allowed to reach rivers and streams without first

passing through a wetland, algal blooms can occur. This is when a great amount of algae

accumulates on top of the water, blocking sunlight from penetrating the water and lowering

dissolved oxygen. Aquatic animals rely on sunlight and dissolved oxygen for survival. Thus,

algal blooms result in plant and animal death and reduce the overall health of the waterway. In

addition to absorbing nitrogen and phosphorous, wetland plants can absorb harmful pathogens

and metals, breaking them down into harmless compounds. Their root structures also trap

sediment and organic matter that would otherwise cloud waterways.

Some cities and communities have begun using wetlands as part of their wastewater treatment

process. In Louisiana, the cities of Hammond, Mandeville and Thibodaux currently use wetlands

in their wastewater purification process. Wastewater treatment plants typically clean water by

taking it through the following five processes: (1) aeration, (2) flocculation, (3) sedimentation,

(4) filtration and (5) disinfection. Most wetlands are not large enough to handle all five

processes of purification for an entire city. Thus, cities can only use them for one or two steps.

Although wetlands actually can handle all five processes, we will show how they filter in this

activity.

Definitions:

Aeration – the process in which air is circulated through, mixed with or dissolved in a liquid.

350


Algal bloom – rapid increase of algae in an aquatic system.

Alum – a compound chemical salt that makes suspended materials clump together and become

heavy (flocculate).

Coastal wetland – the transition zone between open water and dry upland areas.

Disinfection – a process to destroy microbes living in or on a nonliving substance.

Dissolved oxygen – a relative measure of the amount of oxygen in an aquatic environment.

Estuary – a partially enclosed body of water that has rivers and streams flowing into it and has

an open connection to a sea; transitional landscape from land to sea.

Filtration – mechanical operation to separate solids from liquids.

Flocculation – process where solids separate out of suspension to form clumps or masses known

as flocs.

Influent – an inflow. For this activity, it is the inflow of wastewater into the treatment plant that

comes from households, businesses and stormwater.

Inland wetland – wetlands that are not along a coast; in Louisiana, these include floodplains

along rivers and streams, swamps, wet savannas, inland marshes and bogs.

Sedimentation – the tendency for particles in suspension to settle out of the fluid.

Surface runoff – water flow that occurs when soils are infiltrated to full capacity and excess

water from rain, snowmelt or other sources flows over the land.

Advance Preparation

1. Make one copy of Student Observation Sheet and Wetlands Filtration of Wastewater

Sheet for every group of two students.

Procedure

1. Review the Background Information with the students.

2. Make sure the students understand they will have to observe and report on each step in

the activity and what occurs with each process.

3. Divide the students into groups of two.

4. Have each student cut his or her 2-liter bottle in half. Each group can place one cut bottle

to the side.

5. Fill the bottom portion of one of each group’s bottles halfway full of tap water. (They can

set aside the top halves of these bottles for now.)

6. Add approximately 1 tablespoon of cocoa powder to each group’s tap water.

7. Pass out scrap paper to each group.

8. Have students tear 20 small pieces of scrap paper and drop these into their cocoa water.

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9. Tell students the “dirty water” in their containers is now their wastewater. This water is

now ready to enter the biological treatment plant (as influent).

10. Probe students about what the materials represent:

a. The cocoa represents the waste from households, businesses and industries, as

well as impurities stormwater picks up as it travels to a sewage system.

b. The paper represents the debris/trash people flush down toilets or throw down

sinks, as well as trash from streets that makes its way into storm drains.

11. Tell students the next step in the wastewater treatment process is aeration.

12. Probe students with the following questions:

a. What is aeration?

i. The addition of oxygen to wastewater.

b. Why is it important?

i. This oxygen is necessary for the bacteria to feed on and break down the

organic material in wastewater.

13. Have students blow slowly through their straws into the wastewater and observe how the

water becomes aerated (oxygen is getting into it).

14. Students should write down their observations.

15. Tell students the next step in the wastewater treatment process is flocculation.

a. What is flocculation?

i. The settling out of solid suspended particles from water.

16. Add a teaspoon of alum crystals into each group’s wastewater and have them stir with

their straws.

17. Tell students materials present in real wastewater (clay, organic materials, metals and

microorganisms) do not easily settle out. Bacteria helps break down these solids. The

alum acts as the bacteria, speeding up the flocculation process.

18. Students should write down their observations after the alum is added.

19. Tell students the next step in the wastewater treatment process is sedimentation.

a. What is sedimentation?

i. Continual flocculation.

20. Have the students observe the floc sinking for 10 minutes (after adding alum).

21. Tell students that in wastewater treatment plants these clumps of particles become sludge,

which has to be removed.

22. Have students use their spoons to remove the top layer of particles and discard it on a

paper towel.

23. Students should write down their observations after removing the particles.

24. Tell students the next step in the wastewater treatment process is filtration.

a. What is filtration?

i. Further removal of solids from wastewater.

b. This step is where the wetlands are used in treatment plants. Students will create a

wetland filter to pour the top two-thirds of their wastewater.

25. Tell students they will be creating a filter that mimics a wetland filtering wastewater.

26. Each group should get its second cut bottle (that was placed to the side), turn the top half

upside-down and place it into the bottom half.

27. Distribute the following materials to each group: modeling clay (represents clay soils),

large rocks (gravel), sand, dead and live leaves, dead and live grass, and moss.

a. You can turn this into a competition if you wish.

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28. Tell the students each group should organize the materials available to them in a manner

that they feel will best filter the wastewater. (Hint: putting the clay toward the bottom

will keep the sand and leaves from falling through.)

29. Students should record the order in which materials are placed into their bottles and

sketch out their filters on paper.

30. After every group has created its filter, have one student pour the group’s wastewater into

the wetland filter.

31. Students should record what happens to their water and what the result of their filter is on

the wastewater. (Is the water cleaner? Same? Did parts of the filter leach down into the

wastewater?)

32. Line up the filters in the front of the room on a table and discuss the differences. (Which

filter worked best? Worst? Why? What changes would the students have made?)

33. Have students vote on which effluent looks cleanest and why it is so.

a. The general layering of wetlands includes leaves and sticks on top, sand beneath

that, clay-like soils beneath the sand and a bedrock layer as the deepest layer.

34. Tell students the final step in the wastewater treatment process is disinfection. (We

cannot do this for safety reasons.)

a. Biological wastewater treatment plants can use UV light to zap the water to

complete the purification process. This denatures the cell’s DNA.

b. Chemical treatment plants often use chlorine or ozone.

c. After the water has completed the five-part process, treatment plants discharge the

effluent into canals, wetlands and rivers.

