OVERVIEW
TOPIC:
Wetlands in
SUMMARY: Students will learn general information about wetlands,
their functions and usefulness, and how wetlands in
LEARNING
OBJECTIVES: broaden and improve computer competence and develop analytical
and comparative skills.
GRADE LEVELS: 4-8
MATERIALS: The Environmental Atlas (MNatlas)
Internet Connection
Handout/Worksheet: Wetlands in Minnesota
(included at end of document)
This lesson plan focuses on the issues relating to wetlands in Minnesota. The main goals are to help students:
A) Understand the broad definition of a wetland and some general information about the species that rely on the wetland ecosystem.
B) Learn about why wetlands are important to humans and to the environment.
C) Discern visually (using the Environmental Atlas) the various methods that are used to depict wetlands areas on a variety of different types of maps.
D) Learn about human and natural causes of wetland loss and degradation.
E) Understand the present situation of our wetlands.
The intent of this lesson plan is to act as a guide for teaching about wetlands in Minnesota. The various prepared questions and activities are provided as optional supplements to enhance the students’ understanding of the topic. These activities are intended for differing age groups, and it is up to the instructor to decide which ones to include. Depending on the age of the students and the accessibility to computers, the instructor must determine the best method for working with the various sited websites. The instructor must be a little familiar with using the Environmental Atlas/ EPPLviewer 2001. Additionally, the scientific definitions of the (blue) words that are written in bold, upper case letters are found at the end of the lesson in the Dictionary section.
1. 
What is a wetland?
WETLANDS are areas where water covers the ground for a large part of the year and makes the soil very wet. In Minnesota, wetlands are found along the edges of rivers, streams, lakes and ponds. They are also found where there are depressions in the earth’s surface that water can collect in after it rains. Wetlands are productive HABITATS for many types of plant and animal SPECIES. Some of these species actually live in the wetlands throughout the year and for others, the wetlands provide important resources such as food, water, shelter, or nesting grounds.
- What are three things that
you picture when you imagine a wetland ECOSYSTEM
in your mind? (Suggested for grades 4 –
8)
Activity 1 (Suggested for grades
4-5)
On the worksheet (Wetlands in Minnesota) draw a simple picture of what you think a wetland looks like. Here are some questions to ask yourself when you are drawing your wetland:
(With additional time, this may also be a collage project, where students find pictures in magazines to cut out and glue or find objects from outdoors, etc.)
-What is the weather like? -Do
you see any plants or trees?
-Do you see any farms or buildings? -Do
you see any people or animals?
There are 8 different types of wetlands that are found in Minnesota and each of these looks a little different from the others.
OPTIONAL- (Suggested
for grades 4– 8)
Look at the following website to see photos of what these eight types of wetlands look like: http://www.dnr.state.mn.us/wetlands/index.html
(Created by the MN DNR, 2000)
http://www.nwf.org/wetlands/types.html
1- Click on the numbers 1-8 (found at the top of the page) to see the photos of the various types of wetlands.
2- Click on the Wetland
Types and Definitions Page (found at the bottom of the page) for a more in
depth comparison of the differing soils, HYDROLOGY,
and vegetation of the 8 types of wetlands. (Advanced)
Can you think of some species
of animals that might live in the wetlands in - What are some of the species of plants that are found in a wetland?
Activity 2 (Suggested for grade 4-5)
The following list contains the names of various species. Most of these plants and animals either live in wetlands or use the resources provided by wetlands, but there are 4 species in this list that do not rely on wetlands.
Circle the names of the species that do not belong in this list.
