YWP Lessons 2010

Wetlands Week
Paul D. Coreil, Ph.D.

Vice Chancellor and Director, LSU AgCenter
Mark Tassin, Ph.D.

Department Head, Louisiana 4-H, LSU AgCenter
Ashley Mullens
Youth Wetlands Program Director, Louisiana 4-H, LSU AgCenter
Hilary Collis
Manager, America’s WETLAND Conservation Corps, LSU AgCenter
Kiki Fontenot, Ph.D.

School of Plant, Environmental and Soil Sciences, LSU AgCenter
Jonas Augustine
Amanda Boudreaux
Marguerite Frentz
Amber Latiolais
Jessica Ledet
Tyra Starkey
Members: America’s WETLAND Conservation Corps
Dinah Maygarden
UNO Coastal Wetlands Education
A school enrichment curriculum provided by
LOUISIANA
2010
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Table of Contents
General Wetlands Information...........................................................................................5
ABC’s of Louisiana Wetlands.............................................................................................22
Wet Soils and Water Loving Plants
The Dirt on Soil ....................................................................................................................33

Losing Ground: Subsidence ................................................................................................43
Getting to Know a Plant ......................................................................................................55
Spanish Moss ........................................................................................................................81
The Wonders of Wetlands...................................................................................................86
Wetland Habitats
Wetland Metaphors .............................................................................................................98

Wetlands Taste Test.............................................................................................................104
Habitat Loss..........................................................................................................................111
Wetland Webs ......................................................................................................................120
Article Wetland ....................................................................................................................130
Marsh Movers ......................................................................................................................138
Wetland Red Rover..............................................................................................................148
Water: Puts the Wet in Wetlands
Watersheds ...........................................................................................................................155
Create Your Own Watershed .............................................................................................167
Ideal Filter ............................................................................................................................172
Category 5: The Eye of the Hurricane...............................................................................179
Water REcycled ...................................................................................................................188
Density Dynamics.................................................................................................................210
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Wetlands Wildlife and Fisheries
Animal Adaptations .............................................................................................................218

Wetlands Creative Writing .................................................................................................227
Frog Friendly Habitat..........................................................................................................238
Math Crabbing.....................................................................................................................245
Gone Fishin’ in Louisiana Wetlands ..................................................................................251
Backdoor Bioaccumulation .................................................................................................275
Wetlands and YOU
Levees: The Good and the Bad ...........................................................................................288

Swamp Sweep .......................................................................................................................297
America’s Vanishing Treasure ...........................................................................................307
Great Marsh Dilemma.........................................................................................................314
Weaving our Economic Web...............................................................................................325
Wetland Promotions ............................................................................................................335
Ode to Levees: To Build or not to Build ............................................................................340
Wetland Day Trips...............................................................................................................351
Wetland Players ...................................................................................................................362
Louisiana Grade Level Expectations Table.......................................................................374
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ABCs of
Louisiana
Wetlands
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General Wetlands Information
What Is a Wetland?
Official definition:
Wetlands are "those areas that are inundated or saturated by surface or
groundwater at a frequency and duration sufficient to support and under normal
circumstances do support a prevalence of vegetation typically adapted for life in
saturated soil conditions." (Official U.S. Army Corp of Engineers definition of a
wetland, according to the Clean Water Act)
Transitional land 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:
Hydrophitic 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 = 1-4 months a year
Seasonally Wet = 4-11 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 Wetlands reduce flood damage by slowing floodwaters and act as a buffer
against storm surge.
o Wetlands act as sponges by absorbing floodwater and then allowing the
excess water to move gradually downstream (thus reducing damage to homes
and property).
o Store snow melt, rainfall and excess runoff
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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, which
otherwise would pollute surface waters, for growth.
The ability of wetlands to recycle nutrients makes them critical in the overall
functioning of earth. 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 sewage, excess 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
Up to 43 percent of endangered species use wetlands for habitat for part or all of their
lives.
Provide habitat for 75-90 percent of the nation’s commercial fish and shellfish
Over 400 species of fish and birds are dependent on wetlands for their survival.
5. Recreation
Recreational fishing involves more than 45 million people in the United States who
spend $24 billion annually on their hobby.
Wetlands also have great potential for tourism, since people enjoy hiking, swimming,
photographing 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 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 defined by the U.S. Environmental Protection Agency (EPA):
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
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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 to the
Everglades, 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, leading 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 ppt = parts per thousand.
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 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 and limitless water supplies and generally have
access to very nutrient-rich sediments.
Have salinities that range from 2 ppt to 32 ppt
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, tidal marshes 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
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like fish, worms, shrimp and crabs, who, in turn, become food for bigger
predators.
o Bacteria, fungi and small algae also colonize the detritus and they can break down
portions of the detritus that are not digestible by animals. This puts nutrients back
into the system that allow 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 salt marshes as a nursery. Approximately 50 percent of offshore
game fish begin life in a 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 ppt and 2 ppt
Vary in form and size from narrow fringing marshes of only a few square feet in size 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 tide ranges.
There are many different kinds of freshwater marshes, and they tend to be classified by
depth and duration of flooding.
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 – located adjacent to rivers, serve as a flood plain.
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
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Swamps
A swamp is any wetland dominated by woody plants. There are many different kinds of
swamps, ranging from the forested red maple, (Acer rubrum) to the swamps of the Northeast to
the extensive bottomland hardwood forests found along the sluggish rivers of the Southeast.
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 (Taxodium spp.),
Atlantic white cedar (Chamaecyparis thyoides) and tupelo (Nyssa aquatica). Some swamps are
dominated by shrubs, such as buttonbush or smooth alder. Plants, birds, fish and invertebrates
such as freshwater shrimp, crawfish and clams require the habitats provided by swamps. Many
rare species, such as the endangered American crocodile, depend on these ecosystems, too.
Swamps may be divided into three major classes, depending on the type of vegetation present:
forested swamps, shrub swamps and mangrove swamps.
Bottomland Hardwood Swamps (Forested Swamps)

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. Perhaps they do both.
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
Shrub swamps are similar to forested swamps except that shrubby vegetation, such as
buttonbush, willow, dogwood (Cornus sp.) and swamp rose (Rosa palustris), predominates. In
fact, 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
They are found in tropical and subtropical climates (between the latitudes of 32 degrees
north and 38 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.
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The name refers to both the wetland and the salt-tolerant trees that inhabit the area and
have also been called the “rainforests by the sea.”
Made up of diverse, salt-tolerant trees and other plant species that thrive in intertidal
zones of sheltered tropical shores, barrier islands and estuaries.
Ecology
o 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.
o The shallow intertidal reaches offer refuge and nursery grounds for juvenile fish,
crabs, shrimps 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 glaciation.
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 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.
There are two primary ways a bog can develop: bogs can form as sphagnum moss grows
over a lake or pond and slowly fills it (terrestrialization), or bogs can form as sphagnum moss
blankets dry land and prevents water from leaving the surface. Over time, many feet of acidic
peat deposits build up in bogs of either origin. The unique and demanding physical and chemical
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characteristics of bogs result in the presence of plant and animal communities that demonstrate
many special adaptations to low nutrient levels, waterlogged conditions and acidic waters, such
as carnivorous plants.
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 covered 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.
They generally are associated with low temperatures and short growing seasons in areas where
ample precipitation and high humidity cause excessive moisture to accumulate.
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Identifying Wetlands
The table below summarizes the major wetland types that were outlined in the section above.
Wetland Type Location Water Source Common Plants
Sphagnum moss, larch, black
Where glaciers have left a
spruce, cotton grass, sedge,
Bogs depression in the earth. Mostly Precipitation
horsetails, peat, Labrador tea,
found in northern latitudes
bog rosemary
Groundwater Similar to bogs but also have
sedges, grasses, shrubs and
Fens Northern latitudes; similar to bogs
(Less acidic than mosses that are different from
bog water) those found in bogs
Freshwater Depressions in the landscape Emergent plants such as reeds,
Groundwater or
Marsh which fill with open water; Central rushes and sedges; these vary
surface water
and Southern Alberta depending upon location
Small wetlands in the rolling hills
of the prairies in depressions left Surface water
Shallow Waters behind by glaciers; usually a such as rain,
Grasses and emergent plants
(Potholes) transition between marshes and snow, streams,
nearby lakes but isolated from etc.
other marshes
Variety of trees and shrubs;
Flooded by
Forested areas that are flooded Florida cypress and mangroves
Swamp surface water
seasonally are examples; Alberta trees do
runoff
not do well in standing water
Tidal Saltwater Near ocean shores and other Cordgrass, black grass, sea
Flooded by tides
Marsh saltwater tides lavender, glasswort
Near tidal saltwater marshes but
More varied plant life than
Tidal Freshwater further inland so little or no salt
Flooded by tides saltwater marshes; may include
Marsh content in the water; those with
brightly colored flowering plants
salt content are called "brackish"
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Wetland Changes/Loss:
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
http://www.epa.gov/owow/wetlands/vital/epa_media/mining.jpg
Human Actions Natural Threats

- Drainage - Erosion
- Dredging and stream channelization - Subsidence
- Deposition of fill material - Sea level rise
- Diking and damming - Droughts
- Tilling for crop production - Hurricanes and other storms
- Levees
- Logging
- Mining
- Construction
- Runoff
- Air and water pollutants
- Changing nutrient levels
- Releasing toxic chemicals
- Introducing nonnative species
- Grazing by domestic animals
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Ecology of Louisiana’s Coastal 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 unique and important habitats, but the
wetlands of coastal Louisiana are disappearing at a rapid rate. Current estimates hold that
Louisiana’s coastal land loss is equal to losing wetlands the size of a football field every 38
minutes.
The following section will discuss how Louisiana’s coastal wetlands were formed and
why they are disappearing at such a rapid rate.
Loss of Wetlands Over Time:

Historically, the Average Wetland Loss Was About 350 Acres a Year.
From 1930 to 1990 the Average Wetland Loss Increased to About 11,500 Acres a Year.
Current Wetland Loss is Estimated at About 16,000 to 22,000 Acres a Year.
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.
This area includes 21 U.S. states and two Canadian provinces.
The Mississippi River drains 2.4 million square miles.
About 55 percent of the total fresh water entering the Gulf of Mexico comes from the
Mississippi River.
Formation of Coastal Louisiana

In addition to discharging fresh water into the Gulf of Mexico, the Mississippi River
deposits sediment along the coast. Approximately 200 million metric tons of sediment are
discharged annually and settle along the coastal zone of Louisiana.
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Where the sediment flows out at the mouth of the Mississippi River it forms a delta – an
area of land that forms when sediment from a river is deposited along the coast. Over long
periods of time, the sediment builds up and forms a substantial unit of land.
Mississippi River Delta

Plays a large role in the formation of land in coastal Louisiana
The entire area of the Mississippi River delta is a product of sediment deposits from the
Mississippi River forming various “lobes” of land. A single lobe eventually reaches an
elevation that is so high that the Mississippi River can’t overcome it and reach the Gulf of
Mexico. To combat this, the river would switch directions and begin forming a new lobe.
As a new delta lobe was built the older one would recede. This ebb and flow of the land
of coastal Louisiana shaped the unique habitats found on the coast.
o As the old delta lobes retreated, water from the Gulf would move inland, forming
lakes, bays and sounds.
After a delta lobe is abandoned, the primary supply of fresh water and sediment to the
area was cut off. The area would then undergo compaction, subsidence and erosion.
(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, Louisiana has continually lost land.
Primary Causes on Land Loss in Coastal Louisiana

There a number of reasons Louisiana’s wetlands have been degrading. The following
section will touch on causes of wetland loss in Louisiana: levees along the Mississippi River,
digging channels and canals, saltwater intrusion, subsidence rates (plus sea level rise) and
invasive species.
1. Levees
Levees are designed for protection, flood control and agriculture, as well as to aid with
shipping and navigation. But levees also create a wall on both sides of the Mississippi River that
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keeps the sediment that once built up the land from being dispersed across coastal Louisiana.
With no new sediment input, the coastline is subject only to forces that erode it away.
More than 160 million tons of sediment that could be used to help build up Louisiana’s
coastline are instead transported off the continental shelf each year.
2. Canals and Channels

Canals often are dug in the wetlands to aid in oil and gas exploration, and shipping
channels are designed to open waterways for ship traffic. These all play an important role in the
economy of Louisiana, but canals and channels also have a devastating effect 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.
Canals cut through 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 dig out to form a canal is
deposited on the sides of the canal (this is called a spoil bank). The spoil banks adjust the
elevation of the marsh and inhibit 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 banks, it becomes trapped and
converts the marshland to open water.
Anther 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. This problem will be discussed in the next
section.
3. Saltwater Intrusion
Saltwater intrusion is the movement of salt water into another environment, such as a
freshwater marsh. This intrusion may occur as the result of a natural process like a storm surge
from a hurricane. More often, however, saltwater intrusion 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 can be detrimental to marshes because the high salt concentration in
the water coming into the freshwater marshes can kill the existing vegetation. When the
vegetation dies off, the root structure of the plants also is killed and breaks down. The roots of
plants act as an underground net and hold sediment and land in place. Without the roots of plants
to hold the surrounding land in place, the land begins to erode away. After this occurs, there is
nothing but open water left where a wetland once existed.
4. Subsidence
Subsidence is a natural process of compaction and sinking of soil. This is a completely
natural process that has been happening along the coast of Louisiana for centuries, but until the
early 1900s, this process was always offset by sediment that was deposited across the landscape
from the Mississippi River when it flooded. This created a cycle of land deposits that looked like
this:
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1. Annual flooding of the Mississippi
River deposits sediment and nutrients
across the wetlands
4. The weight of the built-up soil layers 2. River sediments and nutrients settle
begin to compact the sediment below. out across the coastal wetlands.
3. Plants rapidly grow in the

nutrient-rich sediment and then die
off, decay and add to the sediment
The graphic above shows the natural process of depositing sediment and subsidence.
Once the levees were constructed, however, the first two parts of this equation were shut off.
Sediments could no longer flood across the wetlands. This drastically slowed down 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.
No Sediment Input + Subsidence = Land Loss
Subsidence + Sea Level Rise = Increasing the Problems