35. Discuss why it is important to go to such measures to clean wastewater before it is

discharged into our waterways and wetlands.

a. Even though wetlands are “nature’s kidneys,” if too many pollutants are

discharged into them, detrimental effects can occur. For example, feces in water

can cause algal blooms, which can block sunlight from penetrating into the water

and lower oxygen, causing harm to plants and animals. Also, harmful chemicals

can be toxic to plants and animals that live in the water.

36. Some additional discussion questions:

a. What are the benefits of using wetlands as part of the wastewater treatment

process?

i. Cheaper, less maintenance, no harmful chemicals used, promoting plant

growth,…

b. What is it about wetland plants that make them good natural filters?

i. They absorb nutrients and metals that in large quantities would be

pollutants in waterways.

c. Can you (the student) do something to reduce the pollutants that reach our

waterways?

i. Pick up trash, promote wetlands in your backyard and in your city,

educate the community to avoid dumping harmful chemicals into

waterways or storm drains, etc.

Blackline Masters

1. Student Observation Sheet

2. Wetland Filtration of Wastewater

353


Resources






Lesson adapted from “Safe Drinking Water and Filtration” by the Louisiana Department of

Environmental Quality

http://www.deq.louisiana.gov/portal/Default.aspx?tabid=1974

The Groundwater Foundation

http://www.groundwater.org/kc/kc.html

354

Name

Wetlands for WastewaterStudent Activity Sheet


Student Observation Sheet

Directions: Each group should record its observations during each step of the wastewater treatment process.

Step Process name What occurs? How did it change the wastewater?1

2

3

4

5

355

Name

Wetlands for WastewaterStudent Activity Sheet


Wetland Filtration of WastewaterDirections: Draw and label your wetland filter. Then

answer the following questions about your group’s filter.

1. Whydidyouchoosetolayerthewetlandfilter

as you did? _________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

2. If you could reorder your layers, how would you

do so? _____________________________________

_______________________________________________________________________

________________________________________________________

Why?__________________________________________________________________

_______________________________________________________________________

______________________________________________________________________

3. Since these materials (leaves, sticks, sand and clay) are found in nature, how do you think they layer themselves naturally? [Hint: Think about their individual particle sizes and if one material would be able to work itself to go deeper than another.]

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

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Wetlands for Wastewater in T-3 Format


What is a wetland? What are some

examples in Louisiana?

Wetlands are literally “wet lands.”

Wetlands are an area that stays wet

some or all of the year. They can be

coastal or inland and salt water or

freshwater. Plants and animals

adapted to this type of life live in

wetlands.

Wetlands are land’s kidneys in that

they naturally filter pollutants out of

water by absorbing the pollutants

through their roots or by helping

break down pollutants.

If pollutants are not filtered before

they reach the Gulf of Mexico,

harmful effects can occur (e.g.,

algal blooms, turbidity, fish and

plant kills)

Wastewater treatment plants can

use wetlands to help them filter out

pollutants during the treatment

process.

Use the background

information to enhance

this introduction.

Examples of wetlands:

marshes, swamps,

rivers floodplains,

bogs, wet savannas and

ponds.

Go into detail about

algal blooms. Also,

discuss how toxins can

be harmful to plants

and animals.

Answer aloud what their

definitions of a wetland are.

Listen and ask questions.

Today we will go through the steps

that a biological wastewater

treatment plant does to disinfect a

city’s wastewater. Biological

wastewater treatment plants can

function without the use of

chemicals and can use wetlands to

enhance the treatment of

wastewater.

What are some benefits of using

wetlands as part of a city’s

treatment facility?

Probe for answers,

such as: It is cheaper

and better for the

environment, requires

less maintenance, is

more appealing

visually, etc.

Answer probing questions.

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We will list the five processes

involved in wastewater treatment

and work through them in groups.

With each step, you should

document what is occurring and

how it is changing your wastewater.

Pass out materials to

groups of two students.

After students cut

bottles, walk around

and pour water into one

bottom half of a bottle

for each group.

Students cut both of their 2-

liter bottles in half and set

one aside.

We will now create our influent

wastewater – or the raw wastewater

that comes into the treatment

facility.

The cocoa powder represents

household and business wastes,

such as waste from toilets, showers

and sinks. The paper pieces

represent trash that may be flushed

or that is on the street and ends up

in a storm drain.

Sprinkle 1 tablespoon

of cocoa powder into

the water in each

group’s bottle.

Have students tear a

few pieces of scrap

paper (no need to waste

good paper) and throw

it into their containers.

Tear paper and throw it into

the water.

The first step of treating wastewater

is to aerate it. [pronounced AIR-

ATE]

Can someone tell me what it means

to aerate water?

Make sure you document on your

worksheet the step and what occurs.

Probe for answers to

this step.

Answer questions about

aeration (which, for our

purposes, is adding oxygen to

water).

Now, SLOWLY blow into your

straw and aerate your wastewater.

What is the purpose of this step?

Probe students to

figure out that the

bacteria need oxygen

for breaking down the

wastewater particles.

Blow to aerate wastewater.

Write observations on

worksheets.

Our wastewater will now undergo

flocculation. Can anyone tell me

what this means?

Probe or give hint that

it is similar to

coagulation.

Add 1 teaspoon of

alum powder to each

group’s wastewater.

Answer about flocculation.

Observe and document the

process.

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Why is flocculation important?

How does it occur naturally?

Probe students for

answers.

Materials in

wastewater do not

settle out easily. The

bacteria help to break it

down, and natural

settling out occurs over

time.

Answer probing questions.

Observe flocculation.

We will observe the continuation of

flocculation for 5 minutes. This

process is called sedimentation or

settling out.

What does this settled material end

up as?

Help students arrive at

the answer that settled

material ends up as

sludge that has to be

removed.

Listen and observe.

Answer about sludge.

Report observations.

Use your spoons to take out the floc

that is on the top layer of your

wastewater. Place it on your paper

towels.

Remove floc.

We will now build a mock wetland

to filter our wastewater. Thus, the

next step is filtration. In this step,

wastewater treatment plants

sometimes use a real wetland to

filter remaining pollutants and

materials.

Use your other 2-liter bottle

(turning the top half upside-down

into the bottom half) and the

materials I’ve given you to create

the best wetland for filtering the

remaining wastewater and making

it as clean as possible. Think about

the natural layering of these

materials on the ground.

We will vote on who has the best

filter later.

Pass out materials for

building the wetland

filter.

Students build a mock

wetland filter in their other 2-

liter bottles.

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On your Wetland Filtration of

Wastewater worksheet, sketch and

label your mock wetland filter.

Also, be sure to answer question

No. 1 about why you chose to make

the layers in that order.

Students begin to fill out the

worksheet.

Answer question No. 1.

Now, pour your wastewater into

your wetland filter.

Monitor. One student pours while

other holds filter.

We will now place all filters in the

front of the room and determine

which ones did the best job of

filtering wastewater. We will also

try to figure out why some filters

were better than others based on

how each group layered the

materials.