1- Insects 9-
Geese
2- Fish 10- Cactus
3- Dogs 11- Hawks Answers
4- Ducks 12- Pigs 3- Dogs
5- Frog 13- Cattail 8- Horses
6- Black Bears
14- Otter 10- Cactus
7- Birds 15- Shellfish 12- Pigs
8- Horses 16- Raccoons
OPTIONAL (Suggested for grades 4-8)
Look at
the following website to see some examples of different species that might be
seen in a wetland. (Photos) http://dnr.state.il.us/wetlands/gallery.htm
http://www.dnr.state.mn.us/wetlands/index.html
http://dnr.state.il.us/wetlands/gallery.htm
(Created by the IL DNR, 2000)
1. Why are wetlands important?
Wetlands might just seem like swampy areas that sit there and do not do anything interesting, but actually wetlands perform a lot of important functions that help us and help the plants and animals in Minnesota. The following questions focus on some of the important characteristics of wetlands…
Multiple Choice Questions (If done as a discussion, students may vote by
raising
their hands and/or explain reasons behind their various
answers)
1- Wetlands are like:
A) Schools B) Supermarkets C) Hospitals
Answer: Wetlands are like (B) Supermarkets because they provide a large amount of food for many different species. The most important food provided by a wetland is called detritus (see following question for definition), which is an unfamiliar word for many people, but it is important to know when talking about wetlands.
- Detritus is formed when:
- Dead plant leaves and plant stems break down in the water.
- The sunlight heats up the water and causes PHOTOSYNTHESIS.
- Tiny fish die and their bodies break down in the water.
Answer:
Detritus is formed when (A) dead plant leaves and plant stems break
down in the water. Detritus provides food for tiny AQUATIC insects, shellfish, and for the small
fish that live in the wetland and are later eaten by larger fish, reptiles, AMPHIBIANS, birds, and mammals.
- Wetlands act as natural:
- Sponges B) Computers C) Doors
Answer: Wetlands act as natural (A) sponges because they use tree roots and other vegetation to trap surface water, rain, snowmelt, and groundwater. Then, over time the wetland releases the water slowly to the surrounding area and the underground AQUIFER.
- The slow release of the
water is very important to the people who live on farms in Minnesota
because it helps:
A) The farmers and the animals to have enough water to bathe
in.
B) The cars on the farm to break down and get stuck in the mud.
C) Control flooding on farms
Answer: The slow release of the water is important because it helps to (C) control flooding on farms. When it rains really hard, a lot of water falls and it needs to go somewhere. If the wetlands have been destroyed, the water cannot soak in to the ground. Instead, the water flows quickly across the ground and causes the fields to flood. Farms need water for the crops to grow, but they need the water to come a little at a time. If too much water comes all at once, the crops get flooded by too much water and die.
The slow release of the
water is also very important to the people who live in cities in
A) Control the flooding in cities.
B) Fill up peoples’ swimming pools.
C) Wash peoples’ cars when there is not very much rain.
Answer: The slow release of the water is important because it helps to (A) control the flooding in cities. Where wetlands have been built over by buildings or cement sidewalks and parking lots, the water from strong rainstorms has no where to go. The water ends up running right off of the cement and starts flooding in parts of the city that are lower in elevation or that are in depressions. The water flows very quickly over the cement and ends up causing a lot of damage. EROSION and mudslides can be a big problem.
6- How do wetlands help crops when it does not rain for a long period of
time?
A) The
crops can be grown in the wetlands where there is plenty of water.
B) Wetlands hold the water from when it does rain and then slowly releases it to the crops even during times of drought.
C) Farmers do not need to grow crops because they can just harvest the vegetation that is growing in the wetland.
Answer: Wetlands help crops because they (B) hold the water from when it rains and slowly release it to the crops even when there is drought. Without the wetlands, if it rains a lot and then stops for many days, the water first runs quickly over the land without soaking into nearby wetlands. The runoff can be carried far away by streams. On the other hand, where there is a wetland, the extra water is kept in the nearby wetland after it rains and then is slowly released over many days. This makes it possible for the plants near the wetlands to get enough water to grow even if it does not rain for a long period of time.
7-
Another way that wetlands help the animals and the people who live near them
is:
- They help the shopping malls to make money by selling boots.
