Wetland Survey Lab

Name: Meghan Anderson

Time Allotted: 120 minutes
Grade Level: Middle School
Subject: Integrated Science
Materials Required:
Oxygen level testing kit
Phosphorous level testing kit
E-coli testing kit
Field Notebook
Environmental Science Outdoor Laboratory Safety Contract (signed)
Types of Wetlands sheet (printed out)
Wetland Survey lab procedure (printed out)

Michigan Content Expectations

CCSS.ELA-LITERACY.RST.6-8.3
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or
performing technical tasks.

Objective(s):
The student will be able to follow the procedure for a science experiment, and will demonstrate
proficiency by analyzing the process in a lab report and scoring at least a 12/15 on the rubric. (Analysis)

Student Friendly Objective:
I will carefully follow every step of a Wetland Survey lab procedure, and will analyze what I learned
by writing a lab report.
_________________________________________________________________________________
Assessment:
Formative:
The teacher will informally pre-assess students understanding of the scientific lab procedure, a
lab report, and the content area with a 1-10 finger self-assessment technique. The teacher will ask the
students to rank their competency in each of these three areas on a scale of 1-10 (1 being low and 10
being high). The teacher will use student responses to gage how long to spend on each of these areas
during the lesson.
During the outdoor lab, each group will follow the steps of the Wetland Survey lab
procedure. As each portion of the lab is completed, one of the group members will check in with the
teacher to report progress and ask any questions. Each group (and students) completion of the outdoor
lab will be recorded on the formative assessment checklist for the unit.

Summative:
The students will complete all parts of a lab report. The lab report will be scored on the Lab
Report Rubric. Scoring a 12/15, an 80%, will demonstrate proficiency on this task. If 80% is not
scored, these students will take the teachers feedback, will collaborate together during a center, and will
rewrite the reports.

Name:

Total Score:


Lab Report
Rubric

3
2
2

1

0

Procedures Procedures are listed
in clear steps. Each
step is numbered and
is a complete
sentence.
Procedures are
listed in a logical
order, but steps are
not numbered
and/or are not in
complete sentences.
Procedures are listed
but are not in a
logical order or are
difficult to follow.
Procedures do
not accurately
list the steps of
the experiment.
Question /
Purpose
The purpose of the
lab or the question to
be answered during
the lab is clearly
identified and stated.
The purpose of the
lab or the question
to be answered
during the lab is
identified, but is
stated in a
somewhat unclear
manner.
The purpose of the
lab or the question
to be answered
during the lab is
partially identified,
and is stated in a
somewhat unclear
manner.
The purpose of
the lab or the
question to be
answered during
the lab is
erroneous or
irrelevant.
Error
Analysis
Experimental errors,
their possible
effects, and ways to
reduce errors are
discussed.
Experimental errors
and their possible
effects are
discussed.
Experimental errors
are mentioned.
There is no
discussion of
errors.
Conclusion Conclusion includes
whether the findings
supported the
hypothesis, possible
sources of error, and
what was learned
from the experiment.
Conclusion includes
whether the
findings supported
the hypothesis and
what was learned
from the
experiment.
Conclusion includes
what was learned
from the experiment.
No conclusion
was included in
the report OR
shows little
effort and
reflection.
Data Professional looking
and accurate
representation of the
data in tables and/or
graphs. Graphs and
tables are labeled
and titled.
Accurate
representation of
the data in tables
and/or graphs.
Graphs and tables
are labeled and
titled.
Accurate
representation of the
data in written form,
but no graphs or
tables are presented.
Data are not
shown OR are
inaccurate.

_________________________________________________________________________________

Instructional Procedure:

1. Anticipatory Set: (10 finger self-assessment)
a. The teacher will ask the following questions to pre-assess how much time to spend on
each of the components
i. How many of the parts of a lab procedure could you list?
ii. On a scale of 1-10, how high would you rank you ability to complete a lab report?
iii. On a scale of 1-10, how much do you know about different types of wetlands?
b. Give an overview of the lesson, and set behavior expectations for the outdoor component
by reviewing the Environmental Science Outdoor Laboratory Safety Contract, which
was sent home and signed by the students and their parents.