Have students from

each group write their

names on the filter they

created and to bring it

to the front of the

classroom. Line them

all up, and have

students vote.

Vote on the filtered

wastewater that looks

cleanest and figure out why.

Based on what you see, answer

questions 2 and 3 on your

worksheet.

Lead open, probing

discussion.

Fill in answers.

There is one last step in the

wastewater treatment process –

disinfection. We cannot perform

this step because it involves

chemicals or UV light, which can

be harmful to humans in large

doses.

After the wetland has filtered the

wastewater, treatment facilities will

zap the water with UV light to kill

any surviving bacteria or toxins.

This denatures their DNA, leaving

them harmless.

Listen

After the wastewater is fully

treated, it is called EFFLUENT and

is discharged into a local river,

stream or wetland.

Thus, you can see how important it

is to make sure the effluent is not

full of pollutants.

Revisit the idea of algal

blooms, toxins, heavy

metals, etc.

Listen

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Grade Levels

Middle School

High School

Duration

Two 50-55 minute

class periods

Setting

The classroom

Vocabulary Invasive species

Native species

Portals

Pathways

Vector

Louisiana’s Most

Unwanted Teacher Instructions

Focus/Overview

This lesson is designed to introduce students to the problems

invasive species pose to Louisiana’s wetlands. Students will

familiarize themselves with invasive species affecting Louisiana

and will incorporate their findings into a “wanted poster” that can

be used to educate others about invasive species.

Learning Objectives The students will:

Define invasive species and discuss the invasive species

that are affecting Louisiana’s wetlands.

Learn about the unique physiological advantages of

invasive species, which allow them to outcompete native

species.

Research one invasive species of Louisiana, explain its

method of introduction, explain how it spreads and discuss

methods to control invasive species.

GLEs Science

7th – (SE-M-A2, A4)

8th – (SE-M-A4)

High School – (SI-H-A3) (SE-H- A7, A8, A9, A10), (LS-H-D3, D4, F3, F4)


7th – (ELA-4-M1, M2), (ELA-5-M6), (ELA-7-M2)

8th – (ELA-4-M1, M2, M3), (ELA-5-M6), (ELA-7-M2)

High School – (ELA-1-H4), (ELA-4-H1, H2), (ELA-5-H1), (ELA-7-H1, H2)

Materials List

Computers with Internet access (teacher provides)

Poster board or butcher paper (teacher provides)


Colored pencils (1 pack provided)




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Invasive species arrive in Louisiana from areas outside the state and have the ability to cause

harm to the environment or pose risks to human health. Any type of organism, including plants,

animals or bacteria, can be invasive. A single invasive species can disrupt and cause irrevocable

harm to an entire ecosystem. Many native species that were unable to compete with an alien

species have become extinct. Native species occur naturally in an ecosystem. Examples of native

plant species in Louisiana’s wetlands are river birch trees, willow trees, cattails, pennyworts and

blue flag iris.

Invasive species have been showing up in Louisiana for more than a hundred years. Some have

been introduced accidentally, while others were brought here intentionally. Some plants, such as

the water hyacinth, were introduced because of their beautiful flowers. Nutria were introduced to

help with the fur trade but quickly established themselves and outcompeted other animals,

causing extreme damage and severely affecting millions of acres of Louisiana’s wetlands. Other

species, such as the zebra mussel, were introduced accidentally from the discharge of ballast

water from ocean-going ships in the Great Lakes region. The zebra mussel has spread and

become established throughout the Mississippi River system – as far south as New Orleans. In its

native environment, an invasive species is kept under control, but once it’s introduced to its new

environment, there are no controls, predators, diseases or parasites to keep it from taking over.

There are a few species that have been introduced into Louisiana that are not considered

“invasive.” Some of these non-native species such as sugarcane and cotton are two of our largest

commercial crops. Non-native ornamental plants, such as azaleas and crape myrtles, are benign

species and pose no threat to native plants. The problem with invasive species (as opposed to

non-native) is that they begin to outcompete native species and create havoc in our waterways,

wetlands and local environments. They also can disrupt economies or create threats to human

health.

How Do Invasive Species Invade in the First Place?

Human activity is responsible for most of the introductions of invasive species in Louisiana.

Invasive species frequently are introduced by activities involving global trade, the aquarium

industry, importers of ornamental plants, recreational boaters, ballast water from ocean-going

ships, pond stocking and lumber shipments from foreign countries. The methods of introduction

of invasive species are called portals. After a species arrives, there are pathways through which

it spreads from the point at which it was introduced. These pathways may include wind, water

and other species. Biological pathways are called vectors, which involve carriers, especially

animals, which transfer the invasive species from one place to another. Birds can carry seeds

from alien plants for many miles and then drop them with their feces. Humans also can become

vectors by transporting egg masses or plant seeds of an invasive species attached to their cars or

recreational vehicles to another ecosystem where the invasive species can take over.

What’s the Big Deal?

Once they become established, invasive species do not just come to visit. They have

physiological advantages that help them to succeed. These advantages include:

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High rate of reproduction: Some invasive species can reproduce both sexually and

asexually at a rate that often is higher than native species.

Long-lived: Many invasive species live longer than other species they are competing

with for resources.

Adaptable: Most invasive species have a broad range of habitats they can exist in, and

they can tolerate a wide range of climatic conditions.

Effects of invasive species on Louisiana:

Nutria eat almost any green plant available to them and can consume 2.5-3.5 pounds of

plant material per day. Nutria also eat the roots of plants, which is especially damaging to

Louisiana since the wetlands depend on the roots of plants to hold our marshes and sand

dunes in place. When the roots are removed, the sediment and sand left behind will erode

away, leading to severe loss of land. Approximately 100,000 acres of Louisiana’s

wetlands have been severely affected by nutria.

Water hyacinth, known as the world’s worst aquatic weed, has a growth rate among the

highest of any known plant. Hyacinth populations can double in as little as 12 days,

causing severe effects on navigation, fisheries and human activities in areas of heavy

infestation. It currently affects more than 200,000 acres of wetlands in Louisiana.

The Chinese tallow tree was introduced to the United States by Ben Franklin in 1772, and

it was introduced to the South with the hope of using its oily tallow/wax as a means to

produce soap. The tallow tree was spread from tree farms by birds and wind, and now the

tree is found across the state continually outcompeting native trees in Louisiana’s

wetlands.

What Can Be Done To Control Invasive Species?

Prevention, early detection and eradication are key strategies for dealing with invasive species.

Public education also is a vital part of prevention, and there are a variety of things individuals

can do to prevent inadvertent introductions. Homeowners can decorate their property with native

plants. Aquarium owners can avoid introducing exotic fish and other aquatic species into local

water bodies. Boaters should clean boats and trailers thoroughly before transporting them to a

different body of water. Hikers should clean their boots to eliminate weed seeds and pathogens

that may have become attached.