- They help improve the quality of the water.
- They make it easier for people to build houses.
Answer:
Wetlands help the people who live in
OPTIONAL- The following website contains a play (by Gilbert and Clegg) that may be read/acted out by students. It is on the National Wildlife Federation web page, 2001.
Title: What’s the Verdict?
Summary: The play helps in explaining the functions and importance of wetlands in a fun manner. (Specifically, in relation to the species that depend on a wetland ecosystem versus urban development.)
- needs 10 or more students
http://www.nwf.org/rangerrick/verd1.html
OPTIONAL-
The following websites have activities/exercises created by the National Wildlife Federation, 2001
Title: Wetland Models.
Summary: Students will use a model to demonstrate several wetland functions.
Learning Objectives: To build a model of a wetland. To understand the functions of a wetland including flood control, soil erosion, and water purification.
Grade Levels: 3-8
http://www.nwf.org/nationalwildlifeweek/2000/wmodels1.html
Title Wetland Models
Summary: Discover the way a wetland works by making and manipulating a model.
Grade Level: 4-8
Time: 1-3 class periods
Subject: Science
http://www.nwf.org/animaltracks/resources/wetl0011.cfm
© 1996-2001 National Wildlife Federation
ENVIRONMENTAL ATLAS EXERCISES
1. What does a wetland look like on a 1990-Land Use map?
- Open up the Minnesota Navigator.
- What legend category indicates wetlands? (Answer: Bog/Marsh/Fen)
- What color are wetland areas on the map? (Answer: light blue)
1. What does a wetland look like on a 1997-Land Use/Land
Cover map?
- Open up the Metro Navigator to see the 1997 Integrated Land Use & Cover.
- How many legend categories indicate wetlands? (answer: 2)
- Zoom in to an area in the north Metro (Anoka County) to see areas of wetlands.
- Can you tell the difference between areas that are Wetlands and areas that are Open Water Bodies?
1. What do wetlands look like on a topographic map? (DRG)
- Find an area on the Metro land use map where you are zoomed in enough that you can clearly see some areas of wetlands.
- Insert the correct DRG CD to bring up the topographic map of the area.
How are the wetlands
depicted on the DRG?
Answer:
1. What do wetlands look like on a digital air photo?
(DOQ)
- Insert the correct DOQ CD and bring up the aerial photograph of the same area of wetlands.
- Are you able to tell which areas on the photo are wetlands without referencing the land use/land cover map?
- Match the Extents of the land use, the topographic map, and the air photo and view the windows vertically in order to compare the three types of maps and see how each one displays wetlands uniquely.
1. In the 1890’s, where were most of the wetlands in
Minnesota found?
- Put in the EPPLviewer 2001 Disk 2
- Go to File – Open an eppl file
- Open the Eppldata
folder (on the CD) – nat_veg.epp – Open
The legend categories Wet Prairie and Swamp
and Bog both make up the wetlands in the 1800’s.
Where were most of the wetlands found, if you
assume
(See Graphic)
a) A (N and NE)
b) B (Central MN)
c) C (SW) Answer: a) A
Activity 3
PART 1: Have the students draw in the areas where wetlands were predominant in the 1890’s on map #1 of MN counties. (Found on the Wetlands in Minnesota worksheet.)
1. 
Where were most wetlands found in
Open up the Minnesota
Navigator with a fresh view. - Look at the distribution of the wetland category: Bog/Marsh/Fen.
PART 2: Have the students draw in the areas where wetlands were predominant in the 1990’s on map #2 of MN counties.
7) What has happened to the wetlands in
MN over the last ~100 years?
- Are the wetlands located in the same places in 1990 that they were in the 1890’s?
- Are there more or less wetland areas in 1990?
- What might be some of the causes of wetland loss and degradation?
