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Table of Contents
Preface
3
Curriculum Guide
4
Background of a
wetland
5-7
·
Soil Type
·
Hydrology
·
Hydrophytes
·
Wetland
Classification
Wetland Types
8-9
·
Marsh
·
Swamp
·
Bogs
·
Fens
The Importance of
Wetlands
10-11
·
Good and services
How are they in danger?
12-13
·
Agriculture
runoff
·
Sewage
·
Hydrology
alterations
·
Invasive
species
Wetlands and Climate Change
14-15
·
Carbon storage
·
Sea level rise
·
Water Quality
·
Poor recovery
Wetlaculture
16-17
·
Sustainable Practices
·
Mesocosm Models
·
Recycled Fertilizer
·
Algal Blooms
·
Why is there a core curriculum?
The Elementary Science Core
Curriculum has been written to assist teachers and supervisors as they prepare
curricula, daily instruction, and assessment for the elementary level (grade
5) content and skills of Standards 1, 2, 4, 6, and 7 of the Florida State
Learning Standards for Mathematics, Science, and Technology.
Applications of the core curriculum: This core curriculum reflects only a portion of the
content to be covered in an elementary science program. It is expected that
additional content will be supplied locally. This core curriculum reflects the
content that must be addressed at the elementary level. Content in this
document, especially the major understandings, can appear on State
examinations. A core curriculum allows teachers the flexibility and
professional freedom to expand upon and develop instruction that addresses the
Florida State Learning Standards for Mathematics, Science, and Technology at
the appropriate level for their students. Since this core curriculum contains less
than 100% of the content, the time required to teach can vary with the needs of
individual students (especially in terms of remediation or acceleration).
The elementary science
program should emphasize a hands-on and minds-on approach to learning. Students
learn effectively when they are actively engaged in the discovery process, often
working in small groups. Experiences should provide students with
opportunities to interact as directly as possible with the natural world in
order to construct explanations about their world. This approach will allow
students to practice problem-solving skills, develop positive science
attitudes, learn new science content, and increase their scientific literacy. Children’s
natural curiosity leads them to explore the natural world. They should be
provided opportunities to have direct experience with common objects,
materials, and living things in their environments. Less important is the
memorization of specialized terminology and technical details. Good
instruction focuses on understanding important relationships, processes,
mechanisms, and applications of concepts. Future assessments will test students’
ability to explain, analyze, and interpret scientific processes and phenomena
more than their ability to recall specific facts. It is hoped that the general
nature of these statements will encourage the teaching of science for
understanding, instead of for memorization. Teachers are encouraged to help their
students find concepts that interconnect many of the key ideas to each other. It
is hoped that the units designed using this core curriculum will prepare our
students to explore the most important ideas about our physical setting and
our living environment. Scientifically literate students understand the basic
concepts and processes and can apply them in real-life situations.
Curriculum
Guide
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Key learning(s) |
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Soil Hydrology Hydrophytes Wetland Classification |
What type of soil is found in wetlands? What are some hydrologic indicators? Identify hydrophytes by their indicator status. What are the names of the five wetland classifications? |
Visit different wetlands- Soil sampling, observation of
both hydrology and flora/fauna. |
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Be able to identify hydric soils through observation. |
Become familiar with the different kinds of hydrology
indicators. |
Discover the three distinctive categories for wetland
plants. |
Distinguish between the five wetland types. |
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Under observation, how can you identify hydric soils? |
If there were no water present, what kind of indicators
can you find and what are they? |
What are the different categories for hydrophytes? And how
many are there? |
What are the names of the five different wetland types? |
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Hydric Soils |
Evapotranspiration |
Emergent Plants |
Palustrine |
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additional
information |
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Presentation: ·
When
identifying hydric soils, a field trip will take in place to a local wetland
and samples will be taken. ·
Hydrological
indicators will be pointed out and will be asked to identify some from a
list. ·
Form different
groups and have each group identify in which category the plants belong to. ·
By observation,
recognize what type of wetland visited. ·
At the end of
the lesson, have a short fill in the blank test. Background Information: The three indicators that a wetland is present is hydric soils, hydrophytes and hydrology.