Once invasive species have been introduced into an environment, there are steps that can be

taken to remove them, but the eradication of invasive species is complex. Examples of

eradication techniques include:

Mechanical controls – physically removing the species from the environment (such as

cutting down tallow trees).

Cultural controls – education is vital to helping reduce invasive species.

Biological controls – using the “natural enemy” of the invasive species that would limit

its ability to spread and cause harm. Extreme care must be taken to ensure that the

biological control does not become an invasive species, however.

Chemical controls – using pesticides and herbicides to kill off or limit the growth of

invasive species. This also can involve using chemicals that would encourage the growth

of native plants so they could compete with invasive species.

363


There are a large number of invasive species affecting Louisiana today. This lesson will have the

students select at random from the following invasive species found in Louisiana to participate in

the activity:

1. Nutria

2. Giant salvinia

3. Chinese tallow tree

4. Zebra mussel

5. Water hyacinth

6. Hydrilla

7. Kudzu

8. Asian tiger mosquito

9. Formosan termite

10. American boll weevil

11. Red imported fire ant

12. Alligator weed

13. Asian clam

14. Australian spotted jellyfish

15. Rio Grande cichlid

Definitions:

Native species – plant, animal or other organism that historically has occurred in a given

ecosystem (a species that has not been introduced).

Invasive species – a species that is not native (alien) to the local ecosystem and that causes

economic and/or environmental harm when introduced to an ecosystem. Invasive species can be

plants, animals or other organisms, such as microbes.

Portal – method by which an invasive species arrives in a new environment.

Pathway – method by which an invasive species moves through the ecosystem once it is

introduced.

Vector – a biological pathway that introduces a species to a given environment.

Advance Preparation

1. Make enough copies of the “Louisiana’s Most Unwanted Poster Criteria Sheet” for each

group of students.

2. Print, divide and place the names of the invasive species listed in the Background

Information in a hat or basket that students can draw from later.

3. Locate large poster paper or butcher paper that will be used to create the final “Unwanted

Poster.”

364


Procedure

1. Review the concept of invasive species with the students. Be sure to explain the

differences between native species and invasive species and determine if students know

examples of invasive species. Discuss examples of invasive species that are affecting

Louisiana’s wetlands.

2. Explain to the students that today they were all inducted into the U.S. Marshals Service

today. One aspect of the job of a U.S. marshal is to hunt down fugitives that are

infiltrating communities across the United States. Today, they have been placed on the

“U.S. Marshals Louisiana Invasive Species Taskforce.” Their mission will be to identify,

locate and remove the invasive species “fugitives” that are affecting Louisiana’s

wetlands.

3. Divide the “marshals” into groups of two. Explain that all good law enforcement officials

have a partner who helps catch a fugitive. Each student and his/her partner will be

assigned one invasive species to research and remove.

Have each group of students draw one name of invasive species out of the

hat/basket. The species that is selected will be the one those students have to

“catch.”

Note: If the class is too large for groups of two, feel free to adjust group size as

needed.

4. Explain that one way U.S. marshals work to catch criminals is to create a wanted poster

with information about the person they are seeking. The students will be creating an

Unwanted Poster about the invasive species they’ve been assigned so people will learn to

identify the invasive species and can work to eliminate it.

5. Hand out the “Louisiana’s Most Unwanted Poster Criteria Sheet” to the students. Tell

them they will be filling this out first to help them draft what will be put on their invasive

species Unwanted Poster.

6. Allow the students time to research their invasive species. Direct them to the following

website: http://is.cbr.tulane.edu/ to help them get started. They can click on the “Invasive

Species Map” tab and then select the species they’ve been assigned. Another good

website is: http://www.laseagrant.org/adserv/nis/southeast.htm. The students are welcome

to use other websites and resources to research the species they have been assigned.

7. Once the students have the necessary information and have filled out the “Louisiana’s

Most Unwanted Poster Criteria Sheet,” have them begin creating their posters. A few

guidelines for how to make the posters are included on the student worksheet.

8. Once the students have completed their posters, have them hang their posters around the

classroom and present their findings to the class. Make sure students discuss ways to help

reduce invasive species problems in Louisiana.

Note: For a more entertaining presentation, stage an episode of “Louisiana’s

Most Unwanted” that the students develop and present.

9. Once students are finished presenting their posters to the class, have them hang the

posters outside the classroom where other students also can see the information on the

posters and learn from it.

Blackline Master 1. Louisiana’s Most Unwanted Poster Criteria Sheet

365

http://is.cbr.tulane.edu/

http://www.laseagrant.org/adserv/nis/southeast.htm


Resources

Louisiana Sea Grant. Nonindigenous Invasive Species. Retrieved September 15, 2010, from

www.laseagrant.org/adserv/nis.htm

Tulane University. Louisiana Invasive Species. Retrieved September 15, 2010, from


National Invasive Species Information Center. Retrieved September 15, 2010, from

www.invasivespeciesinfo.gov

Quest: Investigating Our World “Bioinvasion Lesson.” Retrieved September 15, 2010, from

http://www.mpbn.net/quest/pdf/bioinvasion_ml.pdf

United States Geological Survey – National Wetland Research Center’s Invasive Species

Research. Retrieved September 15, 2010, from

http://www.nwrc.usgs.gov/invasive_species/nwrc_research.htm.

366

http://www.laseagrant.org/adserv/nis.htm


http://www.invasivespeciesinfo.gov/

http://www.mpbn.net/quest/pdf/bioinvasion_ml.pdf

http://www.nwrc.usgs.gov/invasive_species/nwrc_research.htm

Louisiana’s Most Unwanted Name Student Activity Sheet


Louisiana’s Most Unwanted Poster Criteria SheetUse this sheet to organize information to help create your UnWanted Poster.

1. Common name of invasive species:_______________________________

2. Scientific name:_______________________________

3. Description of invasive species:

4. Origin (native habitat) of the invasive species:___________________________________

5. How or why was the species introduced into Louisiana?

6. What is the effect of the species on Louisiana’s wetlands? Be sure to include where it is found in the state, the population growth, how it affects the ecosystem it is living in and how it affects the food web.

7. What are the current methods used to control the species?

Unwanted Poster Format

Louisiana’s Most UnwantedPlace Common Name Here

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Louisiana’s Most Unwanted in T-3 Format


Invasive species are a huge

problem affecting



information on invasive

species with the students.

Discuss examples of invasive

species that are affecting


Listen and engage in a

discussion about invasive

species.

Today, you were all inducted

into the U.S. Marshals

Service. One aspect of the job

of a U.S. marshal is to hunt

down fugitives that are

infiltrating communities

across the United States.

You have been placed on the

“U.S. Marshals Louisiana

Invasive Species Taskforce.”