Activity 4- Causes of wetland loss and degradation
Fill in the Blanks:
HUMAN CAUSES
Runoff,
Filling, Grazing, Construction, Introduction of non-native species, Drainage
1) The ____________________
… of wetlands in order to construct buildings or make ground suitable for farmland
2) The ____________________
… in of wetlands with soil in order to make the ground dry and good for building of growing crops.
3) The ____________________
… of the wetlands by domestic (farm) animals.
4) The ____________________
… from farms of toxic chemicals that are used in fertilizers and pesticides in order to make the crops grow hurts the wetlands greatly.
5) ____________________
… near a wetland is very bad because the water running into the wetland after it rains is all muddy and dirty.
6) ____________________
… can hurt the wetland ecosystem since wetlands are very delicate and all the native plants and animals live in an intricate balance together. If an extra species is introduced to the wetland, it can throw everything out of its normal pattern.
There are other human
causes of wetland loss and degradation that are not listed above.
NATURAL CAUSES
Storms, Droughts, Erosion
1) ____________________
… is a natural process that can hurt a wetland when too much soil is washed away, and the water becomes full of sediment.
2) ____________________
… can lead to the loss of wetlands since wetlands rely on a certain amount of water every year in order to support the species that live in and use the area.
3) ____________________
… can degrade wetlands when they are too strong and end up flooding out the wetland.
There are other natural causes of wetland loss and degradation that are not listed above.
OPTIONAL-
The following website by the National Wildlife Federation has a quiz on wetlands which is useful for review and
comprehension of preceding concepts.
http://www.nwf.org/kids/displayQuiz.cfm?quiz=2
(Created by the NWF, 1996-2001)
OPTIONAL- The following website has a word scramble about wetlands. (advanced)
http://environment.about.com/newsissues/environment/library/weekly/scramble/blwetlandsc.htm
Copyright © 2001 About.com
Dictionary (Environment from A-Z: By About Guide Patricia A. Michaels)
http://environment.about.com/newsissues/environment/library/weekly/blgloss.htm
Copyright © 2001 About.com, Inc.
1- AMPHIBIAN
An animal without scales, adapted for life both in water and on land. Must breed in water. Examples are frogs, newts, and
salamanders.
2- AQUATIC
Plants or animal life living in, growing in, or adapted to
water.
3- AQUIFER
An underground geological formation, or group of formations, containing usable amounts of groundwater that can supply wells and springs.
4- ECOSYSTEM
The interacting synergism of all living organisms in a particular environment; every plant, insect, aquatic animal, bird, or land species that forms a complex web of interdependency. An action taken at any level in the food chain, use of a pesticide for example, has a potential domino effect on every other occupant of that system.
5- EROSION
Wearing away of soil by timing water, wind, or ice; erosion is the process by which the earth's surface is shaped and occurs even in remote, uninhabited areas at a slow rate (geologic erosion); of more concern is accelerated erosion caused by people's activities.
6- HABITAT
The place where a population (e.g., human, animal, plant, microorganism) lives and its surroundings, both living and non-living.
7- HYDROLOGY
The science dealing with the properties, distribution, and circulation of water.
8- PHOTOSYNTHESIS
A process in which organisms, with the aid of chlorophyll (green plant enzyme), convert carbon dioxide and inorganic substances into oxygen and additional plant material, using sunlight for energy. All green plants grow by this process.
9- SEDIMENT
Topsoil, sand, and minerals washed from the land into water, usually after rain or snow melt. Sediments collecting in rivers, reservoirs, and harbors can destroy fish and wildlife habitat and cloud the water so that sunlight cannot reach aquatic plants. Loss of topsoil from farming, mining, or building activities can be prevented through a variety of erosion-control techniques.
10- SPECIES
A reproductively isolated aggregate of interbreeding organisms.
11- WETLANDS
Any number of tidal and non tidal areas characterized by saturated or nearly saturated soils most of the year that form an interface between terrestrial (land-based) and aquatic environments; include freshwater marshes around ponds and channels (rivers and streams), brackish and salt marshes; other common names include swamps and bogs.