Hydric soils are soils which are saturated, flooded, or ponded long enough
during the growing season to develop anaerobic conditions in the upper part
that favor the growth and regeneration of hydrophytic vegetation. Whether there is water
present or not, nature tends to leave little clues that stand out from the
surrounding area. Examples are: water marks on trees, lichens, carpets of
moss growing on the ground floor. Wetland plants are
categorized in three different types: emergent, submergent, and floating
leaves. Examples of emergent plants: cattails Examples of submergent plants: sea grasses Examples of floating leaves: lily pads Given the diversity of
wetland environments, many classification schemes have been proposed and
utilized over the years. At the highest level these are the five wetlands: Marine --
Open ocean, continental shelf, including beaches, rocky shores, lagoons, and
shallow coral reefs. Normal marine salinity to hypersaline water chemistry;
minimal influence from rivers or estuaries. Where wave energy is low,
mangroves, mudflats or sabkhas may be present. Estuarine
-- Deepwater tidal habitats with a range of fresh-brackish-marine water
chemistry and daily tidal cycles. Salt and brackish marshes, intertidal
mudflats, mangrove swamps, bays, sounds, and coastal rivers. Drowned coasts,
where supply of river sediment is insufficient to infill estuary basin. Riverine
-- Freshwater, perennial streams comprised of the deepwater habitat contained
within a channel. This restrictive system excludes floodplains adjacent to
the channel as well as habitats with more than 0.5‰ salinity. Lacustrine
-- This system includes inland water bodies that are situated in topographic
depressions, lack emergent trees and shrubs, have less than 30% vegetation
cover, and occupy at least 20 acres (8 ha). Includes lakes, larger ponds,
sloughs, lochs, bayous, etc. Palustrine
-- All non-tidal wetlands that are substantially covered with emergent
vegetation--trees, shrubs, moss, etc. Most bogs, swamps, floodplains and
marshes fall in this system, which also includes small bodies of open water
(< 20 acres), as well as playas, mudflats and salt pans that may be devoid
of vegetation much of the time. Water chemistry is normally fresh but may
range to brackish and saline in semiarid and arid climates. |
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Key learning(s) |
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Marsh Swamps Bogs Fens |
What are the unique features of each type of wetlands? |
Visit a library and check
out books on the different types |
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Learn how marshes differ from each other |
Learn the extensive flooding period of swamps |
Learn the distinctiveness of a bog and how they differ
from other wetlands |
Fens- review how diverse this wetland is in plants and
animals. |
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What kind of vegetation are found in marshes? |
What is the dominating vegetation found in swamps? |
What are the special features of a bog? |
Where does the water that feeds into fens come from? |
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Vegetation |
Cypress Trees |
Precipitation |
Groundwater |
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additional
information |
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Presentation: |
·
Have a PowerPoint
presentation of the different types of wetlands.
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Incorporate a
game to learn the features of each
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Matching game
that teaches the name of vegetation and what wetland they are found in.
·
A short fill in
the blank test.
Background Information: There are many different types of wetlands. Each
specific type has unique features that identify it. Some areas have a number of
different types of wetlands at one site, even overlapping. Wetland
identification and delineation are the only ways of protecting these unique
natural features. The five different types are as follows: Marsh, swamp, fen and bog.
Marsh: Marshes
are defined as wetlands frequently or continually inundated with water,
characterized by emergent soft-stemmed vegetation adapted to saturated soil
conditions. There are many different kinds of marshes, ranging from the prairie
potholes to the Everglades, coastal to inland, freshwater to saltwater. All
types receive most of their water from surface water, and many marshes are also
fed by groundwater. Ex’s of vegetation- shrubs and grasses
Swamp: A
swamp is any wetland dominated by woody plants. Swamps are characterized by
saturated soils during the growing season and standing water during certain
times of the year. The highly organic soils of swamps form a thick, black,
nutrient-rich environment for the growth of water-tolerant trees such as
Cypress, Atlantic White Cedar, and Tupelo. Ex’s of vegetation- cypress
trees
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. Therefore, they are able to support a much more diverse plant and
animal community. Ex’s of vegetation- grasses
and sedges
Bog: Bogs are one of North America's most distinctive kinds
of wetlands. They are characterized by spongy peat deposits, acidic waters and
a floor covered by a thick carpet of sphagnum moss. Bogs receive all or most of
their water from precipitation rather than from runoff, groundwater or streams.