Your mission will be to

identify, locate and remove

the invasive species

“fugitives” that are affecting


All good law enforcement

officials have a partner to

help them locate fugitives.

You will get a partner to help

you learn about Louisiana’s

invasive species.

Have the students get into

groups of two (or assign them

to partners if that is

preferred).

Get into groups of two.

Now, you will be assigned

the invasive species you will

be hunting down as part of

the taskforce.

Have each pair of students

draw an invasive species

name out of the hat/basket.

Draw names.

One way U.S. marshals work

to catch criminals is to create

a wanted poster with

information about the person

they are seeking. Each pair of

you will be creating an

“Unwanted” poster about the

Pass out the “Louisiana’s

Most Unwanted Criteria

Sheet” to the students.

Take the worksheet.

368


invasive species you’ve been

assigned that can be

displayed so people will learn

to identify the invasive

species and can work to

eliminate it.

The criteria worksheet will

help you make a draft that

will be used to create a final

Unwanted Poster.

Give the student’s time to

research their invasive

species. Direct them to the

following website:

http://is.cbr.tulane.edu/ to

help them get started. They

can click on the “Invasive

Species Map” tab and then

select the species they’ve

been assigned.

The students are welcome to

use other websites and

resources to research the

species they have been

assigned.

Research their assigned

invasive species and fill out

the student worksheet.

Now that you have finished

your research and filled out

the worksheet, it’s time to

create a poster.

On the bottom of your

student worksheet is a basic

layout for the Unwanted

Poster you’re going to create.

Hand out poster paper,

markers and colored pencils.

Create their wanted

(Unwanted) posters.

Once the students have

finished their posters, have

the students hang their

posters around the class and

present their findings to the

class. Make sure the students

discuss ways to help reduce

invasive species problems in

Louisiana.

369



Note: For a more

entertaining presentation,

stage an episode of

“Louisiana’s Most

Unwanted” that the students

develop and present.

Once students are finished

presenting their posters to

the class, have them hang the

posters outside the

classroom where other

students also can see the

information on the posters

and learn from it.

370


Grade Level

Middle School

High School

Duration

Two to three 50-60


Setting

The classroom

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.

GLEs Science

7th – (SE-M-A1, A4, A8), (SE-H-B3)

8th – (ESS-M-A4, A8)

High School – (SE-H-A7, B4, B5, C4, C5, D4)


7th – (ELA-1-M2, M4), (ELA-2-M6), (ELA-3-M2), (ELA-4-M2, M3, M4), (ELA-5-M1, M2,

M3), (ELA-6-M3), (ELA-7-M4)

8th – (ELA-2-M4, M6), (ELA-3-M2), (ELA-4-M1, M2, M3, M6), (ELA-7-M4)

High School – (ELA-1-H4), (ELA-4-H1, H3, H4, H6), (ELA-7-H1, H2, H4)

Social Studies

High School – (G-1D-H1, H5)

Materials List

Props for police jury debate to represent their profession or occupation (teacher

provides)

Props for courtroom scene (teacher provides)

Flip chart and easel, can use butcher paper taped on board or wall (teacher provides)





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

371


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

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

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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.

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 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.”

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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.

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

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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

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.

375

The Great Marsh DilemmaStudent 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 fish-ers, hunters, wildlife enthusiasts, scientists, as well as the general public who benefit 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 benefit of the wildlife, not for people and financial 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 find a site where students could learn about wetland ecology and do field 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 field labo-ratory and dormitories. This would cause limited disturbance to the wetlands. As for large-scale commercial 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 par-ish, 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

376



(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 gen-eration. Although I agree that children need opportunities and the community would benefit 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 fishing and bird watch-ing. And let’s not forget the values the wetlands provide in terms of flood protection and acting as a buffer against hurricane damage and as a filter for the pollutants our everyday lives produce.

Mr. R. EvenueLouisiana Oil and Gas Consortium

Our recent seismic survey showed large reserves of oil and gas beneath the land that this par-ish now owns. The economic benefits 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 waterfowl 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 La-Terre land by Ducks Unlimited for waterfowl protection and hunting. We discourage any develop-ment that would alter the hydrology of the land, as well as development for oil and gas extraction. We also discourage drainage of marsh waters for construction of any kind.

377



(continued)

Mr. Red DrumRecreational fisherman

Fishing is a big industry here in Louisiana. The recreational fishermen contribute millions of dol-lars annually to the economy of the state. The LaTerre wetlands, which the parish now owns, are literally a gold mine in terms of fish and the potential for economic gain from encouraging rec-reational fishing in the area. I see a marina with accommodations for visitors and docks for their boats. I picture big events bringing thousands of visitors here – like the fishing rodeos on Grand Isle. Hotels, restaurants, campgrounds – all of these will benefit if you draw recreational fishermen 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 fishing will be.

Mr. Q. BuckBusinessman

I own a construction business. Buck’s Construction is located in this parish, and to stay in busi-ness 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 – multimillion 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 Office

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 find 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 field 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?

378



(continued)

Ms. Betsy DiggsArcheologist

I am just horrified 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 malls influence your decision in this matter.

379


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

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

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.

380


management plan for the

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.

to the students.

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.

381


Grade Level

Middle School

High School

Duration

One to two 50-55


Setting

The classroom

Vocabulary

Tourism

Ecotourism

Wetland Promotions Teacher Instructions

Focus/Overview

This lesson teaches students about ecotourism and its

importance to the community.

Learning Objectives

The students 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.

GLEs Science

7th – (SE-M-A1)

8th – (SE-M-A4)

High School – (SE-H-C2, D5)


7th – (ELA-1-M4), (ELA-2-M2, M3, M6), (ELA-3-M2, M4, M5),

(ELA-4-M1, M2, M3, M4), (ELA-5-M1, M2), (ELA-6-M3),

(ELA-7-M4)

8th – (ELA-2-M1, M2, M3, M4, M5, M6), (ELA-3-M2, M4, M5), (ELA-4-M1, M2, M3, M5),

(ELA-7-M4)

High School – (ELA-1-H4), (ELA-2-H1, H3, H4, H5, H6), (ELA-3-H2, H3), (ELA-4-H1,

H3, H4), (ELA-5-H2), (ELA-7-H1, H2, H4)

Social Studies

8th – (G-1D-M1)

High School – (E-1A-H2)

Materials List Computer (optional)

Magazines or materials from parish tourist commission for illustrations (teacher

provides) Examples of tourism promotional materials (teacher provides)


Background Information See the General Wetlands Information at the front of the curriculum binder for more

information on wetlands and Louisiana wetland conservation.

382


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 of 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.

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. Planning a Wetland Promotions Brochure

383


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

384

Name

Wetland PromotionsStudent 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 find 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 ProductionAfter planning the brochure, everyone in the group is responsible for gathering informa-tion. The writing team then compiles the information into text while the graphic designers find and generate illustrations and graphics. Next, the text is edited and the layout spe-cialists put all the parts together to make an attractive presentation.