Sea level rise is a problem across the world, but when combined with subsiding land in
Louisiana, it leads to a compound problem. Eustatic Sea Level Rise (defined as the rise in sea
level worldwide) is 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.
5. Invasive Species
Invasive species are species that have been introduced to an environment (thus are not
native to the area) and often have a detrimental effect on the environment because they can
outcompete the species that naturally occur in the area. Invasive species can be both plants and
animals, and they can have detrimental effects on the wetland landscape. Below are a few
examples of invasive species that are doing damage to Louisiana’s wetlands.
1. Nutria (Myocastor coypus)
Nutria were first brought to Louisiana in 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 cause a problem because they not only eat the stem of the grass but also
dig into the sediment and eat the root system. When the roots of the plants are killed off, 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. Nearly 50,000 acres of Louisiana marshes are affected by
nutria.
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 are in the early 1900s to
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help establish local sap industries. Chinese tallow trees take over an area and can overshadow
and kill off the lower lying native grasses and degrade important wetland habitats.
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 effects hurricanes may have once they make landfall, because wetlands act as a buffer against
a hurricane’s winds and storm surge. When a hurricane comes across a wetland, the vegetation
helps slow down the storm surge and thus reduces the damage the hurricane can do when it
reaches a populated area. Most researchers believe that for every 1 mile to 2.7 miles of vegetated
wetland that a hurricane crosses, the storm surge of the hurricane is reduced by 1 foot by each
section of wetland.
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.
Effects of Hurricanes Katrina and Rita
Devastated breeding grounds for marine mammals, brown pelicans, turtles and fish, as
well as migratory bird species
Caused closure of 16 national wildlife refuges
Caused substantial beach erosion
About 20 percent of the local marshes were permanently overrun by water
90 percent of crude oil production in the continental United States was shut down, which
led to increased gas prices nationwide
The chart below shows the effects these hurricanes had on Louisiana’s economy
Effects of Hurricanes Karina and

Rita on Louisiana’s Economy
Estimated Loss of
Industry
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
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Economic Values of Louisiana’s Wetlands
In addition to the aesthetic value, recreational value and hurricane protection Louisiana’s
wetland provide, they also provide a good source of revenue for the state. If Louisiana continues
to lose its wetlands at the current rate, approximately $103 billion in assets will be in jeopardy
from flooding along the coast.
1. Wildlife and Fisheries

Fisheries is a $3.5 billion a year industry.
o Louisiana is the nation’s largest producer of shrimp, oysters and blue crabs.
o The state’s coastal zone provides nearly a third of fish (by weight) harvested in
the lower 48 U.S. states.
Waterfowl trip expenditures = $53.5 million per year.
Alligator harvests = $20.8 million per year.
Fur harvest = $1.3 million per year.
2. Employment
Fisheries industries provide jobs for more than 40,000 Louisiana citizens.
Refineries employ 97,000, who spend $8 billion annually in Louisiana.
In Louisiana’s coastal parishes, the lodging and food-service industries employ close to
110,000 people – about 13 percent of workers in the coastal zone or 6 percent of total
state employment.
3. Industrial
Four of the nation’s 10 largest ports are in Louisiana and carry 492 million tons of
waterborne commerce and 16 percent of foreign waterborne commerce.
The only superport receives 13 percent of the nation’s daily crude imports and has
pipeline connections to nearly 33 percent of U.S. refining.
4. Oil and Gas Production

Louisiana is No. 1 in the nation in crude oil production.
Louisiana is No. 2 in the nation in petrochemical production, total energy production,
natural gas production and refining capacity.
19
References:
Alberta Environmental Education: Wetlands – Webbed Feet Not Required.
http://environment.gov.ab.ca/edu/posting.asp?assetid=6278&audience=Teachers&searchtype=as
set&txtsearch=wetland&head=ED
America’s WETLAND Foundation. www.americaswetland.com
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
Environmental Protection Agency

http://www.epa.gov/owow/wetlands/
The Biodiversity Partnership (for info on LA invasive species)

http://www.biodiversitypartners.org/state/la/invasive.shtml
The Louisiana Department of Natural Resources

http://dnr.louisiana.gov/
Barataria Terrebone National Estuary Program (BTNEP)

www.btnep.org
The Ramsar Convention on Wetlands

http://195.143.117.139/info/values_recreation_e.htm
Coastal Wetlands Planning, Protection and Restoration Act (CWPPRA) Website – LA Coast.
www.lacoast.gov
Louisiana Dept. of Wildlife and Fisheries Nutria Website

http://www.nutria.com/site.php
United State Geological Survey (USGS) – “Chinese Tallow: Invading the Coastal Plane.” USGS
FS-154-00. October, 2000.
http://www.nwrc.usgs.gov/factshts/154-00.pdf
20
ABCs of
Louisiana
Wetlands
21
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 allow students to become more familiar with wetland
terminology before participating in other Youth Wetlands Education lessons.
Learning Objective(s)
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.
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.
22
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 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 the students bring you an incorrect match, have them continue looking for the “mate.”
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 teach student or to preassigned groups.
2. Give the students time to fill out the crossword.
Activity 3 – Wetland Art Project

1. If the students have not participated in any of the other activities, print out the wetland
flashcards from Activity 1 and go over the vocabulary words and definitions with the
students.
2. Have the students choose two to five words (your choice) that they found interesting or
didn’t know before the day began.
3. Tell the students that they will be creating a “Wonder 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 Flashcards
2. Wetland Crossword Puzzle
23
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
24
ABC’s of Wetlands
Name Student Activity Sheet
Wetland Flashcards
These cards can be handed out so the students can make flashcards or they can be used for
Activity 1 – Wetland Word Match Up
Plants that have adapted to living in or

on aquatic environments. Also called
AQUATIC PLANTS hydrophilic plants or hydrophytes
Containing a mix of fresh and salt

water; somewhat salty
BRACKISH
How many of a particular species an

area can support
CARRYING CAPACITY
A land form created by sediment

deposits at the mouths of rivers or
DELTA
tidal inlets
The mouth of a river where the fresh

water mixes with the salt water from
ESTUARY
the ocean
Water which does not contain a

significant concentration of salt; not
FRESH WATER
salty
Water beneath the land surface

and in the pore spaces of rock and
GROUND WATER
sedimentary material; also called
percolating water
Study of the properties, distribution,
and circulation of water in the
HYDROLOGY
atmosphere, earth’s surface and
underground
Youthh Wetlands Week

25
ABC’s of Wetlands
(continued)
A plant that moves in and takes over
INVASIVE PLANT an ecosystem to the detriment of
other species
To put at risk of losing

JEOPARDIZED
Part of a cypress tree’s root system

that juts out of the ground and above
KNEES (CYPRESS TREE)
the water; helps with the tree’s
strength
A raised embankment that prevents
river flow and helps control flooding
LEVEE
A wetland characterized by soft, wet,

low-lying land, marked by herbaceous
MARSH
vegetation
Indirect sources of pollution that enter

wetlands through processes like
NONPOINT SOURCE POLLUTION
drainage and runoff from fields and
urban areas.
Matter that has come from a once-
living organism, the product of decay,
ORGANIC MATERIAL
or matter that is composed or organic
compounds
Pollution that originates from a single
place/point such as pipes, ditches,
POINT SOURCE POLLUTION
wells and containers.
An approximately square or cubical

area, used when measuring land and
QUADRAT
vegetation for wetland studies

26
ABC’s of Wetlands
Name
Student Activity Sheet
(continued)
The process of reestablishing the

original condition of a degraded
RESTORATION
environment
The degree of saltiness, usually

referring to water
SALINITY
Thickness or opaqueness made by

the stirring up of sediment
TURBIDITY
Land that is neither a wetland nor

covered with water
UPLANDS
Temporary freshwater pond that exists

in the spring
VERNAL POOL
A land form characterized by the

presence of water, hydric soils and
WETLAND
hydrophytic vegetation
The vascular (woody) tissue of a plant

through which water flows
XYLEM
One five-day school week designed

YOUTH WETLANDS WEEK to educate youth on the importance of
wetlands
Type of freshwater grass in which the

blades are green with lighter green
ZEBRA GRASS
stripes (resembling zebra stripes)
Youthh Wetlands Week 27

ABC’s of Wetlands
Name
Wetland Crossword Puzzle
Directions – Below are the definitions of the wetland vocabulary words.
Use them to fill in the Wetland Crossword Puzzle.
Across
7. the study of the Earth’s water
9. the process of bringing back to existence
10. neither a wetland nor covered with water
12. a wetland characterized by soft, wet, low-lying land
14. have adapted to living in or on aquatic environments
15. a landform created by alluvial deposits
16. a raised embankment that prevents river flow
17. a type of freshwater grass
18. often the transition zone between upland and deep-water environments
20. matter that has come from once living organisms
21. part of a cypress trees’ root system that juts out of the ground
24. moves in and takes over
26. the vascular tissue of a plant
Down
1. temporary freshwater pond that exists in the spring
2. not salty
3. containing a mix of fresh and salt water
4. to put at risk of losing
5. an approximately square or cubical area
6. water that is beneath the surface of the land
8. designed to educate youth on the importance of wetlands
11. the lower course of a river where the current is met by ocean tides
13. thickness made by stirring up sediment
19. how many of a particular species an area can support
22. pollution that originates from a single place/point such as pipes, ditches and wells.
23. how salty water is
25. indirect sources of pollution that enter wetlands through processes like drainage and
runoff

28
ABC’s of Wetlands
Name
(continued)
Using the clues provided, fill in the crossword puzzle with the correct wetland vocabulary words.

29
ABC’s of Wetlands
Name
(continued)
Optional Word Bank
This 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
Aquatic Plants
Delta
Groundwater
Jeopardized
Marsh
Point Source Pollution
Salinity
Vernal pool
Youth Wetlands Week
Brackish
Estuary
Hydrology
Cypress knees
Nonpoint Source Pollution
Quadrat
Turbidity
Wetland
Zebra grass
Carrying Capacity
Freshwater
Invasive plant
Levee
Organic material
Restoration
Uplands
Xylem

30
ABCs of
Louisiana’s Wetlands
Answer Key to
31
Wet Soils and
Water Loving
Plants
32
The Dirt on Soil
Focus/Overview
Grade Level
This lesson focuses on the many factors contributing to
Upper Elementary
wetland loss in Louisiana. Although natural processes have
Junior High
led to wetland loss, various human factors have expedited the
problem.
Duration
One class period
Learning Objectives
The students will:
Setting
Discover what and where soil comes from and why
The classroom
soil is important in Louisiana wetlands
Distinguish the difference between inorganic and
Vocabulary
organic materials
Organic
Observe differences in wetland and upland soils
Inorganic
Hydric Soils
Materials List
Organic objects – sticks, leaves, tree bark, feather,
earthworms, flowers, fruits and vegetables (teacher
See GLE table in the
provides) index
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
Flour (teacher provides)
Sugar (teacher provides)
Crayon
Scissors
Three soil samples (one with a high sand content, one with a high clay
content and one with a high organic content)
Index cards
Hole punch
Tape
Magnifying glasses
Writing utensils
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.
33
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 particle 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.
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
34
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.
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.
35
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
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
36
The Dirt On Soil
Name
Inorganic Versus Organic
Directions: 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 Inorganic Items

(is alive or was alive) (is not alive and was never alive)

37
The Dirt On Soil
Name
Soil Colors
Directions:
Use crayons to color the circles below with the colors listed next to the circle. When you are finished, fold the
rectangle 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!

38
The Dirt on Soil in the T-3 Format
What You Say What You Do What The Students Do

Today we will be learning Use the information at the Talk about what they know
about soils and why are they beginning of the lesson and about soils and those soils
important. the General Wetlands found in wetlands.
Information at the front of
Lead a discussion with the curriculum binder to fully
questions like: explain soils, specifically
Can anyone tell me the wetland soils.
difference in 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?
We are going to play a little Pass out Organic Versus Take worksheet.
game to determine what you Inorganic worksheet
know about where soils come (Activity No. 1.)
from. Everyone should have
received the Organic Versus.
Inorganic worksheet.
At the front of the class you Point to table at front of class Listen and observe table with
will see a table full of various and answer any questions objects.
objects from nature, around about organic and inorganic
the house, around school and (using background
so forth. As I hold up these information).
items one at a time, you need
to determine whether it is
considered an organic object
or inorganic object.
Write the object under the Hold up objects one at a time Look at items and fill in
column where you think it and allow time for students to correct columns on
belongs – based on whether it observe and record their worksheets.
is inorganic or organic. answers.
Now that we have gone Hold up items again one at a Look at items and provide
through all of the items, let’s time and solicit answers from organic or inorganic answer
go through your answers all the class. for each one.
together. Be sure to tell us
why you chose the column
you did.
39
So, if soil comes from Lead a discussion on soil Talk about what they know
different materials (inorganic textures using background about soils and soil textures.
and organic items), do you information.
think some soils feel different
from others?
Can anyone tell me the Pass around soil bags and Close their eyes and feel the
three different soil have students feel the soil bags.
textures? different 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.
Now, tell me what See Procedural Step No. 3 (in Discuss differences in
differences you felt in the Part 2) for questions to lead a textures and answer
three soil textures. discussion on soil textures questions.
and the importance to
Louisiana wetlands.
So now we know where soil Use background information Talk about what they know
comes from and what it feels to discuss soil color and the about soils and soil colors.
like, but there is one more importance to Louisiana
difference you might notice wetlands.
in different soils?
COLOR!
As I pass out the Soil Color Pass out the worksheet and Take worksheet and select
Worksheet, everyone should direct students to art supplies crayons to color the circles.
read the instructions at the with crayons.
top and then select the correct
crayons to color in the circles
on the sheet.
40
As you start to color the Assist students in coloring Color circles using crayons.
circles, observe the their sheets.
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.
Once you have finished Pass out scissors and assist Cut out dark circle in middle
coloring all the circles on with cutting. of chart.
your sheet, cut out the black
circle found in the middle of
the chart.
We are now going to examine Break off small samples of Take soil sample.
some different soils to each soil provided and pass
determine whether or not them out to a few students at
they are from a wetland area. a time.
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.
You should hold the chart in Help students correctly hold Place sample behind cutout
one hand and the sample in sample and chart. circle.
the other and place the
sample behind the circle that
you just cut out of the chart.
Now, try to match the soil Help students correctly hold Use chart to determine if soil
sample color to one of the sample and chart. Pass out is from a wetland.
colored circles on the chart. If new soil samples, as needed.
the color matches one at the
top, then it is a wetland soil.
If it matches one at the
bottom, then it is not.
Now that we have all had a Pass out three index cards to Listen and take index cards.
chance to observe the each student.
different soil colors, we are
going to take a closer look.
41
Everyone should have three Assist students with punching Punch holes and place tape
index cards. Use the hole holes and placing tape. over 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.
Label the cards A, B and C Label the cards.
(and so on if you provided
more soil samples).
Using a very small pinch of Assist students with soil Sprinkle soil samples onto
soil, sprinkle the soil onto the sample and applying second tape. Then place second piece
sticky piece of the tape. Then piece of tape. of tape over it.
place another piece of tape on
top of the soil. You have just
made a slide!
Once you have made all three Assist with magnifying Examine soil with
(or more) of your slides, use a glasses and pass them magnifying glass and record
magnifying glass to examine around, as needed. observations on index card
the soil sample. What do you slides.
see?
Write your observations
about the soil on your card
next to the sample.
Which soils do you think Lead discussion to finish Talk about what they learned
came from a wetland area? activity and allow students to today about where soils come
Where might you find take their slides home. from, soil texture and soil
some of these soil color.
samples?
42
Losing Ground: Subsidence
Grade Level
Upper Elementary
Focus/Overview
Junior High
This lesson focuses on the loss of Louisiana wetlands to a process
High School
known as subsidence – the sinking of the land. Although this is a
natural process, various human factors have exaggerated the problem. Duration
One class period
Learning Objectives
The students will: Setting
Distinguish the manmade and natural causes of sediment loss. The classroom
Define sea level and sea level rise and determine why this is
important to the state of Louisiana. Vocabulary
Define subsidence and the effect on Louisiana, resulting in Sea Level
relative sea level rise. Sea Level Rise
Identify extraction of products from the ground as a cause of Subsidence
increased subsidence. Relative Sea Level Rise
Soil Compaction
Materials List Displacement
“Vanishing Wetlands, Vanishing Future” Video
Plastic cups (two for each group of two students)
See GLE table
Ice cubes (teacher provides)
in the index
Wooden sticks/Popsicle sticks (two for each group of two
students)
Permanent marker
Ruler (one for each group of two students)
Clear plastic jug (one provided but each student should bring one from home)
Soil
Scissors
Balloon
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
43
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.
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
44
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.
10. Teacher Information:
a. The water elevation in the cup that 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
45
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)
Extension
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.
46
Name
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.