As a result, bogs are low in the nutrients needed for plant growth, a condition
that is enhanced by acid forming peat mosses. Ex’s of vegetation- orchids
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Key learning(s) |
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Goods and services: wetlands and nature, wetlands and
people, natural products, flood protection. |
How are wetlands important to both humans and life around? |
Watch a movie on the good and services wetlands bring to
any ecosystem |
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Learn the diversity of species living in this ecosystem |
Wetlands provide and filter water for consumption. Learn
how this important resource is vital for human survival. |
Learn different natural products wetlands provide |
Determine how mangroves help with storm surge |
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How wetlands are consider “biological supermarkets? |
What resource do we need to survive? |
What is a staple food that is grown in wetlands? |
What is an example of a wetland that is great with storm
surge? |
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Ecosystems |
Water quality |
Habitat |
Storm buffer |
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additional
information |
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Presentation: Present a short film that shows the good and services wetlands bring
to the table. ·
As the students
are watching the film, have them fill in the bank to the provided questions. ·
Study the sheet
and quiz at the end of the week. Background Information: Wetlands and nature: Wetlands are
among the most productive ecosystems in the world, comparable to rain forests
and coral reefs. Wetlands can be thought of as "biological
supermarkets." They provide great volumes of food that attract many
animal species. Wetlands
and People: Far from being
useless, disease-ridden places, wetlands provide values that no other
ecosystem can. These include natural
water quality improvement. Natural
Products provided by wetlands: We use a wealth of natural products from wetlands, including fish and
shellfish, blueberries, cranberries, timber and wild rice. Flood
protection: Wetlands function
as natural sponges that trap and slowly release surface water, rain,
snowmelt, groundwater and flood waters. Trees, root mats and other wetland
vegetation also slow the speed of flood waters and distribute them more
slowly over the floodplain. Ex:
mangroves |
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Key learning(s) |
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Agriculture runoff Sewage Hydrology alterations Invasive species |
Are these negative impacts on wetlands? |
Visit Lake Ocheechobee to
see how agriculture runoff effects wildlife |
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Review the two main agriculture pollutants found in
wetlands |
Determine the wetlands associated with sewage discharge |
Grasping where the extraction of water in wetlands can
occur |
Prepare to know who can be effected by these drastic
changes |
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What is a non-point source pollution |
What are the most common wetlands sewage gets discharge
in? |
What part of the wetland can alter the hydrology if
extracted for water use? |
If water availability is diminished, who can be effected
by these changes? |
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runoff |
effluent |
Hydrology |
Herbaceous |
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additional
information |
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Presentation: Visit a local wetland that is facing major loss and degradation
because of the listed activities ·
Have some of
the kids identify any current activities altering the wetland. ·
Discuss how
they feel about what is happening to the wetland and spring up any ideas how
they can help in their community. Background Information: Agriculture is one of the main sources of pollution that affects lakes and
wetlands. It is considered a kind of diffuse or non-point-source pollution,
since agricultural pollutants do not come from a specific location but from a
wider area, accumulating in watercourses and runoff that ultimately supply
wetlands. The two main types of agricultural pollutants are the excess of
nutrients, and pesticides and other chemicals. Sewage:
This effluent is discharged in rivers, streams
or directly in lakes and wetlands, raising the concentrations of these
substances above the natural levels and contributing to eutrophication. The
concentration of phosphorus is proportionately raised by much more than that
of ammonium and nitrate. Hydrology
Alterations: Withdrawals
of water from a certain watershed for irrigation, industries or domestic use
affect the hydrologic and ecological functions of wetlands, diminishing water
availability and changing water levels, thus affecting the composition of
animal and plant communities. These extractions may take place in upstream
rivers or streams, groundwater or, less often, in the wetland itself. Invasive
Species: Alteration of habitat
structure by invasive plants, by lowering the water table, shifting from
herbaceous to woody plants or vice versa, stabilizing river banks, or reducing
topographic heterogeneity. Reduction of plant and animal diversity and
richness. |
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Key learning(s) |
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Carbon storage Sea level rise Water quality more acidic Less time to bounce back from storm damages |
What is climate change and how is it effecting wetlands? |
Have a local climate scientist visit the class |