385


Wetland Promotions in the T-3 Format


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.

386


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.

387


Grade Level

Upper Elementary

Middle School

High School

Duration

Three 50-55 minute

class periods across

three different days

Setting

The classroom

Vocabulary

Wetland

Playwriting vocabulary

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

GLEs Science

4th – (SI-E-A1, B6)

5th – (LS-M-C3), (SE-M-A4)

6th – (SI-M-A1, A7)

7th – (SE-M-A4)

8th – (ESS-M-A8)

High School – (SE-H-A7, D4), (LS-H-D4)


4th – (ELA-1-E4, E5, E6), (ELA-2-E1, E2, E3, E4, E5, E6),

(ELA-3-E1, E2, E3, E4), (ELA-4-E1, E4, E5), (ELA-5-E1, E3)

5th – (ELA-1-M1, M2), (ELA-2-M2, M3, M4), (ELA-3-M2, M4, M5), (ELA-4-M1, M3, M4),

(ELA-5-M2, M3)

6th – (ELA-1-M1, M2), (ELA-2-M1, M2, M3, M4), (ELA-3-M2, M4), (ELA-4-M1, M3, M4),

(ELA-5-M2, M3)

7th – (ELA-1-M2, M4), (ELA-2-M1, M2, M3, M4, M6), (ELA-3-M2, M3, M4, M5),

(ELA-4-M1, M2, M3, M4), (ELA-5-M1, M2, M3), (ELA-6-M2, M3, (ELA-7-M4)

8th – (ELA-2-M2, M3, M4, M6), (ELA-3-M2), (ELA-4-M1, M2, M3), (ELA-5-M1, M2),

(ELA-7-M4)

High School – (ELA-1-H4), (ELA-2-H2, H3, H4, H5, H6), (ELA-2-H2, H3, H4, H5, H6),

(ELA-3-H2, H3), (ELA-4-H1, H3, H4), (ELA-5-H1, H2)

Materials List Pencils (1 pack provided)

Wet Work 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).

388



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 loses wetlands the size of one football field 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 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

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neotropical (from tropical South America) birds as they make their migrations in

the spring and fall.


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, brown pelican and American alligator are the best known

recovering species living in wetlands. Lesser known species include several types

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.

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?

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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. How to Write a Play

2. Playwriting Vocabulary List

3. Planning a Wetland Skit

Resources

Standard facts about the wetlands


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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http://www.suite101.com/article.cfm/playwriting/13254/2

http://www.centerstage.org/upload/PDF/06PlaywrightsHandbook.pdf

Wetland Players Name Student Activity Sheet


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 in-teresting. Go to the library or the Internet and do some more research on that topic. Then begin brainstorming with your group.

There are infinite 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 defining 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 conflict to kick off the rising action. Toward the end of your play, there will be a climax followed by a final 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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Playwriting 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.

• Conflict: 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 conflict.

• Climax: the turning point in a plot.

• Falling Action: the series of events following the climax of a plot.

• Denouement: the final resolution of the conflict in a plot.

(continued)

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Planning 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 conflict in your play, and how will it be solved? ______________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

(continued)

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7. Write down the basic plot. (Briefly 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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9. 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 memorizing 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

loses 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 “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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Grade Levels

Upper

Elementary

Middle School

High School

Duration

50-55 minutes

Setting:

The classroom or

outdoors

Vocabulary

Dead zone

Distributaries

Drainage

Eutrophication

Hypoxic

Nonpoint-source

pollution

Point-source

pollution

Tributaries

Watershed

Pollution River Teacher Instructions

Focus/Overview

Through this lesson students will learn the consequences associated with land

development and how decisions they make can affect everyone.

Learning Objectives

The students will:

Understand the concepts of drainage, watersheds, tributaries,

distributaries, the dead zone, point-source pollution, and nonpoint-

source pollution.

Discover the effects different businesses have on waterways.

Observe the effects of the spread of pollution through wetlands by

sustainable and nonsustainable businesses.

GLEs Science

4th – (SI-E-A1, A2), (SE-3-A1)

5th – (SI-M-A2, A5), (SE-M-A2, A3, A4)

6th – (SE-M-A6, A8)

7th – (LS-M-D2), (SE-M-A4, A8)

8th – (SE-M-A3, A4)

High School – (PS-H-F2), (LS-H-D1), (SE-H-A6, C1, C2)


4th – (ELA-3-E1, E2), (ELA-4-E2, E5, E6)



7th – (ELA-3-M2), (ELA-4-M2), (ELA-5-M6), (ELA-7-M2)

8th – (ELA-1--M4), (ELA-3-M2), (ELA-4-M2), (ELA-5-M6), (ELA-7-M2,

M4)

High School – (ELA-3-H2), (ELA-5-H6), (ELA-7-H2)

Math

4th – (N-9-E), (D-1-E), (D-3-E), (D-5-E), (D-6-E)

6th – (N-8-M)

7th – (N-8-M)

Social Studies

4th – (G-1D-E1, E4), (E-1A-E1, E9)

5th – (G-1D-M3)

Materials List

Orange beads to represent pollution (One bag of 100 beads provided.)

o If you desire, M&Ms also can be used for this activity, and students can

eat the candy when the lesson is complete (teacher provides)!

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Review the General Wetlands Information so you can explain to students the various

types of wetlands, how Louisiana wetlands formed and the functions of these wetlands.

Water is everywhere. It is the colorless and tasteless liquid that covers 71 percent of the

Earth, totaling 333 million cubic miles. About 97.5 percent of all water found on Earth is

salt water, and 2.5 percent is freshwater. Of the 2.5 percent that is freshwater, less than 1

percent is usable to humans, plants and animals. This is because 70 percent of total

freshwater is in the form of ice or permanent snow (e.g., glaciers), and about 30 percent is

groundwater (not easily accessible). Most of the freshwater usable to humans, animals

and plants is found in lakes, rivers, streams and, to some extent, groundwater. Thus, it is

very important that we protect the health of our local waterways and groundwater.

Figure source: United States Geological Survey

Water is constantly in motion and 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!

Wetlands are a vital line of defense in protecting surface- and groundwater supplies from

point-source pollution (air, water, thermal, noise or light pollution from an identifiable

source – for example, light pollution from a street light or water pollution from a factory)

and nonpoint-source pollution (water pollution where the specific source or sources

cannot be pinpointed – for example, runoff from an agricultural area or urban streets).

Wetlands lie between land and water, so they act as buffer zones that intercept and filter

polluted runoff before it can pollute rivers, lakes and coastal zones.

Wetlands are amazing natural water filters. Wetland plants help to absorb nutrients,

allowing the plants to grow tall and the clean water to flow free. Although wetlands are

400


able to cleanse polluted water exceptionally well, they often are bombarded by excess

amounts of pollutants, making it difficult for them to do their job.