47
Name
Sea Level Rise
Directions:
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 Ice
1. Did the water level change as the sea ice melted?
2. How can you explain this?
B. Glacier Ice
1. 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.

48
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.
49
Losing Ground in the T-3 Format

some of the reasons we are beginning of the lesson and about Louisiana wetlands,
losing ground in Louisiana the General Wetlands why we are losing them, sea
wetlands. Information at the front of level rise and subsidence.
the curriculum binder to fully
Does anyone know what a explain why we are losing
wetland is? Louisiana wetlands. Focus on
Can anyone explain what the effects of sea level rise
sea level is? and subsidence.
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.
We are going to watch a short Play the “Sediment Loss” View the sediment loss
video about the sediment loss section of the “Vanishing section of the video.
in Louisiana. Wetlands, Vanishing Future”
video.
As I pass out the Causes of Pass out the student activity Read the passage and draw
Sediment Loss worksheet, sheet titled Causes of concept map.
everyone should read more Sediment Loss.
about the causes of sediment
loss and identify manmade
and natural causes. Then you
will draw a concept map.
Now that everyone has drawn Solicit answers. Discuss what they learned
their concept maps, who and show their concept maps
would like to volunteer to tell to the class.
me what they learned about
sediment loss?
50
Now we are going to break Break students into groups of Break into groups; go to
into groups to learn more two and have each one go to correct station and take
about sea level and sea level a station with all the worksheet.
rise. I am passing out a materials on it. Pass out one
worksheet that will help you worksheet to each group.
with this activity.
Each group should have two Label both cups correctly.

cups at its station. Using a
permanent marker, label one
cup sea ice and one cup
glacier ice.
I am passing out two ice Pass out 2 ice cubes to each Take ice cubes and place in
cubes to each group. These group. cup labeled sea ice.
cubes should be placed in the
cup measured sea ice.
The other cup should remain

empty.
Now, fill your cups halfway Show students where they Go to allowed area to fill
up with water and make sure can go to fill their cups and cups with water.
the water level is even in both assist them.
of the cups.
Once back at your stations, Mark water levels on the side

mark the water level of each of each cup.
cup on the side with a
permanent marker.
On the cup labeled glacier ice Assist students in placing Lay sticks across top of cup
– the one with no ice cubes in sticks. labeled glacier ice.
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.
51
I am now going to pass out Pass out two ice cubes to Take ice cubes and place
two more ice cubes to each each group. them on top of sticks.
group. These cubes should be
placed on top of the sticks
sticks.
Now that everyone has their Discuss with group and fill
ice placed on the sticks, take out predicted outcome on
a moment to predict what you worksheet.
think the outcome will be and
write this on your worksheet.
Stand your ruler next to the Assist students with Use rulers to measure water
cup and measure the water measuring water level. level and record on
level in inches (or whatever worksheet.
you choose). Record this
number in the START
column for both cups.
When I say GO, the clock Say GO when you are ready Observe changes in water
will start and each of your for the clock to start. Every 5 level and record
groups will take a reading minutes, yell TIME and assist measurements every 5
every 5 minutes for the next students in recording their minutes for 30 minutes.
30 minutes. I will call out water levels. This should
TIME, and that is when you continue for 30 minutes, and
should take your reading. then you should stay TIME to
Record any important finish experiment.
observations you want to
discuss at the end of the
experiment.
Now, as a group, answer the Answer questions on

remaining questions on your worksheets.
worksheets.
Once everyone is finished Use Procedural Steps No. 10 Talk about what they learned
with the worksheet, tell me and No. 11 to lead discussion and what they can do to help
what did everyone see? Was about what the students slow the rising sea level.
your predicted outcome observed and about the rising
correct? sea level and what students
can do to slow down this
process.
52
Sea level rise is happening Use background information Talk about what they know
everywhere but is a huge to discuss subsidence. about subsidence in
problem in Louisiana when Louisiana.
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?
In your same groups of two, At each station should be the

we are going to conduct an following materials: clear
experiment on sediment loss jug, balloon, scissors and
due to subsidence. 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 are Demonstrate how the jugs Students cut their jugs in the
going to determine how need to be cut a quarter of the same fashion.
extracting materials from way from the top and how a
underground affects the 2-centimeter-diameter hole
surface elevation of the land needs to be cut about two-
by doing an experiment. thirds from the bottom.
Fill bottom of container with Fill bottom of container with

soil until it is just below the soil until it is just below the
hole. hole.
Blow up the balloon to a size Blow up the balloon to a size

that fits in the jug, but do not that could fit in the jug ( do
tie the balloon. Hold the not tie the balloon ). Hold the
mouthpiece and insert it in mouthpiece and insert it in
the hole with balloon inside the hole with balloon inside
the jug. Be sure to keep the the jug. Then fill the
balloon sealed; don’t let the remainder with enough soil to
air out yet. Then fill the bury the balloon. Mark the
remainder of the jug with soil soil elevation on the side of
53
so the balloon is buried. the jug with a permanent
Mark the soil elevation on the marker.
side of the jug with a
permanent marker.
Watch what happens as you Release air from balloon,

release the air slowly. Mark observe and mark new
the new soil elevation on the elevation.
side of the jug with a
permanent marker.
How does this activity model Initiate discussion about the Answer and discuss.
extracting minerals and effects of extracting minerals.
petroleum from the ground?
How does this type of Initiate discussion about how Discuss subsidence rate.
extraction increase the rate of subsidence is affected by
subsidence? extraction.
54
Getting to Know a Plant
Focus/Overview Grade Level

This lesson is designed to introduce students to the parts of a plant Upper Elementary
and to how these parts function. Using a dichotomous key, students
will learn how to identify wetland plants that are frequently used in Duration
Louisiana wetland restoration projects. One class period
Learning Objectives Setting

The students will: The classroom
Identify the parts of a plant and learn how they function Outdoors
Understand the use of a dichotomous key
Identify unknown wetland plants using a dichotomous key Vocabulary
Learn key wetland restoration plants used in Louisiana Dichotomous Key
Scientific Name
Materials List Genus
White paper Species
Crayons/markers/colored pencils
Plant parts cards – provided in the student worksheet section See GLE table in the
Small garden shovel (teacher provides) index
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.
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.
55
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
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.
56
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).
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
57
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
58
Getting To Know a Plant
Name
Parts of a Plant
Directions:
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.

59
Name
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 __________________________________

60
Name
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 15
13. Are the leaves on your tree alternate or opposite?
(Picture source unknown)

61
(continued)
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 ________________________________________________________.

62
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.
63
Name
Plant Identification Sheet
Name this plant
Photo by Kiki Fontenot
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 eats the plant. Only one
type is not eaten by wildlife. Some people say you can eat the foliage raw or cooked.
Resources
Chabreck, 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

64
Name
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 ear-
lier 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
Resources
Oldenwald, 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

65
Name
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.
Resources
Chabreck, 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

66
Name
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.
Resources
Anonymous-University of Florida. 2002. Aquatic, Wetland and Invasive Plantt Particulars and Photographs
http://plants.ifas.ufl.edu/saropic.html
Jacono, C.C. 2003. USGS. http://salvinia.er.usgs.gov/html/identification1.html

67
Name
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.
Resources
Oldenwald, N. 1996. Identification, Selection and Use of Southern Plants for Landscape Design, Third Ed. Claitor’s Pub-
lishing Division, Baton Rouge, La.

68
Name
Name this plant
Photo by Chris Goodson
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.
Resources
Tiner, R.W. 1993. Field Guide to Coastal Wetland Plants of the Southeastern United States. The University of Massachu-
setts Press, Amherst.
Duke, James A. 1983. Handbook of Energy Crops.

http://www.hort.purdue.edu/newcrop/duke_energy/Avicennia_germinans.html#Uses

69
Name
Name this plant
Photo courtesy of Louisiana Sea Grant
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.
Resources
USGS. 2001. Gulf of Mexico Tidal Wetlands http://coastal.er.usgs.gov/wetlands/gallery/grasses.html

70
Name
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.
Resource
Oldenwald, N. 1996. Identification, Selection and Use of Southern Plants for Landscape Design, Third Ed. Claitor’s
Publishing Division, Baton Rouge, La.

71
Name
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. Propa-
gation 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.
Resources
Virginia Tech Dendrology. 2004. http://www.cnr.vt.edu/dendro/dendrology/syllabus/scanadensis.htm

72
Name
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.
Resources
Armitage, 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

73
Name
Name this plant
Photo courtesy of Louisiana Sea Grant
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.
Resources
Chabreck, 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.

74
Name
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.
Resources
Anonymous-University of Florida. 2002. Aquatic, Invasive, and Wetland Plant Particulars and Photographs.http://aquat1.
ifas.ufl.edu/spaalt.html

75
Name
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, eats 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.
Resources
Scheper, J. 2003. Myrica cerifera. http://www.floridata.com/ref/m/myrica.cfm

76
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)
77
Getting to Know a Plant in the T-3 Format

about wetland plants and how beginning of the lesson and the about Louisiana wetlands and
to identify them. General Wetlands the plants found there.
Information at the front of the
Does anyone know what a curriculum binder to fully
wetland is? explain Louisiana wetlands
Can anyone list some of the and the plants found there.
plants found in wetlands?
As I pass out the Parts of a Pass out Parts of a Plant sheet Take activity sheet and review
Plant worksheet, study the parts of plant.
drawing of the plant and try to
guess the role that each of the
parts plays to keep the plant
alive.
Can anyone tell me a part of a Write important points from Discuss what they know about
plant and why it is important? discussion on board. plant parts.
Those are some great guesses! Using background information Listen to the descriptions of the
Now, let’s start at the top of and answer key, go through parts of a plant.
the plant drawing and review each plant part and tell student
what each part is and what its what it is used for.
function is.
What is your opinion about Share what part they think is the
which plant part is the most most important and why.
important and why?
Now you will fill in the blanks Assist students in completing They will fill in the blanks on
on your worksheets for each the Parts of a Plant worksheet. the Parts of a Plant worksheet.
part of a plant.
Now that everyone has Read the paragraph aloud with Listen and call out answers when
completed the worksheet, let’s the correct answer (see Answer prompted by teacher.
go through the paragraph Key). If there are incorrect
together. Shout out the answer answers, hold a discussion on
for the blank as I read along! these.
Now we are going to go Lead the students outside to a Follow you outside and begin to
outside so that each of you previously selected location look for their plants.
can collect a plant from our where they can find plants to
schoolyard. bring inside.
78
You may now pick a plant of Aid students in collecting their Find a plant of his or her choice
your choice. Try to pick a plants. and collect it (dig it up, etc).
plant other than grass and
make sure to dig up the entire
plant, not just to stem. Once
you have dug your plant,
move to one side so I will
know who is finished.
Now that everyone has Bring students back into the Follow you into the classroom.
collected a plant, let’s return classroom.
to the classroom.
On this blank sheet of paper, Hand out blank paper, writing Draw their plants on their sheets
draw your plant and try to utensils and any art supplies of paper, label the parts of their
label as many parts of your you have in the classroom. plants and write three reasons
plant as possible. Also, write why they selected their plants
three reasons why you plant.
selected this plant.
Now each of you will be able Pass out the Plant Collection Take the worksheet and listen to
to classify your plant using a Dichotomous Key worksheet. the description of a dichotomous
dichotomous key. See background information to key.
Can anyone tell me what a explain what a dichotomous
dichotomous key is and key is and how it is used.
what it is used for?
Who would like to help me With the volunteer, work Student volunteer will bring his
work through the through the dichotomous key or her plant to the front of the
dichotomous key with your in front of the class. class and help you work through
plant at the front of the the key. Other students will
classroom? listen and observe.
It is now your turn to classify Help students classify their Use the dichotomous key to
your plants using the plants using the dichotomous classify their plants.
dichotomous key. key.
Who would like to share their Select students to share with Volunteers present their plants
plant and its classification class. and each plant’s classification to
with the rest of the class? the class.
79
Now that we all know what a Pass out Dichotomous Key Take activity sheet.
plant is, what each part is used Handout to every student.
for and how to classify a
plant, we are going to go over
a few plants that are very
important to our wetlands.
In groups, you are going to Divide class evenly into 13 Break into groups and take
identify some popular groups and pass out one Plant activity sheets.
Louisiana wetland plants Identification Sheet to each
using the Dichotomous Key group.
handout.
As a group, look at the picture Assist students with Plant ID Read the descriptions on the
of the plant on your card and cards and dichotomous keys cards and then find the scientific
read the plant’s description. (see answer key). names of the plants using their
Once you have done so, use dichotomous keys.
your dichotomous key to find
its scientific name and write it
on your worksheet.
Once your group has Observe and encourage groups Once they finish their cards,
determined the scientific to trade cards. students will trade with others
name of the plant on your and find the scientific names of
card, trade with another group the other plants.
and start over with that plant.
Who would like to share their Ask a few students to present Some students will present their
plant cards with the class? their plant cards and what they cards and the scientific names
think the scientific names are. they have found.
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.
80
Spanish Moss