Resources: (websites)
1- http://www.nwf.org/kids/displayQuiz.cfm?quiz=2
(quiz on wetlands for review
and comprehension of concepts for beginners)
2- http://www.nwf.org/wetlands/types.html
(different types of wetlands
for advanced)
3- http://www.nwf.org/wetlands/whycare.html
(how wetlands help us for
advanced)
4- http://www.nwf.org/wetlands/threats.html
(how wetlands are threatened
and destroyed for advanced)
5- http://www.nwf.org/natlwild/1998/caution.html
(dangers of developing wetlands
and associated problems- for advanced)
6- http://www.nwf.org/rangerrick/verd1.html
(play that emphasized the
benefits of a wetland ecosystem- for beginners)
7- http://www.nwf.org/nationalwildlife/1998/caution.html
(activity about wetland
benefits with water and clay to demonstrate flood control and water
purification- for beginners)
8- http://www.nwf.org/earthsavers/98summer/model.html
(simplified version of creating
a wetland activity –for beginners)
9- http://www.nwf.org/earthsavers/stories/wetlands.html
(what is a wetland and what are
its functions- for intermediate)
10- http://www.nwf.org/schoolyardhabitats/
(lessons to accompany actual
field trip to a wetland- for beginners/intermediate)
11- http://www.nwf.org/wetlands/unusual.html
(unusual wildlife that are
found in wetlands- for advanced)
12- http://www.nwf.org/nationalwildlife/1997/plantlst.html
(list of native wetland plant
species- for advanced)
13- http://www.dnr.state.mn.us/backyard/index.html
(In your backyard)
14- http://www.dnr.state.mn.us/outdoor_activities/index.html
(Activities by topic)
15- http://www.dnr.state.mn.us/wetlands/index.html
(wetland types in MN with descriptions and photos)
16- http://www.dnr.state.mn.us/wetlands/visit.html
(wetlands to visit)
17- http://www.npwrc.usgs.gov/resource/1998/mnplant/mnplant.htm
(Wetland Plants and Plant Communities of
18- http://news.minnesota.com/stories.php?story=00/10/05/7952565
(vadnais wetland loss)
19- http://www.nwf.org/natlwild/1998/caution.html
20- http://www.nwf.org/animaltracks/resources/wetl0001.cfm
Wetlands are being destroyed at a rate of 35 acres an
hour. Since the first European settlers colonized
21- http://www.nwf.org/animaltracks/resources/wetl0003.cfm
(wetlands functions- beginners)
22- http://www.nwf.org/animaltracks/resources/wetl0004.cfm
23- http://www.nwf.org/animaltracks/resources/wetl0007.cfm
wetland outdoor activity
(beginners and advanced)
24- http://www.nwf.org/animaltracks/resources/wetl0010.cfm
wetland surveys and slogans for
4-5
virtual tour of a wetland for kids true and false,
functions, wetlands and functions for wildlife, wetlands advertising campaign,
(how wetlands affect water
quality- advanced)
(Wetlands Are More Than Mere Swamps by Barry Lewis,
Science Writer, Environmental Associates, Academy of Natural Sciences May, 1995
Importance of wetlands- advanced)
(general information about
wetlands- including mitigation- advanced)
29- http://environment.about.com/newsissues/environment/library/weekly/scramble/blwetlandsc.htm
(wetlands word scramble-
advanced)
30- http://www.npwrc.usgs.gov/resource/1998/mnplant/mnplant.htm
(Wetland Plants and Plant Communities of
31-http://www.supremecourtus.gov/
(United States Supreme Court)
Worksheet: Wetlands in Minnesota
Activity 1) Draw a picture of a wetland in this box:
|
|
Activity 2) Circle the names
of the species that do not fit in this list:
1-
Insects 9- Geese
2- Fish 10- Cactus
3- Dogs 11- Hawks
4- Ducks 12- Pigs
5- Frogs 13- Cattail
6- Black Bears 14- Otter
7- Birds 15-Shellfish
8- Horses 16-
Raccoons
Multiple Choice Questions
1) Wetlands are like:
A) Schools B) Supermarkets C) Hospitals
2) Detritus is formed when:
A) Dead plant leaves and plant stems break down in the water.