As fresh water flows to a river, stream, canal, bayou, etc. (tributaries), it can collect

pollutants along the way. Fertilizers, pesticides, herbicides, industrial waste, excess

sediment, litter, bacteria, oil, metals and even warmer water are collected by rainwater or

are dumped directly into a larger body of water. Wetland plants along the banks are able

to filter out some of those pollutants, but the rest continue to flow down the river.

People who have their homes and businesses along a body of water sometimes are large

sources of pollution. Some businesses along a river may make an effort to be “green,” but

the pollutants from their environmentally unfriendly upstream neighbors will affect them.

Pollutants usually do not stay where they were created, especially when in water. Excess

nutrients that are not absorbed by the riparian zones flow down the river, affecting

everyone downstream. As the Mississippi River winds its way from Minnesota to

Louisiana and into the Gulf of Mexico, it collects waste from businesses and residences

throughout several states.

A 2009 report from the Environment America Research and Policy Center reports,

“Overall, nationwide, there are 232 million pounds of toxic chemicals released into our

waterways by industrial facilities.” The report shows Louisiana is the fifth worst state in

the country regarding the number of toxic discharges that contain cancer-causing

chemicals or developmental or reproductive toxins. And the Mississippi River is third

worst among the top 50 waterways when it comes to toxic discharges. “In Louisiana,

there are 12 million pounds, and 4.2 million of those pounds are dumped into the

Mississippi River in Baton Rouge,” according to the report.

The Mississippi River drains into the Gulf of Mexico through Louisiana. With all of the

pollutants found to be in this river, the location where the Mississippi River meets the

Gulf can’t be that healthy! At the location where the two bodies of water meet, there is a

dead zone the size of New Jersey. A dead zone is a place that is so low in oxygen

(hypoxic) that not much (if anything) will grow and survive there. These areas are known

to occur along many of the world’s coastlines. But the largest hypoxic zone currently

affecting the United States, and the second largest hypoxic zone worldwide, is the

northern Gulf of Mexico adjacent to the Mississippi River.

Definitions:

Dead zone – The Gulf of Mexico dead zone is a large region of water that is very low in

oxygen and therefore can't support life. Dead zones like this one occur along many of the

world's coastlines.

Distributaries – A distributary is a branch of a river that flows away from the main

stream.

Drainage – The act or process of draining.

401


Eutrophication – The process by which a body of water acquires a high concentration of

nutrients, especially phosphates and nitrates. These typically promote excessive growth

of algae.

Hypoxic – Refers to reduced dissolved oxygen in a body of water.

Nonpoint-source pollution – Nonpoint-source pollution, unlike pollution from industrial

and sewage treatment plants, comes from many different sources. Nonpoint-source

pollution is caused by rainfall or other precipitation 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.

Point-source pollution – Pollution that results from a readily identifiable source from

which pollutants are discharged, such as a pipe, ditch, ship or factory smokestack.

Tributaries – A stream that flows to a larger stream or other body of water.

Watershed – The region or area drained by a river, stream, etc.; a drainage area.

Advance Preparation

1. If your class is larger than 10 students, separate the class into groups of two to

three students per group.

2. Each student or each group should receive a piece of paper with a portion of a

river drawn on it (see below).

a. This means that before the students arrive, you will need to count out the

correct number of sheets of paper and use a marker to draw out a river.

b. The river should flow over every sheet of paper and finish in a “wetland.”

Number the backs of the pages so they can be put back in order when it is

time for the class activity.

Procedure

1. Review background information with class and lead a discussion on pollution, the

Mississippi River drainage and Louisiana wetlands.

Delta

Paper Freshwater Marsh Upland Swamp Saltwater Marsh

Wetland

Gulf of Mexico

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http://toxics.usgs.gov/definitions/nutrients.html


2. Inform the students they have just inherited a piece of riverfront property! They

are to develop it in any way they want, but to live there they must also have some

means to support themselves (a business of some sort like a farm, ecotourism

facility, shopping mall, etc).

3. Pass out a sheet of paper with a section of the river to each student (or each group

for larger classes). Provide markers for the students to use when drawing their

development.

a. It is not necessary that the pages stay in any sort of order. Students will

come back together as a class and put the sections together like a puzzle;

the numbers on the back of each sheet will help.

4. Students should take their section of river and develop (draw) their new riverfront

property on the sheet of paper. If students are in groups, they should work

together to decide on their livelihood.

5. When everyone is finished developing their new business ventures, bring the class

back together to an open area of floor (or on a long table) where all of the sections

can be lined up.

6. Tell the students to line up the sections of the river in order, but help them to save

time by using the numbers on the back of the paper.

7. Starting with sheet 1 (the headwater) of the river, have every student/group share

information about their new business venture with the rest of the class.

8. After each student/group presents, you be the judge (you could ask the other

students to vote also) on how sustainable/unsustainable the business may be.

9. You will then give them “pollution points” depending on how much pollution that

would be emitted from their facility.

10. Pollution points will be given as orange beads. (These represent all the pollution

coming from a business.)

a. You may provide additional colors of beads and let each color represent a

specific type of pollution. Some examples could be:

i. Brown= Sediments

ii. Clear= Nitrates (fertilizer)

iii. Red= Phosphates

iv. Blue= Water

v. Yellow= Atrazine or other herbicides/pesticides/insecticides

vi. Orange= Oil/grease

11. After deciding on the sustainability of the business, distribute the pollution points

to the student/group.

a. Use your best judgment! A property where a student lives in a farmhouse

and sells produce on the side of the road might get 5 pollution points; a

student who has a theme park with a helicopter pad might get 50 or more

points.

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b. Ask the whole group why that particular student/group is deserving of the

amount of pollution points they are being given. How are they affecting

the environment and how severely?

12. Have the students place their points in the river on their property.

13. Once all students have presented, ask if they think the pollution will stay in front

of the first student’s or group’s property.

14. When they respond “no,” have that student/group slide their pollution down to the

next section of river.

a. Continue doing this until it reaches the last student/group who owns the

wetland near the Gulf of Mexico.

15. The class will see that these wetlands at the mouth of the river have collected all

the pollution, starting from the headwater of the river.

16. Give students time to think about how the pollution they created flowed down and

affected everyone downstream.

17. Show the class a map of the United States (the diagram that follows also can be

used to lead this discussion).

a. Where is Louisiana?

b. Where is the Mississippi River?

c. You can see the headwater of the Mississippi River begins way up North.

All of the pollutants created in certain areas of Canada, Minnesota,

Wisconsin, Iowa, Illinois, Missouri, Kentucky, Tennessee and Arkansas

flow down to Louisiana and ultimately through our wetlands and into the

Gulf of Mexico!