Students will learn about Spanish moss, the history of its Upper Elementary
exploitation, and why this plant is important to Louisiana.
This lesson will engage students in taking common Spanish Duration
moss and developing a product humans would use but would One class period
not be harmful to the environment.
Setting
Learning Objectives The classroom
The students will:
Learn about supply and demand Vocabulary
Create a human-needed, environmentally friendly Spanish Moss
product out of Spanish moss Overharvesting
Use marketing skills to sell their design to their Supply
classmates Demand
Consumer
Materials List
“Haunted Waters Fragile Lands, Oh! What Tales to
Tell” video See G.L.E. table in the
Markers index.
Construction paper
Foil
Glue
Scissors
Pencils
Pens
Large index card
Spanish moss
Spanish moss, also known as graybeard, is a flowering plant in the pineapple family.
This moss has threadlike stems with small greenish-blue leaves that grows 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 think that Spanish moss is a parasitic plant, meaning that it takes valuable
nutrients from the tree that it lives on, eventually leading to the death of the tree.
However, this 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 that they live on, but may lower their growth rate
by reducing the amount of light to a tree's own leaves.
81
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
overharvested for years and used as a stuffing material in automobile seats, furniture, and
mattresses. Overharvesting is harmful to an ecosystem because it depletes the species to
very low numbers and may drive it to extinction.
One way to stop overharvesting of natural resources, such as Spanish moss, is to control
the supply and demand of the product. Supply is the quantity of goods that a supplier has
available to sell. Demand is the amount of goods that consumers are willing to
purchase. If there is a high demand for an item, suppliers will go to any length to obtain
it and hopefully make a profit. Setting and enforcing laws and regulations can control the
supply and demand of a product and stop harmful overharvesting of natural resources.
Because of regulations enforced on the harvesting of Spanish moss, today the stems are
only used occasionally in upholstery, as a packing material, and in the floral industry to
hold in moisture in 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
Overharvesting – 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.”
2. Make copies of student activity sheet for each group of 4 students.
Procedure
1. Discuss with the class what they learned from the video about Spanish moss.
2. Review the background information about Spanish moss and supply/demand.
3. Divide students into groups of 4 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.
82
5. The students can use any of the arts and craft supplies to make the product (some
of these items are foil, construction paper, markers, and more).
6. As students work on their product they should consider the following and answer
the questions on their student activity sheet.
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 product and completed their worksheet, the group
must come up with an advertisement skit that they will do at the front of the class.
The skit must include the product name, who the product targets, 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
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
83
Spanish Moss
Spanish Moss
Welcome 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!

84
Spanish Moss in the T-3 Format
What You Say What You Do What the Students

Do
Have students watch the Sit back and watch
video “Haunted Waters, the video.
Fragile Land, Oh! What
Tales to Tell.”
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 Read background material
Spanish moss that you chose. 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 Assign students to groups Brainstorm an idea
product using your moss samples. of no more than four; make and build a
sure each group has prototype.
The product must be materials needed.
environmentally friendly and
important to humans.
Remind students to keep the Four Create an
Ps in mind: advertisement for
• Product - how will this product their product using
make our lives easier? construction paper
• Placement - who will use this and markers.
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?
Tell the students to create a quick Students will present

presentation on their product using their product to the
the prototype and their class.
advertisement.
85
Wonders of Wetlands
Focus/Overview
This lesson will review the scientific method while participants Grade Level
also perform an experiment that demonstrates wetland plants Upper Elementary
acting as a filter and absorbing pollutants from water.
Duration
Learning Objectives Part 1: 30 minutes to set up
The students will: experiment (experiment must
Describe wetlands (for example: a river, lake, stream or sit for 12 hours)
marsh area where water is a major feature of the Part 2: 1 hour to complete
environment) experiment, record
Review the scientific method and use the steps in it to observations, and complete
complete an experiment worksheet
Describe the process of how wetland plants remove
pollutants from water Setting
The classroom
Materials List
Celery stalks with leaves at the top (teacher provides) Vocabulary
Jars (One jar for each group of two students – teacher or Wetlands
students provide) Photosynthesis
Blue and red food coloring Respiration
Knife (teacher provides) Purification
Paper Filters
Colored pencils Pollutant
Pencils Toxin
Background Information See GLE table in the index
Water carries many substances. Some materials dissolve in water,
but others such as sediments float in the water and are carried by it
– a process known as suspension. Some of these substances are beneficial for plants and
animals, and others, known as pollutants or toxins, may be harmful to the plants and
animals living in the water. Pollutants from human activities are found in and around all
populated environments. Pollutants may consist of different petroleum products, heavy
metals, litter, excess nutrients from household use or commercial products (for example,
nitrogen and phosphorus), industrial waste and pesticides.
The vegetation that exists in a wetland (roots, stems and leaves) helps to slow the flow of
water through a wetland and traps sediment and acts as a filter. These sediments settle
into the wetland instead of flowing into canals and channels used by boats, ships and
other water craft. As water slowly moves through a wetland, the plants remove and take
up excess nutrients and toxic pollutants. Some of these nutrients can be used by the plants
86
for growth, and others are stored in the plants’ tissues. Consequently, water leaving a
wetland frequently is cleaner than water entering the wetland. That is why many
communities are now using wetlands to help in the water treatment process. It is
important to note that wetlands cannot purify and clean all the water but can be used to
aid in the process.
Review the General Wetlands Information at the front of the curriculum binder so you
can explain the various types of wetlands to students and tell them how wetlands filter
sediments and pollutants out of water.
In this lesson, students will work through the steps of the scientific method to explore the
process of wetland plants taking in pollutants found in water. The scientific method is a
way to ask and answer scientific questions by doing experiments and making
observations.
In general, the steps of the scientific method are:

1. Identify a problem or question.
a. The scientific method starts when you ask a question about something that
you observe: How, What, When, Who, Which, Why or Where?
2. Construct hypothesis.
a. The hypothesis is an educated guess about how things work:
"If _____[I do this] _____, then _____[this]_____ will happen."
3. Design and conduct an experiment –
a. This experiment should test your hypothesis and determine whether your
hypothesis is true or false.
4. Collect data.
a. Throughout the experiment, observations and any information that is
important to the outcome should be recorded. At the end of the
experiment, the final result and final observations should be recorded.
5. Draw conclusions.
a. The data collected should reveal whether your hypothesis is true or false.
Definitions:
Wetland – an area of land where soil is really wet either permanently or seasonally. A
wetland often is a transitional area between dry land and deep water.
Purification – to free something from anything that pollutes or contaminates it.
Filter – any porous substance through which liquid or gas is passed to remove suspended
impurities.
Pollutant – any substance that renders the air, soil, water or other natural resource
harmful or unsuitable for a specific purpose (for example, harmful chemicals or waste
products).
87
Toxin – a poison produced by a living organism, especially bacteria, capable of causing
disease.
Suspension – the state in which the particles of a substance are mixed with a fluid but are
not dissolved.
Hypothesis – an educated guess about how things work.
Advance Preparation
1. Make one copy of the Scientific Lab Report Worksheet for each student.
2. Set up materials for each group of two students. Each group will need a jar filled
with water, celery stalks with leaves at the top, a bottle of blue or red food
coloring, paper, pencils (colored and normal), copies of the assessment sheet and
a filter or sieve.
3. Cut off 1 inch from the bottom of each celery stalk before distributing them to the
students.
Procedure
1. Review with class the background information on wetlands and the scientific
method.
2. Divide students into groups of two and provide each pair with the materials
needed to set up the experiment (jar, water, food coloring and leafy stalk of
celery).
3. Pass out one copy of the Student Lab Report Worksheet to each student.
a. The students should record experiment title, hypothesis, materials,
procedure, results and conclusions as they go through this experiment.
4. Have students carefully fill their jars three-quarters full with water.
5. Have students add drops of food coloring until the color of the water is dark (at
least five drops). Stir until the color is evenly distributed throughout.
6. Discuss what pollutants and toxins are and have the students give examples of
pollutants and toxins that come from human activities (see background
information).
7. Tell the students that the food coloring is acting like a pollutant in the water of our
wetland environment and the celery stalk is a wetland plant.
8. Using the General Wetlands Information in the front of the curriculum binder,
explain to the students how wetlands act as filters and absorb pollutants.
9. Ask the students to imagine water flowing into a wetland with many wetland
plants. Explain to them that the celery stalks represent these plants, such as
cattails, sedges and grasses.
10. The students will then put a stalk of celery with the leaves on top into the jar to
sit. (The celery does not have to be a certain size, but each stalk should have the
bottom inch removed).
11. The students will need to create a name for their wetland plant and make a sign to
tape onto the jar.
12. Each group of students will create a hypothesis on what they think will happen to
their wetland plant in the polluted water.
88
13. The students should check the stalk several times throughout the day and observe
how the stalk and leaves are changing. They should record these observations on
their worksheets.
14. Let the stalk sit overnight (the process takes approximately 12 hours).
15. The next day, the students should observe and record what happened to their
celery stalk overnight.
a. What observations can be made to tell them that their water reached the
top of the plant?
16. The students will remove the celery stalk from the cup, and an adult should cut a
centimeter off the bottom of the stalk.
17. The students should observe small circles at the bottom of the stalk that are the
color of the food coloring you used. (These circles are xylem – the tubes that
carry water up the plant.)
18. An adult should continue cutting the celery stalk at 1 centimeter intervals. The
students should try to follow the path of the colored water all the way up the stalk
of the celery to the leaves and record their observations.
19. Refresh the discussion on pollutants and toxins and how wetlands act as filters to
purify water. Students should keep in mind that the jars represent small versions
of a wetland environment and the celery stalk represents a wetland plant.
20. After this discussion, students should record their conclusions on their lab
worksheets and draw pictures of what the celery looks like at the end of the
experiment.
21. Once all students have completed the lab worksheet, have them review their
hypotheses for this experiment.
a. Were their hypotheses correct?
b. What have they learned about water quality and wetlands?
c. How do wetland plants help purify water? (Plants take up pollutants from
water)
d. Why is the remaining water in the jar still “polluted”? (Wetlands cannot
purify and clean all the water but can be used to aid in the process. Plants
can only remove so much.)
e. What happens to the pollutants? (They are stored in the plant tissue and
released into the environment again when the plant dies.)
Blackline Master
1. Student Lab Report
Resources
Environmental Protection Agency
http://www.epa.gov/region01/students/teacher/world.html
Science Buddies
http://www.sciencebuddies.org/science-fair-projects/project_scientific_method.shtml
National Geographic
http://www.nationalgeographic.com/xpeditions/lessons/17/g912/methods.html
89
Wonders of Wetlands
Name
Student Lab Report
Title:
Hypothesis:
Materials:
Procedure:
Results (Data/Observations):

90
Wonders of Wetlands
Teacher Guide to Student Lab Report
Title:
The students should create a concise, yet descriptive, title of their experiment.
Hypothesis:
The students should come up with a hypothesis. Make sure this possible solution is a complete
sentence, and make sure the statement is testable by the experiment.
Materials:
The students should make a list of ALL items used in the experiment.
Procedure:
The students should write a paragraph (complete sentences) which explains what is done in the
experiment. This procedure should be written so that anyone else could repeat the experiment.
Results (Data/Observations):
This section should include any observations or additional notes made by students during the
experiment.
Conclusions:
The students should accept or reject their hypothesis.
The students should EXPLAIN why they accepted or rejected their hypothesis to help the reader
understand the results.
The students should list one thing they learned and describe how it applies to a real-life situation.
As a group, the students should discuss possible errors that could have occurred in the
experiment (water spilled, not enough dye, etc.)
91
Wonders of Wetlands in the T-3 Format

Today we will learn about Use the information at the Talk about what they know
wetlands and one of the many beginning of the lesson and about Louisiana wetlands and
benefits they provide to the General Wetlands how wetlands benefit people.
people. Information at the front of
Does anyone know what a explain Louisiana wetlands,
wetland is? the benefits they provide to
Can you list some benefits people and specifically how
of wetlands? they act as a filter.
Can anyone tell me what the Solicit answers from Discuss what the scientific
scientific method is and what students. method is, what it is used for,
it is used for? and the steps of this process.
The scientific method is a Review the steps of the
way to ask and answer scientific method by writing
scientific questions by doing them on the board. (See
experiments and making background information.)
observations.
Now that we understand a Pass out a Scientific Lab Listen and take worksheet.
little more about Louisiana Report Worksheet.
wetlands and the scientific
method, we are going to do
an experiment.
I am going to divide you into Divide the class into groups Divide into groups and find a
groups of two. Each group of of two students. desk with supplies on it.
two should move to a desk
with the supplies located on
it.
Now that you are divided into Monitor students filling up Go to allowed area, fill jar
groups and are at your the jars. three-quarters full with water,
stations, one person from and return to station.
each group should take your
jar to the bathroom (lab,
kitchen) and fill it about
three-quarters full with water.
92
Now that everyone is back at Monitor students adding food Add food coloring and stir
their stations, one person in coloring and stirring. the jar of water.
the group should add five
drops of food coloring to the
jar of water and stir until the
color is evenly distributed.
Who can tell me what they See background information Listen and discuss what they
know about pollutants and and definitions. know about pollutants,
toxins? specifically those found in
What about those water.
pollutants that are found in
water?
Can anyone list some
pollutants that might come
from human activities?
This jar of colored water Listen and observe jar of