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Become verse how wetlands store carbon |
Gain knowledge how rising sea levels are detrimental to
wetlands |
Prepare to understand the ph level scale |
Understand that frequent hurricanes are fueling warmer
climates |
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How do wetlands help with rising carbon levels? |
How is rising sea levels affecting coastal wetlands such
as mangroves? |
What wetlands are effected by acid water levels? |
What natural occurrence is happening more often during the
summer that doesn’t allow mangroves to bounce back? |
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Carbon storage |
hectare |
Ph levels |
mitigation |
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additional
information |
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Presentation: Invite a local climate scientist to talk about the climate altering
ecosystems and how wetlands can help those alterations Background Information: Wetlands have some of the highest carbon
sequestration rates because wetland plants, like mangrove trees, are fast
growing and productive. For example,
coastal marshes and mangroves capture an average between 6 and 8 tons of CO2
equivalent per hectare per year, which is about two to four times greater
than global rates observed in mature tropical forests Sea level rise is the
result of two primary biophysical factors. First, as the oceans absorb excess
CO2 from the atmosphere, it causes ocean temperatures to rise which expands
the volume of water in the ocean. Second, as average global temperatures
increase, arctic glaciers and ice caps melt, adding additional volume to
ocean water levels. Water quality especially in
the oceans, their ph levels are decreasing meaning the waters are becoming
more acidic, resulting in coral bleaching. With warmer climate
stronger natural disasters more stress is put on wetlands to mitigate these
storms. |
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Key learning(s) |
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Sustainable wetland and agriculture practices Mesocosm models Recycled fertilizer Algal blooms |
How can we live more sustainable with wetlands? |
A field trip to Florida Gulf Coast University where the
wetlaculture is being implemented |
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Familiarize the concept of wetlaculture and sustainable
approaches |
Introduce the idea of what mesocosm models are |
Review how wetlaculture can be recycled back into
agriculture |
Determine what are harmful algal blooms |
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How can agriculture benefit from wetlaculture? |
What are mesocosm models? |
What are fertilizers and how are they bad for wetlands and
for the environment? |
What season do algal blooms seem to thrive in? |
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wetlaculture |
mesocosm |
fertilizer |
Algal blooms |
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additional
information |
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Presentation: Visit Florida Gulf Coast University for the day to meet with the
person behind the idea- Dr. William Mitsch. Build a small and simplistic
version of the wetlaculture mesocosm model. Create a science lab project
where the student replicates similar looks to fertilizer runoff/pollution
water. Collect pond water and have the students fill up 5 different jars with
the pond water and add different pollutants to eventually start algal blooms.
Ex: vinegar, laundry soap Background Information: What is wetlaculture? “Wetlaculture”
uses wetlands as a retention to polluted bodies of water/storm runoff that
would otherwise flow into an ecosystem and cause damage such as
eutrophication and dead zones. Mesocosm
models: any outdoor
experimental system that examines the natural environment under controlled
conditions. In this way mesocosm studies provide a link between field surveys
and highly controlled laboratory experiments. Recycled
fertilizer: By using
the design of “Wetlaculture”, we are able to repurpose the excess nutrients
retained, such as nitrogen and phosphorus, to be used in
agriculture/horticulture. Algal
blooms: Harmful algal blooms,
or HABs, occur when colonies of algae—simple photosynthetic organisms that
live in the sea and freshwater—grow out of control while producing toxic or
harmful effects on people, fish, shellfish, marine mammals, and birds.
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Wetlands Name________________________
Now that you have
learned a thing or two about wetlands, let’s put it to the test!
What is the difference between a tidal marsh and a
non-tidal marsh? What kind of species do you think live in each? Why?
Name two types of swamps, describe their similarities
and differences. If you were out in the field, how would you identify each of
them?
What is a Fen? What is a bog?
Activity:
For this assignment, think of your favorite living
thing in a wetland. It could be a type of tree or plant, an animal, really
anything that is alive on land or in the water! Research how this species lives
their everyday life. Learn their habitat, their diet, what this species needs
to be the healthiest they can be. Now apply what you have learned about climate
change and how a warmer world might affect the environment of this particular
species. How does the species adapt to change? Draw a picture of your species
of choice. List out all of your ideas on how this species might be affected by
climate change. Then, think of a source of mitigation. How can we fix this?
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