B) The sunlight heats up the water and causes photosynthesis.
C) Tiny fish die and their bodies break down in the water.
- Wetlands act as natural:
A) Sponges B) Computers C) Doors
4) The slow release of the water is very
important to the people who live on farms in Minnesota because it helps:
A) The farmers and the animals to have enough water to bathe
in.
B) The cars on the farm to break down more often.
C) Control flooding on farms
- The slow release of the
water is also very important to the people who live in cities in Minnesota
because it helps to:
A) Control the flooding in cities.
B) Fill up peoples’ swimming pools.
C) Wash peoples’ cars when there is not very much rain.
6) How do wetlands help crops when it does not rain for a long period of
time?
- The crops can be grown in the
wetlands where there is plenty of water.
B) Wetlands hold the water from when it does rain and then slowly releases it to the crops even during times of drought.
C) Farmers do not need to grow crops because they can just harvest the vegetation that is growing in the wetland.
7)
Another way that wetlands help the animals and the people who live in
- They help the shopping malls to make money by selling boots.
- They help improve the quality of the water.
- They make it easier
for people to build houses.
ENVIRONMENTAL ATLAS:
1-What does a wetland look like on a 1990 land use map? (Name of legend category? Color?)
______________________________________________________________________________
______________________________________________________________________________
2-What does a wetland look like on a 1997 land use/land cover map? (How many legend categories include wetlands? Names of legend categories?) ______________________________________________________________________________
______________________________________________________________________________
3-What do wetlands look like on a topographic map/DRG? (Draw a picture of the Symbol used to show wetlands? Color?) __________________________________________________________
4-What
do wetlands look like on a DOQ or digital air photo? Are they easy to see?
__________________________________________________________________
_________________________________________________________________________
5-What type of map shows the wetlands most clearly? (1990 Land Use, 1997 Land Use and Cover, Topographic map-DRG, or Aerial Photograph-DOQ? Why?) ______________________________________________________________________
_______________________________________________________________________________
______________________________________________________________________________________
Activity 3- Draw where the wetlands are located.
Map #1 – MN Counties 1890’s Map #2 – MN Counties 1990’s
Has there been a change in the amount of wetlands and their general locations between the 1890’s and the 1990’s? What happened? ___________________________________________________
______________________________________________________________________________
Activity 4- Causes of wetland loss and degradation
Fill in the Blanks
HUMAN CAUSES
Runoff, Filling, Grazing, Construction, Introduction of non-native
species, Drainage
1) The ____________________
… of wetlands in order to construct buildings or make ground suitable for farmland
2) The ____________________
… in of wetlands with soil in order to make the ground dry and good for building of growing crops.
3) The ____________________
… of the wetlands by domestic animals.
4) The
____________________
… from farms of toxic chemicals that are used in fertilizers and pesticides in order to make the crops grow hurts the wetlands greatly.
5) ____________________
… near a wetland is very bad because the water running into the wetland after it a rain is all muddy and dirty.
6) ____________________
… can hurt the wetland ecosystem since wetlands are very delicate and all the native plants and animals live in an intricate balance together. If an extra species is introduced to the wetland, it can throw everything out of its normal pattern.
NATURAL CAUSES
Storms, Droughts, Erosion
1) ____________________
… is a natural process that can hurt a wetland when too much soil
is washed away, and the water becomes full of sediment.
2) ____________________
… can lead to the loss of wetlands since wetlands rely on a certain amount of water every year in order to support the species that live in and use the area.
3) ____________________
… can degrade wetlands when they are too strong and end up flooding out the wetland.