2. State Purpose and Objective of Lesson:
a. Tell the students what you want them to learn (direct)
b. Tell them why it is important to them (explicit)

3. Instructional Input/Direct Instruction:
a. The teacher will give a mini-lesson about wetlands by showing the video entitled:
David DAmore, a research soil scientist with the USDA Forest Service,
explains the types of wetlands (4:22) from:
http://wetlandslive.pwnet.org/resource/wetland_ecology.php
b. The teacher will distribute the information sheet on wetlands, and will give
students 5 minutes to perform SQ3R on it.

4. Modeling:
a. The teacher will then explain the parts of a lab procedure by explaining todays Wetland
Survey outdoor lab. Including talking about:
i. How to make good observations
ii. Where and how to record data
iii. What to look for to make a good conclusion
b. The teacher will then explain the parts of a lab report, by modeling sample student work
(high and low quality examples).

5. Guided Practice: (Lab Procedure)
a. The class will go outside to the wetlands and will complete the procedure of the
Wetland Survey lab.
b.
c. The teacher will guide them in determining the results of the water testing.

6. Independent Practice: (Lab Report)
The students will write a complete lab report as dictated by the Wetland Survey
procedure and the Lab Report Rubric.

7. Differentiated Consideration (Expansion Ideas)
a. Ask students to research a wetland type that is not found in their area, using the
library, Internet or other resources. Students can use available software to create
a diagram of the wetland type, identifying unique physical characteristics.
b. Have students document observations from this lesson and share with another
classroom via social media.
c. Students could teach a younger grade what they have learned and do the charade
activity for them.
d. Videotape a wetland near your school and create a movie. (DAmore)

8. Closure:
a. Reinforce/Restate the objectives
b. Ask students to raise their hands and volunteer new things they have learned.

9. References:

Direct Instruction Video, Wetland Type Information Sheet, and Expansion Ideas:

D'Amore, D. (2014). Wetland Ecology. In WetlandsLIVE: USDA Forest Service and Prince
lolololWilliam Network. Retrieved October 6, 2014, from
lolololhttp://wetlandslive.pwnet.org/resource/wetland_ecology.php.

Conclusion Question (Ideas):
Lab Report Template (n.d.). In Bio Corner. Retrieved October 6, 2014, from
http://www.biologycorner.com/worksheets/labreport.html.

Environmental Science Outdoor Laboratory Safety Contract:
Miller, J. (2014). Environmental Science Outdoor Laboratory Safety Contract. In Monteville
Schools. Retrieved October 6, 2014.

Lab Report Rubric:
Sherock, K. (2014). Science Lab Rubric. In Kathy Sherock's Guide to Everything. Retrieved
September 9, 2014, from http://www.uen.org/Rubric/rubric.cgi?rubric_id=25.








Types of Wetlands
Wetlands have been defined differently by scientists, conservationists, developers,
government, and countries. However, most definitions generally agree that wetlands share traits
from all three of these categories: The wetland is saturated with water either permanently or
intermittently. The wetland has hydric soils soils hold water for all or part of the year, which
creates an anaerobic (low oxygen) state. Watertolerant plants are found in the wetlands. These
plants are able to grow in the low oxygen conditions formed by the hydric soils. However, within
this definition, there are many variations to the features of a wetland. Wetlands can be further
categorized by characteristics such as what types of plants grow in and around them, how water
flows in and out of the wetland, whether it is fresh or salt water.