represents a wetland habitat colored water and celery
with pollutants in the water stalk.
(the food coloring is the
pollutant).
Imagine this polluted water
flowing into a wetland with
many wetland plants, such as
grasses, cattails and sedges.
The celery stalk on your
station represents these
wetland plants.
Does anyone know what a See background information Talk about what they know
filter is? and definitions. about a filter and how
Can someone tell me how wetlands can help purify
wetlands can act as a filter water.
to polluted water?
(Wetland plants “drink”
water and can help clean
the water of pollutants)
Each group should now put Monitor students placing Place celery stalks with
their celery stalk, leaves up, celery in jars. leaves up in jars of colored
into the jar of colored water. water.
Each group should create a Walk around and confirm Create experiment names and
name for their experiment that students are creating write on worksheets.
and write that on their student experiment names and
lab worksheet. writing them on their
worksheets.
93
Each group will now come up See background information. With their partner, discuss
with a hypothesis on what their hypothesis and then
they think will happen to the write on worksheet.
colored water and the celery
stalk. This should be written
on your student lab
worksheet.
Now, each group should Monitor students filling out Fill out Materials and
complete the Materials and lab worksheets. Procedure sections of the
Procedure section of your worksheet.
student lab worksheet. In the
Materials Section, all items
used at your station so far
should be listed here. Under
Procedure, you should list
every step of the experiment
you have done up until now.
You will add more to this
section as we go through the
experiment.
We are now going to set our Designate area for students to Place jars in designated area.
jars at the back of classroom bring jars to and help groups
(on windowsill, somewhere place jars there.
out of the way), and we will
check them several times **It is up to you when you
throughout the day. would like the students to
check their jars.**
Now, you may check your Help students check their jars Check their jars and record
jars and record any and confirm they are observations on lab
observations about your recording observations. worksheet.
water or celery stalk on your
lab worksheets. (The stalks
and leaves should change
throughout the course of the
day.)
After your last observation, Leave jars overnight. Leave jars to sit overnight.
we are now going to let our
wetland habitats sit overnight
(approximately 12 hours).
94
Let’s go observe what Help students get their Get jars and return with
happened to your wetland designated jars and return to partner to station.
habitats overnight. Please their stations.
find your jar and bring it back
to your station.
Now, you will observe what Pass out worksheets from Take worksheets and record
has happened to your yesterday. observations.
polluted water and wetland
plant and record this on your
student lab worksheets.
I will walk around and help Walk around to each group Observe and record
every group observe what and cut 1 centimeter off the observations.
happened in your wetland bottom of the celery stalk.
plant. Once I cut your
wetland plant, you will need
to record these observations.
I will come back around and Walk around and continue to Observe and record
continue to cut each wetland cut each stalk at 1 centimeter observations. Students should
plant until we reach the intervals until you reach the try to follow the path of the
leaves. leaves. colored water all the way up
What observations can be the stalk to the leaves.
made to tell you whether
or not your water reached
the top of the wetland
plant?
Now that everyone has Solicit answers. Discuss what pollutants are.
recorded their observations,
can someone tell me what a
pollutant is? You should keep
in mind that the jars of
colored water represent a
wetland habitat and the celery
stalk represents a wetland
plant.
Now that the experiment is Help students come up with Create conclusions and draw
complete, you can go to your conclusions and draw their pictures of celery stalk.
student lab worksheets and pictures.
record any conclusions that
you gained from this test.
Then use the colored pencils
at your station to draw what
the celery looks like at the
95
end of the experiment.
Let’s now review your See questions printed earlier Answer questions and
hypotheses and see what with Procedural Step No. 21. discuss.
everyone thought was going
to happen in this experiment!
96
Wetland
Habitats
97
Wetland Metaphors
Focus/Overview
This lesson introduces the students to the many functions Grade Level
and values of wetlands. This activity can actually be Upper Elementary
completed twice. Use the activity as a teaser to see what Junior High
students know about wetlands before completing the
comprehensive curriculum activities. You can then do this Duration
exercise at the end of the year or when all wetland lessons One class period
have been taught to see what knowledge the students have
gained! Setting
The classroom
Learning Objectives
The students will: Vocabulary
Describe the characteristics of a wetland Metaphor
Identify the ecological functions of a wetland Wetland Function
Appreciate the values of wetlands to humans and Wetland Value
wildlife Biodiversity
Primary Productivity
Materials List
Sponge See G.L.E. table in the
Small pillow (teacher provides) index
Eggbeater
Baby’s bottle
Strainer
Coffee filter
Antacid medicine
Soap
Pillowcase (teacher provides)
See the General Wetlands Information at the front of the curriculum binder for more
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.
98
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.
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
99
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.
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
100
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)
101
Wetland Metaphors in the T-3 Format
What You Say What You Do What the Students Do

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 Write the list of values on Students list values of
wetlands to humans and the board, easel or wetlands of which they
wildlife. overhead transparency. are aware.
Wetlands also perform Write the list of functions Students list ecological
important functions in the on the board, easel or functions about which
environment that we may not overhead transparency. they are aware.
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.
Now we’re going to increase

our list of wetland functions
and value by the use of
metaphors.
Does anyone know what a Use common objects in the Students define
metaphor is? classroom to help the metaphor if they can.
students come up with their
own metaphors.
102
A metaphor is a term Divide the students into Students discuss the
connecting one thing or idea groups of two or three (up metaphorical connection
with another. You can use to 12 groups) and pass out between the object and a
metaphors to help explain the the objects from your function or value of
meaning of something. “mystery” metaphor bag or wetlands.
Sometimes you have to be box.
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 Write the functions and

each pair or group. Your job is values represented by the
to use your knowledge of the objects on the board, easel
values and functions of pad, etc.
wetlands to come up with the
function or value that your Students share their ideas
object represents. After you with the rest of the class.
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.
103
Wetland Taste Test

This lesson is designed to educate students about the different wetland Upper Elementary
ecosystems found in Louisiana. The students will compare and contrast
these different habitats using their sense of taste. Duration
One class period
Learning Objectives
Learn the definitions of a wetland and an ecosystem The classroom
Learn how various salinity levels define wetland habitats
Taste water samples with various salinity levels and determine Vocabulary
what wetland habitat the water would likely have “come from” Habitat
Wetland
Materials List Swamp
2-liter bottle (one provided but students should bring one from Marsh
home Salinity
Small disposable cups or Dixie cups (1 for each student)
Salt See GLE table in the
Water (from drinking fountain) index
4 jugs/jars that can hold 2-liters of water
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.
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 35 parts of salt to 1,000 parts of water (or 35 ppt).
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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 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 = 1-6 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 = 7.5-15.0 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 > 15.5 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.
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.
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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.
Lesson Extension
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.
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Blackline Master:
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
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Wetlands Taste Test
Name
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:
• 0 ppt = Freshwater Marsh/Swamp

• 6 ppt = Intermediate Marsh
• 12 ppt = Brackish Marsh
• 30 ppt = Salt Marsh
Sample No. Salinity (ppt) Wetland Type Observations

1

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Wetland Taste Test 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 Review the wetlands habitat Students will talk about what
the state. Along our coastline, types in the background they know about wetlands
there is a specific type of portion of this lesson and in and, more specifically,
wetland called a “marsh.” the General Wetlands marshes.
A marsh is a type of wetland the binder.
that is described by the
grasses that grow in it.
There are four main marsh Students will answer the
habitat types that we will salinity question.
discuss today. They are
defined primarily by their
salinity. Do you know what
salinity means?
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 35 parts of salt to 1,000
parts of water (or 35 ppt).
There are four major marsh Review the marsh habitats

habitat types that are defined found in the beginning of this
by their salinity – fresh, section and explain those
intermediate, brackish and types to the students.
salt. Especially focus on the
salinities of each marsh
habitat.
In front of me I have four Hand out a small cup and the Students will collect the
water samples. They are student worksheet to each items and prepare to do the
mixed to represent water student. experiment.
from four different wetland
types. Today, you will taste
the habitat types and
determine what the salinity is
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and what wetland type the
water came from.
Give the students time to Students will sample the
sample all four water types water and determine what
and write down what they they think the salinity is and
think the salinity level is and what habitat type the water
what type of wetland the would be from.
water would have come from.
Review the answers the
students wrote on their
worksheets and provide them
with the correct answers.
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Habitat Loss

This lesson is designed to increase student awareness of the Junior High
causes of wetland loss in Louisiana. Students will also
explore the problems associated with species attempting to Duration
adapt to new environments. One class period

Identify causes of habitat loss in Louisiana wetlands
Explore the impact of habitat loss on species See G.L.E. table in the
index
Materials List
Paper or plastic cup
Hole punch
Scissors
Construction paper (four colors for each group of students)
Construction paper (2-foot by 4-foot section taped side by side, of one color
only).
BTNEP “Vanishing Wetlands, Vanishing Future” video
Advance Preparation
1. Review the Generals Wetlands Information section at the front of the binder to
familiarize yourself with the various wetland habitats found in Louisiana.
2. Have DVD of Vanishing Wetlands, Vanishing Future set to the “Habitat Loss”
portion of the video.
Procedure
Part 1
1. View the “Habitat Loss” section of the “Vanishing Wetlands, Vanishing Future”
video.
2. Pass out the Causes of Habitat Loss student activity sheet for students to complete
in cooperative learning groups.
3. Monitor the students as they work on the video follow-up activity and answer any
questions that may arise.
4. Have the groups report their findings from the activity sheet.
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Part 2
NOTE: If time will be a problem for Activity 2, the teacher may cut out the pieces of
paper in advance and skip the procedures on the “Thrown Into a New
Environment” activity sheet, that explain how to cut or punch the paper (Steps 1-2).
1. Pass out Thrown Into a New Environment activity sheet and have the students
begin working on the activity in cooperative groups.
2. When students have answered the pre-activity questions and have punched out or
cut out the appropriate pieces of each color of paper, make an area of the
classroom where the remainder of the activity will be conducted.
3. Begin collecting data as described in the procedure on the Thrown Into a New
Environment activity sheet.
4. Discuss the activity with the class.
Blackline Masters
1. Causes of Habitat Loss
2. Thrown Into a New Environment
Resources
BTNEP Barataria-Terrebonne National Estuary program. Vanishing Wetlands…
Vanishing Future... Middle School Activities and Video Guide.
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Name
Habitat Loss
Causes of Habitat Loss
Purpose: Read the following passage and answer the questions that follow.
Studies have indicated that from 1956 to 1978 more than 11,500 acres of land a year were
lost because of subsidence and other factors in the coastal areas of the Barataria-Terrebonne
basins. That’s a football field-size chunk of land disappearing every 30 minutes! The rate in
1990 was estimated at almost 13,500 acres per year. Scientists have calculated that more than
294,000 acres of marsh were converted to open water between 1956 and 1978. This tremen-
dous loss of land is very alarming.
Habitat loss can occur because of many activities. Sediment loss, along with the natural sinking
of marsh, is the most significant cause. Sediment loss is caused by hydrologic modification, as
well as by a decrease in sediments because of human activities in the Mississippi River water-
shed. Sea level rise and erosion also contribute to the problem, as can human activities such as
canal dredging and construction of navigation channels. Saltwater intrusion is a major problem
because of these activities. Shoreline erosion caused by the wakes from commercial and rec-
reational boats also contributes to habitat loss. Also, overgrazing by mammals, such as nutria,
destroys plant communities that hold soil in place. Studies indicate that hurricane damage is in-
creased in marshes that have been affected by animals feeding on plants, such as areas heavily
grazed by nutria. Storm surges and winds that accompany severe tropical storms and winter cold
fronts are additional natural forces that cause changes in habitat and land loss.
1. List three natural occurrences that cause a loss of habitat.
2. List three human activities that cause a loss of habitat.
3. As coastal areas are eroded, what happens to the people who live in these areas?
4. What do you believe happens to freshwater plants as saltwater intrudes? How does this con-
tribute to habitat loss?
Challenge: How do you think global warming may affect habitat loss in coastal Louisiana?

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Habitat Loss
Thrown Into a New Environment
1. Various species of life hide themselves from predators. For example, lizards change color
and flounders partially bury themselves in the sea floor so they blend into the sediments.
What is this process called?
2. As the land animals live on becomes covered with water, what happens to the animals?
What must they do?
3. Do you think all of these displaced species will survive in a new environment? Explain your
answer.
Procedure:
1. Each group of students should cut out 25 1cm x 1cm squares of four colors of poster paper.
(An alternate way to accomplish this is to use a hole puncher to punch 25 holes in each of the
four colors of poster paper.) Each of the four colors represents a species of animal. Place all
the pieces in a paper cup.
2. Multiply the number of groups by 25 to determine the total number of pieces of each color.
Record these numbers in the data table of this worksheet.
3. Clear an area of floor that will be designated as the habitat area in the classroom.
4. Dump all of the cut paper squares and spread them out in the habitat area.
5. Allow one student from each group (or any appropriate number of students) 10 seconds
to pick up as many pieces of paper as they can. After time is up, each group will count how
many pieces of each color they have and report to the class to obtain a total number of each
color picked up. Record these class totals in the data table of this worksheet.
6. Pick up the remaining pieces of paper and place them back in the cups. Now place the
taped 4-foot section of a single color of paper in the habitat area. This represents a new area
that your species have been forced to move to due to habitat loss.
7. Repeat steps 4 and 5. Record data.

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Habitat Loss
Data Table (continued)
Total number of pieces of each color of paper:
Total pieces of paper:
Color of the taped 4-foot poster paper:
Species/ Color # picked up bare floor # picked up on color paper
Species A Color:
_______________________
Species B Color:
_______________________
Species C Color:
_______________________
Species D Color:
_______________________

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Habitat Loss
Answer Key
Answers for the Causes of Habitat Loss Student Activity Sheet
1. Natural sinking of land, overgrazing by animals, storm surges and wind from
storms and fronts, sea level rise, erosion.
2. Hydrologic modification, canal dredging, shoreline erosion from boating and
decreases in sediment from human activities (damming of rivers, etc.).
3. People living in these areas eventually will be forced to move to higher ground
once their properties are threatened by going under water.
4. Freshwater plants that do not adapt to salt water, which most do not do, will die.
Plants are a source of holding soil together – without plant roots, the soil will be
eroded more easily by water and wind causing habitat loss.
Challenge: How do you think global warming may affect habitat loss in coastal
Louisiana?
Global warming causes more ice to melt at the poles, which results in higher sea level.
Higher sea level then causes more land in low-lying coastal areas to be under water,
causing loss of habitat.
Answers for the Thrown Into a New Environment: Pre-activity Questions Student
Activity Sheet – page 1
1. Camouflage
2. Most animals will have to move to a new area to find habitat. Many animals
simply do not live in the water.
3. All of the species may not survive the move to a new environment. They are
adapted to their present environment, and when they move into a new
environment, they may become easy prey for other species.
Answers for the Thrown into a New Environment: Follow-up Questions Student
Activity Sheet – page 2
1. There should not be a difference.

