MAKING A WETLAND
MODEL
Developed by: Sheri Hill
SUMMARY: This project will extend
eighth grade students knowledge of ecology by the use of research and forming a working
model of a specific wetland. This model will include the wetland features, functions, and
importance in our environment.
CONNECTION TO THE
CURRICUTJUM: This model project
integrates math and English skills as well as problem solving and prediction.
TEKS ALIGNMENT- 8.1 b, 8.2a and e,
8.4b, 8.5a., 8.6a and c, 8.l2c, 8.14a-c
TIME: 2 weeks
for research (info. Is hard to gather) and 1-2 weeks for construction of model, mapping
wetland areas, calculating cost and predicting cost of acre model
SEASON: Spring
or fall is best for observing any wetlands during rainy season
MATERIALS:
Research facilities and
internet capability
Wonderful Wetlands by Texas State Aquarium
Texas Costal Wetland
Guidebook by Sea Grant ( Texas
A&M)
Equipment for wetland
model lab: soil, toothpicks, sponge, spray bottle, food color, sheet cake pans, wedge of
wood
Cost sheet
Reproducible world map
Map colors/ marker
OBJECTIVES:
Identify types and characteristics of wetlands. Identify importance of a specific wetland. Predict cost (monetary and ecological) of replacing specific wetland
PROCEDURE:
1. Give a definition of
a wetland which is a11 area of land that is seasonally wet for at least seven to thirty
consecutive days and the soil must be saturated six to eight inches deep during its
growing season.
2. Give definitions and
characteristics of certain types of wetlands such as fresh a1ld saltwater marshes, swamps,
bogs, playa lakes, and estuaries.
3. Have students make a
wetland mini model by angling a piece of sponge in a cake pan so that the sponge slopes
down. Students will place toothpicks: in the
sponge to represent plants and place soil on top of the sponge to represent topsoil. The
student will spray colored water on the soil to see how the "plants” affect the
topsoil and how the wetland filters “toxins” or colored water out of the soil. As the water goes through the sponge it should
filter the color and clean water should drip on to the bottom of the pan.
4. Students will choose
1-2 other students to work together and research a specific wetland and make a working
model (see # 6 project).
5. The group will make
notes on the types of plants and other organisms found in their wet1and as well as types
of soil. Then they will make a sketch of their design for their working wetland (this
could be a living model using real plants and other organisms or a function model such as
a machine where organisms are represented by other objects). A list should be made of
materials needed to create the model and a decision should be made as to who will bring
what. Make sure the group keeps a complete record of materials used and the cost of
these materials.
6. Each group will make
a model of their specific wetland type showing the types of land features, plants, animal,
and other organisms that are found there- This model must demonstrate physical functions
such as flood control, control of soil erosion, and water purification. This model must
also show ecological value such as protection for immature organisms, feeding grounds, and
habitats for migratory birds and endangered wildlife.
7. Each group will take
a world map and color the areas where their wetland type is located.
8. Each group will fill
out the Cost Sheet and answer the question: If you expand your model to replace a wetland
1 acre square how much would it cost to replace the natural wetland? Would this wetland be
worth replacing? Why or Why not'?
9. Each group will
prepare a pamphlet or a commercial advertising why we should save this type of wetland.
GENERAL INFORMATION AND
DEFINITION: An area is considered a
wetland when it has been wet for 7-30 consecutive days seasonally, and the soil is
saturated 6-8 inches during the growing season.
IDENTIFY A WETLAND:
Must observe water or
evidence of water such as water-stained leaves, spongy soi1, or there are mud cracks
present
Anaerobic organisms are
present and give off sulfates as waste which cause a "'rotten egg" smell.
Hydrophilic plants are
present. These plants may have float
structures present. Adaptations may include
pneumatophores (root structures that grow upward out of the water to absorb oxygen) or the
stems may have air sacs to help the plant float.
In salt or brackish
wetland areas the plants may have adaptations for the removal of salt such as having thick
succulent leaves to reduce water diffusion, waxy leaves to keep fresh water in the plant,
or the plants may have small hairs on the leaves for protection form salt. These plants usually have pores on their stems to
remove salt form the plant.
Organisms that are
adapted for both wet and dry living and salinity diversity are present. Animals that feed
in these wetlands must be equipped to catch and search for prey in submerged and muddy
areas.
TYPES OF WETLANDS:
MARSH- (old English
mere) frequent or continually inundated wetland, characterized by emergent herbaceous
plants
Salt Marsh -
Contain cord grass,
salt wart, and sea ox-eye plants
Brackish Marsh –
transitional area between salt marsh and fresh water marsh
Contains marsh hay, cord grass, gulf cord grass, salt marsh bulrush
Fresh Water Marsh - fed
by rivers or streams
Contains water hyacinth, spring aster, pickerel weed
SWAMP -(German) woodlands or forests
containing saturated soils most of the year. It occurs in entrenched val1eys and contains
bald cypress and water tupelo.
BOG -(Scottish bogach
meaning soft) wet, spongy area
composed of decayed plant material and with very little water movement and much anaerobic
activity.
*PLAYALAKES
WETLAND MODEL COST SHEET
Make
a list of materials you use and keep a record of what each item costs and where it can be
acquired.
QUESTIONS:
EVALUATION:
Each
group of students will preSe11t their working models to the class along with either a
pamphlet explaining why this wetland shol.1ld be protected or a commercial in a power
point presentation.
EXPANDING THE LESSON:
Have the groups get together and produce a pamphlet or a commercial, which would
include advertisements for all types of wetlands including a slogan.
Have a debate set up
between two different types of wetlands to argue which one would be destroyed for the
expansion of a city.
RESOURCES:
Texas General Land
Office
1700 North Congress
Avenue
Austin, Texas 78701-1495
1-800-735-2989
Texas Sea Grant Program
Publications
1716 Briarcrest, Suite 603
Bryan, Texas 77802
www.texas-sea-grant.tamu.edu
Texas State Aquarium
Science Education Department
2710 North
Shoreline
Corpus
Christi, Texas 78402-1097
1-361-881-1200
www.txstateaq.org