Marsh: freshwater, shallow and have emergent plants or plants that rise above the water like
cattails and rushes; water flows through the marsh, unlike some other types of wetlands

Swamp: freshwater and found within a forest; trees grow in the nutrientrich soils and it may
have standing water for part of the year

Tidal Marsh: salt water in a shallow area found at the place where the ocean meets land; salt
water floods the marsh when the tide comes in and drains when the tide goes out

Bog: freshwater, though it is acidic as not much water flows in or out, low in nutrients, plants and
animals that live here are adapted to this

Vernal Pools: freshwater, shallow wetland that usually fills with water during the spring and dries
up later in the year, plants and animals that live here are adapted to this

Mangrove Swamp: salt water, found along the coast of tropical and subtropical regions (like the
Gulf of Mexico), trees that grow here can live in salt water and can help stop erosion

River: freshwater, carries water downstream to other bodies of water, its shoreline winds through
many habitats as it moves downstream

Ocean: saltwater, largest body of water, most of the water on earth can be found in oceans
Wetland Type Information From: http://wetlandslive.pwnet.org/resource/wetland_ecology.php.














Environmental Science Outdoor Laboratory Safety Contract

The coursework of this Environmental Science Unit dictates that outdoor laboratory experiences
are conducted. Performing lab activities in the field increases the richness of the course content,
and models techniques used by professional environmental scientists. The outdoor experience
presents some hazards to the individual. Proper preparation can greatly reduce any risk that
might be encountered in the field. The following guidelines are mandatory when outdoor labs
are conducted:

1. Follow all instructions from your teacher.
2. Stay together as a group.
3. Wear long pants, a long sleeved shirt, sturdy closed shoes, and a hat. Tuck in shirt and
pull socks over your pant cuffs to reduce the risk from biting insects and ticks.
Improperly dressed individuals will not be allowed to participate in the lab activity and an
alternate assignment will be provided.
4. Students agree to work in a buddy system to watch out for one another, and inspect each
other for insects and ticks throughout the outdoor experience and before returning to the
school building.
5. An insect repellant and sunscreen is recommended.
6. A student is responsible for letting the teacher know if there is a risk of allergic reaction
associated with outdoor hazards such as bees, pollen, or severe sensitivity to plants such
as poison ivy. The student is responsible for carrying the necessary medication such as
an epipen or inhaler in the event of an emergency.
7. Students are very strongly encouraged to participate in outdoor activities, however, if it is
not possible, the student will report to the library and an alternate assignment will be
provided.
8. Do not touch any plant or animal unless instructed by your teacher. Some plants can
cause allergic reaction and animals may carry disease such as rabies. Be observant of
your surroundings throughout the field experience.
9. Bring a backpack with an extra layer of clothing and a water bottle. Weather can be cool
in the fall and spring when the field activities are conducted. Some of the work requires
low level physical effort (walking up a hill) and a water bottle will be a welcome luxury.
10. Wash hands thoroughly upon return to the building.

By signing below, you indicate that you have read the above guidelines and agree to their terms.
Please indicate below any special considerations the teacher should be aware of before the
student conducts outdoor field work.

Student (print)________________________Student (signature)_____________________

Parent (print)_________________________ Parent (signature)_____________________


Special considerations _____________________________________________________




Title: Wetland Survey
Purpose: To identify the type of wetland is near the school.
Hypothesis:

Materials:
Oxygen level testing kit
Phosphorous level testing kit
E-coli testing kit
Microscopes (and slides)
Field Notebook

Procedure:
1. Make observations about the types of aquatic and land plants.
2. Make observations about any animal life (including insects).
3. Test oxygen level of water in wetland.
4. Test e-coli levels of water in wetland.
5. Test phosphorous levels of water in wetland.
6. Interpret water tests using the University of Pennsylvanias parameters:
(http://extension.psu.edu/natural-resources/water/drinking-water/water-
testing/testing/interpreting-water-tests-for-ponds-and-lakes).
Observations:




Data:






Conclusion:
1. Tell whether your hypothesis was correct or incorrect. Why? Which results from the
observations and data tests proved or disproved your hypothesis? What is your revised
hypothesis (claim about which type of wetland it is)?
2. Summarize what the data means based upon the University of Pennsylvanias parameters.
3. List one thing you learned and how it applies to a real world situation.
4. Discuss possible errors that may have occurred in the data collection process.