2. Lead a discussion on pollution, wetlands and the benefits of sustainability. Some

questions are:

a. The students/groups were given the freedom to do whatever they wanted

with their property, but what were the end results?

b. How did their choices affect the wetlands at the mouth of the river?

c. Would all the pollution just affect those along the river?

d. Who else could potentially be affected by their pollution and their

neighbors’ pollution?

Resources

Louisiana Universities Marine Consortium. Hypoxia: In the Northern Gulf of Mexico.

Retrieved 15 September

2010, from http://www.gulfhypoxia.net/.

National Geographic. Fish Free Zone. Retrieved 15 September 2010, from

http://news.nationalgeographic.com/news/2000/12/1204_fish.html.

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http://www.gulfhypoxia.net/

http://news.nationalgeographic.com/news/2000/12/1204_fish.html


Science Museum of Minnesota. The Gulf of Mexico Dead Zone. Retrieved 7 April 2010,

from

http://www.smm.org/deadzone/top.html

Shirley, M. Marsh Maneuvers. 2009. LSU AgCenter, Louisiana SeaGrant, Vermilion

Parish.

USGS Toxic Substances Hydrology Program. 4 June 2010. Eutrophication. Retrieved 8

April 2010, from

http://toxics.usgs.gov/definitions/eutrophication.html

Water Encyclopedia. Pollution Sources: Point and Nonpoint. Retrieved 20 April 2010,

from

http://www.waterencyclopedia.com/Po-Re/Pollution-Sources-Point-and-

Nonpoint.html

WDSU. 23 February 2010. I-Team: What's The Source Of Mississippi River Pollution?


http://www.wdsu.com/news/22645995/detail.html

Wikipedia. 30 August 2010. Dead Zone (ecology). Retrieved 15 September 2010, from

http://en.wikipedia.org/wiki/Dead_zone_(ecology).

YMCA Camp Seymour. “Living Machine”. 2009. Gig Harbor, WA

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http://www.smm.org/deadzone/top.html

http://toxics.usgs.gov/definitions/eutrophication.html

http://www.waterencyclopedia.com/Po-Re/Pollution-Sources-Point-and-Nonpoint.html

http://www.waterencyclopedia.com/Po-Re/Pollution-Sources-Point-and-Nonpoint.html

http://www.wdsu.com/news/22645995/detail.html

http://en.wikipedia.org/wiki/Dead_zone_(ecology)


Pollution River in the T-3 Format

What You Say What You Do What The Students

Do

Review background information

with class and lead a discussion

on pollution, the Mississippi

River drainage and Louisiana

wetlands.

You have just inherited a piece of

riverfront property!

You can develop it in any way

you want, but to live there you

must also have some means to

support yourself (a business of

some sort like a farm, ecotourism

facility, shopping mall, etc.).

Pass out a sheet of paper with a

section of the river to each

student (or each group for larger

classes).

Provide markers and other

drawing utensils in a common

area of the classroom.

Take piece of paper

and markers.

Each student/group should take a

sheet representing a section of the

river and draw how you would

develop your new riverfront

property on the sheet of paper.

For groups, point out: You should

work together to decide on your

livelihood.

Give students a few minutes to

discuss in groups (or to think

about it on their own) and

develop (draw) the new riverfront

property.

Students should break

off individually or in

their groups to draw

their new business

ventures along the

river.

Now that everyone is finished

with their developments, let’s all

come back together and line up

our river sections on the floor.

There is a number on the back of

your paper that will tell you where

you fit in the line.

Help students line up their river

sections on the floor.

Use the number of the

back of their papers to

align the sections of

the river.

Starting with the headwater (or

top) of the river, we will share

your business ventures with the

rest of the class.

Students explain how

they developed their

property and what their

livelihoods are.

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After hearing about their business

venture, do you think this facility

is sustainable? If so, how much? If

not, why?

(Do this with every

student/group.)

You could be the judge or you

could ask the other students to

vote on the sustainability.

Have discussion on the

sustainability of each

business.

Based on our vote, let’s give this

business their pollution points!

These beads represent the amount

of pollution that we think this

business is emitting from its

facility.

(Do this with every

student/group.)

You will distribute “pollution

points” or beads (orange or any

color you provide) to the

student/group.

Use your best judgment! A

property where a student lives in

a farmhouse and sells produce on

the side of the road might get 5

pollution points; a student who

has a theme park with a

helicopter pad might get 50 or

more points.

Place their pollution

points in the sections

of river on their

property.

Ask the whole group why that

particular student/group is

deserving of the amount of

pollution points they are being

given. How are they affecting the

environment and how severely?

(Do this with every

student/group.)

Answer questions.

Now that everyone has presented

and the pollution from each

business is in the river, do you

think the pollution will stay in

front of the business it came from?

Start at Sheet 1. When the

students answer NO to this

question, have them push their

pollutants down to the next

section of river.

(Each section’s property owner

or owners will get more and more

pollutants on their adjacent

section as pollutants are pushed

down the entire river).

Continue doing this until you

reach the last student/group who

Answer NO.

One sheet at time

(starting at the

headwater), push

pollutants down to the

next section of river.

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owns the wetland near the Gulf of

Mexico.

We can all see that these wetlands

at the mouth of the river have

collected all the pollution.

Observe all pollutants

on the last sheet of

paper (in the

wetlands).

So think about how all of the

pollution you created at your

business flowed down and

affected everyone else

downstream.

Let’s look at a map of the United

States. Where is Louisiana?

Where is the Mississippi River?

You can see that the headwater of

the Mississippi River begins way

up North. All of the pollutants

created in certain areas of Canada,

Minnesota, Wisconsin, Iowa,

Illinois, Missouri, Kentucky,

Tennessee and Arkansas flow

down to Louisiana and ultimately

through our wetlands and into the

Gulf of Mexico!

Show students a map of the

United States, specifically where

the Mississippi River is located.

So let’s discuss a few things from

today’s activity!

Use Procedural Step No. 17 to

lead a discussion based on the

questions provided.

Listen and discuss

answers to the

questions.

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Grade Level

Middle School

High School

Duration

50-55 minutes

Setting

The classroom

Vocabulary

Barrier Island

Delta

Levee

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 BTNEP “Vanishing Wetlands, Vanishing Future”

video

GLEs Science

8th – (SI-H-B3)

High School – (LS-H-D4), (SE-H-A7)


High School – (ELA-1-H4), (ELA-3-H2, H3), (ELA-4-H2, H4), (ELA-7-H1, H2, H4)

Social Studies

8th – (G-1D-H5)

High School – (G-1D-H5)


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 square 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

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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.

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 today they will learn about 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://en.wikipedia.org/wiki/Levee

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America’s Vanishing TreasureName Student Activity Sheet


America’s Vanishing TreasureDirections: As you view the film, 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 TreasureName Student Activity Sheet


8. The film 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

Treasure Answer 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


Today we 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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