2. This will depend upon the colors of the paper and the color of the floor. If all four
colors of paper clash with the color of the floor, all the colors could easily be
seen.
3. Varies and varies.
4. One color should be more difficult because it will blend in with the color of the
paper representing the habitat area.
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5. Yes, because the animals are no longer camouflaged for the environment that they
are living in, just as none were camouflaged on the plain floor. But if placed in the
same color, the animal was protected.
Challenge Question:
This might occur in extreme cases where a species just does not adapt to a new
environment. There could be a shortage of food supply or a major difference in climate.
Or predators could realistically wipe out a species that does not adapt.
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Habitat Loss in the T-3 Format

Today we will learn about
how the land loss in a
wetland affects species
attempting to adapt to a new
environment.
Have the participants watch Watch the video clips.
the habitat loss portion of
the Vanishing Wetland,
Vanishing Futures video.
Pass out the Causes of Have them read passages
Habitat Loss activity sheet; and answer questions in
break the students into groups.
cooperative learning groups
Monitor the students while Discuss with the whole
they work and answer any class the answers.
questions that arise.
We are going to do an Pass out student activity Answer the pre-activity
activity called Thrown Into sheet 1. questions.
a New Environment. First,
we’re going to answer some
questions.
Pass out hole punchers and Punch 25 holes from 4
4 different colors of poster different colors to represent
paper to each group. four different species and
place them all into a cup.
Record into the data table
the amount of total
“animals” by multiplying
the number of groups by 25
for each different color
(100).
Choose one person from Clear a spot on the floor to Pick up the paper.
your group. He or she will represent a habitat. Dump
have 10 seconds to pick up the cups and allow the
as many “animals” as designated students 10
possible. seconds to pick up as many
pieces of paper as possible.
Go back to group, count the
different pieces and record
totals of each different color
onto data table
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Put down the taped 4-foot
section of one color of
paper.
Now we have a new area Dump the remaining pieces

where the species have been of paper from the cup.
force to move to due to
habitat loss
The group representatives Time the participants. Pick up the animals again
will have10 seconds to pick and report to the class
up as many “animals” as
possible.
Now we will answer our Pass out student activity Answer and discuss.
follow-up questions. sheet 2.
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Wetland Webs
Focus/Overview
This lesson introduces the students to the food chain of the Grade Level
wetlands. Students play a specific role in the food chain and Upper Elementary
eliminate themselves to see how all wetland organisms are Junior High
related and rely on one another.
Duration
Learning Objectives One class period
The students will:
Create a physical representation of a wetland food Setting
web and identify the importance of each component The classroom
in the web.
Vocabulary
Materials List Carnivore
Large index cards Secondary Consumer
Hole punch Tertiary Consumer
Markers Omnivores
List of wetland organisms Scavengers
Books or magazines of wetland wildlife (teacher Detritivores
provides) Producers
A collection of photographs of wetland wildlife Herbivores
Ball of yarn
See G.L.E. table in the
Background Information index
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.
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.
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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.
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.
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13. Now each herbivore and omnivore must find a carnivore. Pass then 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. Wetland Web Organism List
2. Pictures of wetland wildlife
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
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Youthh Wetlands Week Wetland Webs
Pictures of Wetland Wildlife
Instructions: Students can cut out pictures from this page to add to their index card, or they may draw
their own wetland wildlife pictures.
Carnivore Producer
Herbivore Scavenger
Omnivore Detritivore
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Wetland Webs
Name
Wetland Webs Organism List
PRODUCERS CARNIVORES
Smooth cordgrass Golden silk spider
Wire grass Alligator
Bulltongue Redfish
Giant cutgrass Leopard frog
Cattail Cottonmouth
Three-cornered grass Great egret
Phytoplankton Ibis
Alligator weed
Duckweed
DETRITIVORES
Amphipods
HERBIVORES Fungi
Lubber grasshoppers Shrimp
Nutria Crawfish
Deer
Rabbit
SCAVENGERS
Turkey vulture
OMNIVORES Crawfish
Opossum Shrimp
Raccoon Blue crab
Human Housefly
Coot (poule d’eau)

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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 of a The students may reply

function of wetlands? Does “both” to this question. If
it benefit people? Is it they are uncertain, let this
something wetlands do to activity help them decide.
keep the ecological balance
of the earth?
Here is a list of organisms Hand out student activity The students observe that
that live in the wetlands. sheets with pictures of they are all plants.
The list is divided into six wetland wildlife and
groups. Let’s look at the organism list.
first group, the producers.
What do they all have in
common?
Students reply that plants
How do plants get their make their own food using
food? sunlight, water and carbon
dioxide through the process
of photosynthesis.
What about the next group, Students reply they are all
the herbivore or primary animals that eat plants.
consumers. Do they have
anything in common?
Now the carnivore group. They all eat animals.

We also can call them
secondary and tertiary
consumers. What do they
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all have in common? They eat plants and animals.
What do omnivores eat? They eat dead animals.
What do scavengers eat? They eat decaying plant
What do detritivores eat? 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
the materials down by
converting the energy to a
form that can be used
further along the food
chain.
Let’s make a food chain Help the students construct Students construct food
from our list. a food chain using the list. chains using the organisms
You can add to the list if in the list.
We are going to make cards necessary.
with the organisms from the Each student chooses an
list. We will divide the class organism and makes a card
into six groups. Each group representing that organism,
will take a type of organism researching information on
from the list: producers, the diet of the organism and
herbivores, carnivores, drawing or finding a photo
detritivores, omnivores, of their organism to
scavengers. Each person in illustrate the card.
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
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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 The students make the cards

your card, punch two holes into labels and attach string
in the top edge and thread a to hang the labels around
piece of yarn through it so their necks.
you can hang it round your
neck. You then “become”
that organism.
Now we are going to create The students organize into

a food web. group of different levels of
All the producers come to the food chain.
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).
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 The end result should be a The producers pass the yarn
each of the producers. Each series of food chains which to the herbivores and
producer must then choose may cross over to create a omnivores, the herbivores to
an herbivore or omnivore web. If some of the the carnivores, etc.
who would feed on the ball organisms cannot find an
(holding loosely onto the “eater” to eat them, they
thread). This represents can hand the ball of yarn to
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passing the energy along the scavengers or the
the food chain. detritivores.
Now each herbivore and

omnivore must find a
carnivore. Pass then the ball
of yarn, holding onto the
thread.
Now, what about the The scavengers and The students consider how
scavengers? detritivores actually can the scavengers and
feed at any level, but for the detritivores fit in to the food
What about the sake of simplicity, they can web.
detritivores? come last in the food chain.
Discuss with the students Students recognize that
Can some organisms eat how the producers can some organisms eat or are
more than one kind of directly feed the eaten by more than one
organism in the web? detritivores. Also, you can other type of organism in
choose to bring in the the web.
Can some organisms be decomposers, which have
eaten by more than one the job of breaking down
organism in the web? the dead plant material and
making it more accessible
to the detritivores.
What would happen to the The students answer the

food web if there were questions, considering how
fewer plants? imbalances can affect the
food web, how the
What would happen if there imbalances can affect
were no scavengers? people and how people can
cause the imbalances.
How would people be The students should see that

affected by these last two people are part of the
events? wetland food web and that
healthy wetlands mean a
What would happen if we healthy economy for the
doubled the number of human inhabitants.
secondary consumers?
If this wetland were

drained, which organisms
would disappear from the
food web? Could this affect
people?
128
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?
129
Article Wetland
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. Grade Level
Upper Elementary
Junior High
Learning Objectives
High School
The students will:
Learn how to write a newspaper/magazine article
Lean about the importance of Louisiana’s wetlands Duration
Two class periods
Materials List
Pencils Setting
The classroom
Paper
Colored pencils
Vocabulary
Copy of a recent newspaper (optional – teacher provides)
Wetland
Imagination
Background Information index
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 cut-grass, water lilies and pickerel weed. 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
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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.
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.
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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.
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 wetland, 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.
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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 know 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.
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 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.
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Article Wetland
Name
Planning a Wetland Newspaper Article
Follow 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 ....”
___________________________________________________________________

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Article Wetland
Name
YOUTH WETLANDS WEEK

OBSERVER
By: _____________________________________
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_________________________________ _________________________________
_______________________________________ _______________________________________
______________________________________ ______________________________________
_________________________________ _________________________________
_________________________________ _________________________________
_____________________________________ _____________________________________
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____________________________________ ____________________________________
___________________________________ ___________________________________
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135
Article Wetland in the T-3 Format

Today you will be learning Wait for student’s response. The students will give you
about wetlands and why they their definition of a wetland.
are important to Louisiana.
Do you know what a wetland
is?
A wetland is an environment Go over in detail (from the

in that is transitional between background information)
dry land and water. Water is what makes the different
the dominant factor types of wetland habitats
controlling the nature of the unique.
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.
Does anyone know why Wait for students’ responses. Students will discuss why
wetlands are important to they feel wetlands are
Louisiana? important to Louisiana.
Louisiana’s wetlands are Go over the details of

important for a lot of Louisiana’s wetland loss and
different reasons. other Louisiana wetland facts
from the background
information.
What are some ways we can Listen to the students’ ideas Students will give ideas about
let people in our communities about letting people know how they can let other people
know about Louisiana’s about wetlands. know about Louisiana’s
wetlands? wetlands.
136
One way we can let other Pass around examples of a The students will look over
people know about current newspaper. and discuss the newspaper
Louisiana’s wetlands is by articles.
writing articles for our local
and school newspapers.
You will write a newspaper Distribute the “Planning a Students will fill out the
article based upon the daily Wetland Newspaper Article” “Planning a Wetland
life in the wetlands. To help activity sheet to the students. Newspaper Article” activity
you out, we will first outline sheet.
our article using this activity
sheet.
Now you need to use the Distribute the “Youth The students will write a
outline to write a rough draft Wetlands Week” Observer rough draft of their wetland
of your wetland article. handout for the students. article.
Make sure you use some facts
about wetlands that we
discussed earlier.
Tomorrow you will rewrite

your article, decorate it and
present it in front of the class.
So be creative!!!!
137
Marsh Movers

Students will role-play the plants, animals and other organisms that Upper Elementary
live in Louisiana marshes and learn how all of the species adapt to
life in the wetlands. Duration
One class period
Learning Objectives
Understand the effects tides have on most wetlands. The classroom or
Understand the entire wetland ecosystem is connected and outdoors
dependent upon the presence of water.
Demonstrate how different Louisiana wetland plants and Vocabulary
animals adjust to environmental condition. Tide
High tide
Materials List Low tide
Photos of marshes, plants, animals, organisms, etc. (teacher Ecosystem
provides). The students may search for these through the
Internet, books, magazines, etc., if you choose. See GLE table in the
Marsh Movers Role Play Cards index
Index cards
Glue
Scissors
String
Two cardboard tubes (we suggest paper towel rolls) – teacher provides
Blue crepe paper streamers
Bottles of bubble mix
Please review the General Wetlands Information at the front of the curriculum binder for more
assistance.
Wetlands are vital transitional areas between land and water that offer a habitat for fish, shrimp
and crabs. Wetlands near the coast are characterized by the influence of tides and salt water, and
these areas receive new water every time the tide moves in. As the tide rises, the saltwater
wetlands fill with water, covering the muddy bottom. The plants and animals of wetlands live in
different parts of the marsh depending on how tolerant they are to salt and changes in
temperature and water level. Those with more tolerance to flooding live closer to the ocean in the
area known as low marsh. Those with less flood tolerance live further inland in what is called
high marsh. When the tide comes in, the high marsh can be flooded only a few hours each day or
even just a few hours a couple of times a month. As the tide goes out, fish and birds move to
deeper water while oysters and clams close up for the day. During a low-tide period, you may
138
see small rodents and mammals digging through the mud for food that would provide a quick
meal. The ecosystem is dependent on water, and tides rule in the saltwater wetlands.
Definitions:
Tide – the periodic rise and fall of the waters of the ocean and its inlets, produced by the
attraction of the moon and sun, and occurring about every 12 hours
High tide – the tide at its fullest, when the water reaches its highest level
Low tide – also called low water; time when tide is at the lowest point
Ecosystem – a system formed by the interaction of a community of organisms with their

environment.
Advance Preparation
1. Make copies of the Marsh Movers Character Cards so each student gets one card.
Cut them out for distribution to the class.
2. Have the classroom labeled with sheets of paper stating:
o One end is designated as the body of WATER.
o The other end is designated as the UPLAND AREA.
o LOW MARSH is located close to the body of water.
o HIGH MARSH is located close to the upland area.
o INTERTIDAL MARSH is located between the low and high marsh areas.
Procedure
1. Have the students discuss what different animals, plants, fish and crustaceans may live in
the wetlands (review the General Wetlands Information in the front for examples).
Discuss what these animals, plants, fish and crustaceans need to survive.
a. Example of discussion: Alligators need freshwater wetlands to survive. They need
land or debris to bask in the sun because the environment regulates their body
temperature. Alligators feed on a variety of animals and their diet matures over
time. In the winter, alligators enter underground holes and remain there through
the winter months.
2. Have the students discuss what kinds of natural and human disasters can happen to
destroy these species’ way of living and what can be done to help fix the problems after
the disaster occurs.
a. Example of discussion: An example of a natural disaster would be a hurricane or a
change resulting from human actions could be the digging of canals for oil and
gas exploration. Both events could cause saltwater to enter a freshwater area
(known as saltwater intrusion), which would damage alligator habitat. One
suggestion to fix this problem would be to plant vegetation in hurricane-damaged
areas and along the banks of the canals to slow down the movement of water and
consequently the transportation of salt water.
139
3. Tell the class that they will be acting out what happens in a typical tidal wetland. Before
they begin this "play,” however, they need to understand a few things about a wetland
ecosystem. Ask them if they think the water in a tidal wetland stays the same all the time?
4. Make sure they understand that one of the most important effects the ocean has on
wetlands is the movement of the tides. Ask them the questions below:
a. What happens at high tide? (Much of the wetland is under water.)
b. What happens at low tide? (Much of the land is exposed.)
c. What are three things that plants and animals have to deal with as the tides
change? (Changes in water level, changes in temperature and changes in salinity)
5. Pass out one Marsh Movers Card to every student in the class.
a. Optional: You can ask to students to draw a picture on the back of their Marsh
Movers Card of whatever species is written on their card.
6. The students with the oxygen cards should be given a bottle of bubbles, and the ones with
water cards should be given the piece of blue ribbon.
7. Ask the students with the Marsh Movers cards that read water to unroll the ribbon that
will represent water and take a place at low tide (see sheet with examples of positions).
8. Tell the students with the water cards to read their cards aloud and to make gentle wave
motions.
9. Ask, “What makes waves?” Have the student holding the wind card to read about making
waves, and then make blowing sounds, dancing around while the waves move.
10. The following species should take turns reading their cards out loud:
a. Plants read Marsh Movers Card and get into position in the marsh
b. Animals read Marsh Movers Card and get into position in the marsh
c. Fish should read Marsh Movers Card and get into position in the marsh
d. Crustaceans read Marsh Movers Card and get into position in the marsh
*Note the Marsh Movers Cards have the positions*
11. When ALL Marsh Movers are in place, tell the wind to blow again. Ask, “What makes
the tides move in and out?”
12. Sun and Moon should read their Marsh Movers Cards
a. They can stand on chairs, making circles above their heads with their arms
indicating a full moon and a bright sun.
13. Oxygen should then read that Marsh Mover Card aloud. Tell the students that wind
churning the water helps mix oxygen into the water.
a. Have the Oxygen Marsh Movers blow bubbles while the wind howls.
14. Tell ALL of the Marsh Movers to get ready to perform together. Remind students to
notice what the other Marsh Movers are doing. Announce that the sun and moon are high
in the sky, the wind begins to blow, the waves start moving gently and the plants sway.
15. After several minutes, say, “The tide is rising!”
a. The water Marsh Mover should walk very slowly toward the high marsh, with
fish, crabs and oxygen following behind.
b. Remind plants that since they are rooted in the ground, they must stand in place,
but should bend and sway in response to wind and water movement; plants
should duck below the water ribbon as it passes.
c. Animals should adapt to high-tide behavior
16. As the water reaches its high mark (just past the high marsh) announce that “It’s High
Tide!” and ask the Marsh Movers to explain their behavior briefly.
140
17. Now, reverse the sequence and have the water retreat back to low tide while the players
adjust their behaviors.
18. Have the students discuss what they saw in this mock marsh system. Ask the students
how the different movements of water level affected the animals, plants, fish and
crustaceans.
Blackline Masters
1. Marsh Movers Character Description Cards
Resources
http://www.geography4kids.com/files/land_erosion.html
http://people.oregonstate.edu/~muirp/ecosyste.htm
http://www.nationalgeographic.com/xpeditions/lessons/08/g35/oceans35.html
141
Marsh Movers
Youthh Wetlands Week Student Activity Sheet
Character Description Cards
Sun: Moon:
I am the sun and I help drive the tide! The I am the moon and I am the major force
sun’s gravitational pull occurs as the Earth driving the tide! I create a gravitational pull
rotates daily on its axis. This causes the as I revolve around the Earth. This causes
water to “pile up,” making a high tide, and the water to “pile up,” making a high tide, or
then later to pull away from shore, causing a to pull away from shore, causing a low tide.
low tide. I am about 30 percent responsible I am about 70 percent responsible for the
for the changing tide. changing tide.
Egret: Largemouth Bass:

I am a large, beautiful bird that wades I am the largemouth bass. I eat oysters,
gracefully in the shallow water, hunting for insects and frogs. I use the marsh to hide
food. With my long neck and long, pointed my babies while they grow big and strong
bill I snatch fish and water insects. As the like me. My babies speed around the marsh
tide comes in, I move to higher parts of the plants as they move with the tide. My hungry
marsh to stay in shallow water. Sometimes I babies have plenty of food here.
just fly away.
Oyster: Spartina alterniflora (marsh grass):

I am an oyster. I have two shells just like a I am a grass and I love to sway in the breeze
mussel or a clam. I live in the sticky mud of at high tide. I can sometimes be completely
the low marsh. When tides are high I open underwater. I have to handle salt water for
my shell to let the water in so I can get food long periods at a time. But mostly I just stay
and oxygen. When tides are low I close rooted where I am and sway all day.
up really tight to hold in the water so I can
breath until the tide is high again.
Bulrush: Wind:
I look a lot like a cattail and grow 9 feet tall. I I help drive the tide in and out for the sun
live on the edge of the water and am deeply and the moon. When I blow hard I make the
rooted. I help slow down erosion all along marsh water go up higher than normal. I
the land. My leaves look like swords, and I also help keep the animals and plants alive
have cylinder-shaped, brown, fuzzy flower in the water because I help add oxygen to it.
heads on top. At times you can hear me whistling through
the trees and brushing the marsh grass.
Oxygen: Bald Eagle:

Water needs me to support living things I’m the national bird but I still like to nest in
that are in it. When you look at the water the marsh. The marsh has lots of food for
and the shore you can see bubbles. That’s me. I make my nest at the top of tall cypress
me. As the tide moves in and out, I leave trees by bodies of water. You might hear me
my bubbles everywhere along the shore. My but not see me because my voice can carry
bubbles release carbon dioxide which plants for miles.
take in and animals exhale.
142
Marsh Movers
Youthh Wetlands Week Student Activity Sheet
(continued)
Opossum: Red Fox:

I am an opossum. I am an omnivore and that I am a warm-blooded mammal who doesn’t
means I will eat anything. I don’t live in the live in the marsh but loves to visit. I come
marsh, but I come here all the time because to get birds and rabbits and other delights.
it has all my favorite treats like crabs, When the tide goes up I get out of town and
oysters, fish and other great things. I’m not head to higher ground where it is drier.
fond of water, so when the tide goes up, I
head for higher ground.
Alligator: White Shrimp:

I am the largest predator in the marsh. I I am a shrimp. I’m a bottom feeder, which
can swim and lay out on the bank. The tide means I eat anything at the floor of the
does not really affect me. I eat any animal marsh. I have a clear exoskeleton and get
that gets close to me when I’m hungry. The my nutrients from the marsh. Largemouth
marsh makes it really easy for me to hide so bass think I taste great as I’m sure you do
I can catch the perfect snack. too. There is no shame – I just want to boast
that I’m the most popular crustacean to
Water: Blue catfish:

I am water, also known for my cool rising I am a blue catfish and I have long whiskers.
and falling tides. When it is time for high tide, I can live up to 25 years. I live in the water
I creep first into the low marsh and then up surrounding the wetlands and eat the shrimp
to the high marsh, filling the areas with water and oysters and sometimes a small nutria
and nutrients. Moving so much makes me or two. My strongest sense is smell, which I
tired, so I take a break in the marsh before I use for hunting.
turn around and head back out to sea.
Blue Crab: Muskrat:

I’m yummy in your tummy, also known as a I am a stinker. I get my name from my two
blue crab. I come into the marsh during the scent glands that I use to mark my territory. I
tide to grab a bite to eat. Since I use gills have short brown fur in two layers to protect
to breathe, I have to leave the marsh with me from the cold water. Don’t try to hold
the tide. When my shell turns soft and falls your breath as long as me, because I can go
off, the marsh is a great place to hide from for 15 minutes. I love eat crawfish, fish and
predators. small crustaceans.
143
Marsh Movers T-3 Format

Ask the students what kinds Review the General Discuss wetland animals and
of animals, plants, fish and Wetlands Information in what they need to survive.
crustaceans may live in the the front for examples.
wetlands and what they need
to survive. Example of discussion:
Alligators need freshwater
wetlands to survive. They
need land or debris to bask in
the sun, because the
environment regulates their
body temperature. Alligators
feed on a variety of animals
and their diet matures over
time. In the winter, alligators
enter underground holes and
remain there through the
winter months.
What natural and human Example of discussion: An

problems can affect or example of a natural disaster
destroy the way these species would be a hurricane or an
live? example of a human change
could be the digging of
canals for oil and gas
exploration. Both events
could cause salt water to
enter a freshwater area
(known as saltwater
intrusion), which would
damage alligator habitat.
One suggestion to fix this
problem would be to plant
vegetation in hurricane-
damaged areas and along the
banks of the canals to slow
down the movement of water
and consequently the
transportation of salt water.
144
Today we will be acting out Make sure the students Students will respond with
what happens in a typical day understand how changing the answers (written in
in a tidal wetland. tides affects coastal wetlands. parentheses in the What You
Say section at left).
Before we can begin, let’s
talk about whether you think
the water in wetlands stays
the same all the time?
a. What happens at high

tide? (Much of the
wetland is underwater.)
b. What happens at low
tide? (Much of the land is
exposed.)
c. What are three things that
plants and animals have
to deal with as the tides
change? (Changes in
water level, changes in
temperature and changes
in salinity)
Pass out one Marsh Movers Students will receive and

Card to every student in the review their marsh cards.
class.
a. Optional: You can ask
students to draw a picture
on the back of their
Marsh Movers Cards of
whatever species is
written on their card.
Hand out a bottle of bubbles

to the students with the
oxygen cards and blue crepe
paper streamers to the
students with the water
cards.
Students with the water cards, Students holding water cards
please unroll the crepe paper will get in place, one will
to represent where the water read their card and they will
is at low tide. begin making wave motions.
Also, students with water

cards, please read them out
145
loud and make gentle wave
motions back and forth.
What makes waves? Have the student holding the
wind card read about making
waves, and then make
blowing sounds, dancing
around while the waves
move.
Will the following students Students will read the cards

read the following cards: and get into place.
plants, animals, fish and
crustaceans. Then get into
place as directed by your
card?
Now, will the sun and moon Students can stand on chairs
cards please read and get into for these two characters.
place.
Now, will oxygen read the The student holding the
card? oxygen card will read the
card and begin blowing
Wind churning up the water bubbles.
helps mix oxygen into the
water.
It’s time for ALL of the Students get ready to move

Marsh Movers to get ready to and then make the
perform together. Remember, appropriate movements.
you should notice what the
other Marsh Movers are
doing. The sun and moon are
high in the sky, the wind
begins to blow, the waves
start moving gently and the
plants sway.
After several minutes say, a. The water Marsh Mover

“The Tide is Rising!” should walk very slowly
toward the high marsh,
with fish, crabs and
oxygen following behind.
b. Remind plants that since
they are rooted in the
ground, they must stand
in place but should bend
and sway in response to
146
wind and water
movement. Plants should
duck below the water
crepe paper as it passes.
c. Animals should adapt to
high-tide behavior
As the water reaches its high Students will explain how
mark (just past the high they will move at high tide.
marsh), announce that “It’s
High Tide!”
Before you move, please tell

me what you plan to do.
Reverse the sequence and Move to the appropriate

have the water retreat back to places or exhibit the
low tide while the players appropriate behaviors.
adjust their behaviors.
Have the students discuss Discuss what they saw and
what they saw in this mock learned.
marsh system. Ask the
students how the different
moments of water level
affected the animals, plants,
fish and crustaceans to live.
147
Wetland Red Rover

This lesson will teach students about one of the primary Upper Elementary
reasons Louisiana’s coasts are eroding – saltwater intrusion.
They will learn this by planning a game similar to “Red Duration
Rover.” One class period

The students will: Gym or
Understand and discuss saltwater intrusion as a primary Outdoors
cause of wetland loss in Louisiana.
Learn about wetland loss by playing a game that Vocabulary
promotes physical fitness. Erosion
Saltwater Intrusion
Current estimates show Louisiana looses wetlands the size of a
football field every 38 minutes. There are a variety of reasons See GLE table in the
why Louisiana’s coastline is eroding. Those include index
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
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
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.
explanation about saltwater intrusion and other causes of wetland loss in Louisiana.
148
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 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
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.
149
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.
Extension
In addition to the regular ways a student is released to run at the other group, an addition
to the game 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 canal – 1 student
Resources
CWPtionary – Saltwater Intrusion - http://www.lacoast.gov/WATERMARKS/1996b-
fall/6cwptionary/
150
Wetland Red Rover in the T-3 Format

Today we will be going Talk about what they know
outside to play a game that about saltwater intrusion and
will teach us about one of the land loss in coastal
primary causes of wetland Louisiana.
loss in coastal Louisiana –
saltwater intrusion.
Does anyone know what

saltwater intrusion is?
Use the information at the
beginning of the lesson and
the General Wetlands
explain wetland loss in
Louisiana and, more
specifically, coastal erosion.
Now that we understand Lead the students out to an Students will head out of the
saltwater intrusion and why it open area or to a gym to play classroom to play Wetland
is hurting our wetlands, let’s Wetlands Red Rover. Red Rover.
head outside and play
“Wetland Red Rover.”
I am going to divide you into Divide the students into two Form two groups.
two groups. Once you are in teams. One team will be the
your groups, form a line Gulf of Mexico, and the other
facing the other group. team will be the Louisiana
coast.
The Gulf of Mexico group Students will form two lines

will represent salt water that and face each other.
is trying to cut into
Louisiana’s coast and erode
the wetlands. The salt water
can come in from hurricanes,
oil canals or shipping
channels.
The Louisiana coast group

will represent the land that is
being lost along the coast of
151
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 The student whose name is

go first by calling out: called will run toward the
“Wetland coast, wetland Gulf of Mexico team.
coast, let [student’s name]
come over.”
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 The student who is called
team’s turn. They will go will run toward the Louisiana
next by calling out to a coast team.
student from the Gulf of
Mexico line saying:
“Salt water, salt water, let
[student’s name] come
over.”
152
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.
153
Water:
Puts the
Wet in
Wetlands
154
Watersheds
Focus/Overview
This lesson introduces the student to the features of a watershed. Grade Level
Students will learn to use topographic maps and identify how the Junior High
shapes and contours of their community affect the path of their High School
local watershed.
Duration
The students will:
Become familiar with the geography of their community Setting
using a topographic map The classroom
Locate and mark their homes, school, waterways, sewage
treatment plant and any industrial plant on the map Vocabulary
Determine how local shapes and contours of land features Topography map
affects water watershed Tributaries
Watershed
Materials List Aerial photograph
Topographic (topo) maps covering your community
(teacher provides – see instructions) See G.L.E. table in the
Aerial photograph of your community/region (teacher index.
provides – see instructions)
Colored pencils or crayons
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 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
155
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 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
156
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).
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).
157
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 they are huge difference 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?
a. These lines will be very close together, indicating drastic changes in elevation
that is 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 do they think would happen when it rains in this area? Students
should reference how water will flow from the high to the low ground.
158
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 sowing 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 X’s 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:
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
a. Topographic map of your area (teacher provides)
b. Topography map of a hilly area
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
159
Name
Watersheds
Topographical Map: Alexandria, La.

160
Name
Watersheds
Topographical Map: New Orleans, La.

161
Name
Watersheds
Topographical Map: Shreveport, La.

162
Watersheds in the T-3 Format

Today we are going to
investigate watersheds and
the tools to determine where
your local watershed is
located.
Can anyone tell me what a Used background Students define a watershed
watershed is? information to lead class and talk about what they
Can anyone describe a discussion on watersheds know about them and
watershed? and topographic maps. topographic maps.
Does anyone know what Show picture of the Observe picture and listen
this picture is showing? Mississippi River Drainage to information about
Basin. Use the background Mississippi River
This is a picture of the information and Procedural Watershed.
Mississippi River Drainage Step # 3 to tell students
Area, or Mississippi River about the area.
watershed. About 40% of
the United States is within
the huge Mississippi River
watershed.
The small branches on the Use background Listen and observe picture
map represent all the small information to discuss of tributaries.
rivers and streams draining tributaries and
to the larger rivers. The distributaries.
larger rivers drain into the
main water body
(Mississippi River). The
rivers that drain into the
Mississippi are all
tributaries of the
Mississippi River.
When the Mississippi built Demonstrate on the picture Students observe that
the land, its flow was how the natural waterways tributaries join to form the
divided into many smaller branch from the main main channel, while
branches as it approached course of the Mississippi distributaries divide from
the Gulf. Many of the River and further divide the main channel and keep
waterways in this watershed into smaller distributaries. dividing into smaller
are or were once branches (This is actually the channels.
of the Mississippi River. opposite pattern of a classic
These branches are called watershed where smaller
distributaries. They waterways join to form a
distribute water from the larger waterway, as is the
main river to the Gulf of case in the upper
163
Mexico. Mississippi.)
What is the difference

between tributaries and
distributaries?
Today we are going to look Pass out the topographic Listen and take handout.
at a special kind of map, maps of your local area, the
called a topographic map. hilly area, and the
Can anyone tell me mountainous area.
what they know about
topographic maps? **Do not tell students the
What are they? locations of the maps.**
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.
In groups, look at the amps Divide the class into groups Get into groups and discuss
and tell me some of the of no more than 5 students. differences in the maps.
differences that you notice
between them. What do
you think the maps are
showing?
Who would like to tell me Solicit answers. Answer aloud about their
what their group thinks group discussion.
about the different maps.
What are the differences?
Similarities? What are all
these shape showing us?
This is a topographic map Hold up the local topo map. Students look at local topo
164
of our community showing map and try to identify
the area around our school. The lines on this map will landscape features.
Using what you know about probably be far apart due to
the area, what can you the flat landscape of
identify on this map? Louisiana.
Rivers? Roads? Buildings?
Now what do you think this Hold up the topo map of the Look at map and try to
map is showing? How does hilly area. determine what type of
it differ from the local map? landscape it is showing.
What do you think the The lines on this map will
landscape would look like be closer together,
in this area? indicating a change in
elevation. The closer the
lines, the steeper the hill.
Now what do you think this Hold up the topo map of the Look at map and try to
map is showing? How does mountainous area. determine what type of
it differ from the local map? landscape it is showing.
What do you think the The lines on this map will
landscape would look like very close together,
in this area? indicating drastic change in
elevation.
Tell the students where each
map is located.
Looking at any of the maps, Show photographs Some students may
can you identify some depicting the flat wetland understand that the
important features like: topography of Barataria- landscape with the close
Waterways Terrebonne and a contours would be hilly.
Hills contrasting scene of hilly
Flat areas topography.
Levees
Your School
Now let’s look closely at The contour lines run Look at local map and label
the map of our area. Try to parallel with the bayous, school.
find the features and indicating the high ground
waterways we know and of the ridge along the
follow the path of water as bayou. Some artificial
it drains through the levees may show, too.
watershed. On your copy of
the map, locate our school
and your own home if you
can find it.
Using what you now know Procedural Step #17 tells Locate high and low ground
about topographic maps, who to locate high and low on local topo map.
let’s try to find the high and ground.
low ground in our area.
165
In our watershed there
might not be much high
ground.
What do you think would Solicit answers. Answer aloud what they
happen when it rains in this think would happen to
area? What happens to the water that falls on this land.
water that falls on the land?
Now locate any waterbodies Assist students in locating Look for waterbodies on
found in this area. local waterways. local map.
Using the high and low Answer aloud which
contour numbers that you direction they think the
found, which way do you water would flow.
think these waterbodies
would flow.
(The water always flows
downhill.)
Can you find the following Help the students locate Students search for the
features on your topo map? these features. Some may location of the features on
When you find one, mark it be familiar landmarks. their maps, marking them as
with an X using your Others they may not know they find them.
pencil: about. Discuss them as they
A plant or factory? are found.
A farm – do you know
what crops they grow
or animals they raise?
Gas station?
What other features can
we mark on our maps?
Identify the elevation of Assist students. Identify elevations of
several features that we just features using contour lines.
labeled using the contour
lines.
Now we are going to map Use Procedural Steps # 18- Listen and map local
our local watershed. 27 to help students map watershed.
their watershed.
Why do you think it is Use background Talk about what they
important to know how to information and procedural learned about topo maps,
read topo maps? Why do step # 28 to lead class watersheds, and why both
you think people want to discussion. are important.
map their local watershed?
166
Create Your Own
Watershed

Begin this lesson after completing the Watersheds lesson. Upper Elementary
The background knowledge helps students build their own Junior High
watershed and observe how pollution moves through the High School
landscape.
Duration
The students will:
Make a model watershed using provided materials Setting
Use the model to investigate runoff and nonpoint- The classroom
source pollution
Vocabulary
Materials List Point-source pollution
Plastic tablecloth Nonpoint-source
Colored drink mix powder Pollution
Water spray bottle
Water (teacher provides) See G.L.E. table in the
Sponges index
Blocks (or other objects) to place beneath cloth to
create contours
Toy tractors, trees, animals, cars, buildings (teacher provides)
Materials for simulating different landscapes (wetlands, residential areas,
agricultural land) including thin sponges, permanent markers, etc.
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. This includes
runoff from 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 pollutants.
167
Nonpoint-Source Pollutants
Source Location Pollutant Potential Effects

Farms, residential laws and Soil/sediment Turbidity in water: harms
gardens, parks, golf aquatic life; clogs culverts
courses, school grounds Fertilizers and drainage ditches; carries
pollutants attached to soil
Pesticides particles.
Livestock, wildlife and pet Nutrient overload, which

wastes can cause excessive growth
of aquatic vegetation such
as algae.
Toxicity
Nutrient overload,
pathogens.
Forestry operations, Soil/sediment Turbidity
construction sites, roads,
parking lots, driveways, gas Oil, grease, antifreeze Accumulation of organic
stations, airports, industrial chemicals in water bodies
sites Spilled fuel, solvents
Oil slicks on water surface
Toxicity
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.
Procedure
1. Review the background information from this lesson and the Watersheds lesson.
Have students define watershed.
2. If available, review the topography maps from your local area 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. Ask the students to add contour to the model. (Hint: put blocks underneath the
sheet of plastic.)
6. Now, if water is added, can the students predict where it will run? Have them give
their thoughts.
7. Begin adding trees, cars, etc. to the model.
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8. Where do the students think the water will run now?
9. Add the water.
10. Students can move objects around if they desire.
11. Now, discuss different land types found in Louisiana (examples could be
agricultural land, wetlands, urban lands)
12. Can the students mimic these different land uses on this model?
a. Thin sponges = a wetland.
b. Permanent markers can be used to delineate other land areas.
13. Have students suggest other ways to simulate land usage.
14. Allow students to add materials to the model to simulate wetland, urban and
agricultural areas.
15. Add more water and predict where the water will run.
16. Once you have built and tested your watershed model, lead a class discussion on
pollution.
a. Where are sources of point and nonpoint pollution?
b. As the water runs around the model, can students predict where the
pollutions will move?
c. Ask students how this model represents their local watershed?
d. Do the students think that pollutants are moving throughout their local
watershed?
17. As a class, brainstorm ideas on how to minimize pollution runoff.
Resources
“Create Your Own Watershed” – LSU AgCenter and Barataria-Terrebonne National
Estuary Program (BTNEP) Wetland Activities.
169
Create Your Own Watershed in the T-3 Format

In the last activity we Spread a plastic sheet on a
investigated our own large, flat surface, either
watershed and the inside or outside. Have
Barataria-Terrebonne materials for mopping water
watershed and talked about on hand and containers for
what a watershed is. Let’s holding water.
review the definition of a
watershed.
Now, let’s look at BTNEP Review the definition of Students recall the
again. Remember, BTNEP watershed (the area of land definition of a watershed.
is made up of two from which water drains
watersheds or drainage into one main body of
basins. We are going to water).
make a watershed model. It
doesn’t have to be exactly Show satellite image or a
like the Barataria or map of the Barataria-
Terrebonne watershed, but Terrebonne basins.
we can try to simulate our
watershed.
We have a large piece of Assign two students at a Students suggest ways to
plastic laid out on the floor time to cleanup duty to take create contour and put the
(ground). Now we need to care of spills. objects under the plastic
make some contours. How sheet to simulate the
can we use some of the contours of part of the
objects I have here to make Barataria or Terrebonne
higher ground in the watersheds.
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?
Now we’ll add other Add water, or allow a The students observe how
features to the landscape. student to add the water to the water flows in their
We have collected cars, the landscape. watershed. They can make
tractors, animals, trees and contour adjustments if
buildings, and we need to necessary.
add them in appropriate
places to complete our
landscape.
170
What about the different A thin sponge can represent Students add other features
uses we put the land to? A the marshes. The other to the landscape.
lot of the land is wetland, land-use types can be
but there are urban areas delineated by using
and agricultural areas. What permanent markers and
can we add to the landscape coloring them. Try to keep
to simulate these land-use this simple, so the
types? watershed effect will still
work when you add water.
When your landscape is Students make suggestions
finished, you can use it in for ways to simulate land-
the following activities. use types, and these
materials are gathered.
The students can add the
materials to the landscape.
171
The Ideal Filter
Focus/Overview
Students will identify one main function of Louisiana
Grade Level
wetlands, acting as a natural water filter. This lesson
Upper Elementary
challenges the students to design an ideal filter to simulating
Junior High
a wetland purifying dirty water.
High School
Learning Objectives
Duration
The students will:
One class period
Demonstrate how wetlands purify water by acting as
a filter
Setting
Construct a filter using a variety of materials and
The classroom
recycled 2-liter drink bottles.
Compete to see whose filter works the best in
Vocabulary
cleaning dirty water.
Filter
Detritus
Materials List
Anaerobic
Empty, clean 2-liter drink bottles (every student
Aerobic
should supply one from home)
Coffee filters See G.L.E. table in the
Several kinds of soil – sand, clay, gravel, mud index.
Dead leaves
Fresh leaves, grass
Other materials collected from nature
Paper
Permanent markers
Plastic cups
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.
172
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
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.
173
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.
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 bottled 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 works the best.
174
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
175
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 If this activity is a follow-up Separate into groups.
of wetlands as natural to a field trip, the students
filters of polluted water. will have firsthand
Now you have a challenge knowledge of the concept of
to try to simulate the wetlands as filters and
filtering capacity of a purifiers. If a field trip was
wetland. Each group will not possible, explain to the
make a filter and compete students how wetlands filter
to see which does the best pollutants.
job removing dirt from
water. Separate into groups of 2 or
3.
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 Hold up a sample of the

other materials you can muddy water.
176
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 Students identify their filter

number out of this box. equipment with a “secret”
Without showing anyone number.
your number, write it on the
bottom of the water-
catching part of your bottle.
This will identify your filter
in the contest.
Now, you need to construct Set a reasonable time limit – Students will work in
your filter in the way you long enough to allow groups to make their filters.
think will filter this dirty students time to complete
water best. We have until their filters.
____(time) to finish. Then
you will test your filters,
and we’ll see whose did the
best job.
We’ll mix up the filters so When they finish

we don’t know who they construction, the students
belong to without looking compete to see which filter
at the number on the filters the muddy water
bottom. That way, when most thoroughly.
you vote for the best filter,
you won’t be biased
(explain bias).
Bring your completed filter Arrange the filters ready for Students bring their filters
to the front of the room. I the contest. to the front of the
will line them up for the classroom.
contest.
Now we’re ready to test the Organize students ready to

filters. I will call you up test filters.
two at a time to take your
177
place. Don’t reveal if you
know whose filter you are
testing.
When I say “go,” gently Students filter the muddy

pour all of the muddy water water.
in the jar I have given you
onto the top of the filter.
When you are done, sit
down in your regular seat.
Now, we’ll decide which Draw a row of circles on the Students vote on each
filter did the best job. As I board. They represent the filter’s performance.
point to a filter, raise your row of filters. As you
hand if you think the water indicate a filter and the
in the bottom is the cleanest students raise their hands to
of all. vote for the best filter, write
the number of votes in the
appropriate circle to match
the filter’s position in the
row.
Now we have a winner. Call out the number on the The students who made the
Let’s see who it belongs to, bottom of the filter and ask winning filter claim their
and then we’ll ask that the student with the filter and explain how they
person to describe how he matching number to come made it.
or she made the filter and to the front to claim the
what materials were used. 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?
178
Category 5:
The Eye of the Hurricane
Focus/Overview
This lesson introduces students to the structure of a hurricane, particularly Grade Level
the eye. Students will view a video about hurricanes, do a simple Upper Elementary
hurricane simulation, take a tour into the eye of a hurricane and write Junior High
reports about their tour.
Duration
Learning Objectives One to two class
The students will: periods
Identify the eye of a hurricane in photographs and discuss the role
it plays in this storm system Setting
Demonstrate a hurricane using a classroom simulation The classroom
Use knowledge of hurricane hunters to role-play and write reports
about their experiences in a hurricane. Vocabulary
Hurricane
Materials List Eye of Hurricane
Computers with Internet access (teacher provides)
Large round bowl or tub of water (one for each pair of students)
(teacher provides) See GLE table in the
index.
Spoon (one for each pair of students)
Food coloring
Writing materials
A hurricane is a type of tropical cyclone, the generic term for a low pressure system that generally
forms in the tropics. A typical cyclone is accompanied by thunderstorms, and in the Northern
Hemisphere, a counterclockwise circulation of winds near the earth’s surface.
Hurricanes can cause catastrophic damage to coastlines and several hundred miles inland with winds
possibly exceeding 155 miles per hour. Hurricanes and tropical storms also can spawn tornadoes and
microbursts, create storm surges along the coast and cause extensive damage from heavy rainfall.
Flash flooding can occur due to intense rainfall, and the flooding of rivers and streams may persist
for several days after the storm.
Hurricanes are classified into five categories based on their wind speed, central pressure and damage
potential (see chart below). Category 3 and higher hurricanes are considered major hurricanes,
though Categories 1 and 2 are still extremely dangerous.
179
Hurricane Category Chart
Scale Number Sustained Winds
Damage Storm Surge
(Category) (mph)
Minimal: Unanchored mobile homes,
1 74-95 4-5 feet
vegetation and signs.
Moderate: All mobile homes, roofs,
2 96-110 6-8 feet
small crafts, flooding.
Extensive: Small buildings, low-lying
3 111-130 9-12 feet
roads cut off.
Extreme: Roofs destroyed, trees
4 131-155 down, roads cut off, mobile homes 13-18 feet
destroyed. Beach homes flooded.
Catastrophic: Most buildings
Greater than 18
5 More than 155 destroyed. Vegetation destroyed.
feet
Major roads cut off. Homes flooded.
Effect on Louisiana
All Atlantic and Gulf of Mexico coastal areas are subject to hurricanes or tropical storms. The
hurricane season in Louisiana lasts from June to November, with the peak season from mid-August
to late October.
According to the LSU Hurricane Center, the central Louisiana coast has experienced landfall of
more major hurricanes (Category 3 and above) than anywhere in the continental United States over
the past century. Hurricanes in Louisiana are an impending natural threat and bring with them the
potential for devastation to the people living in targeted areas and the environment.
Louisiana's coastal wetlands usually bear the brunt of environmental damage from hurricanes, but
the effects can be felt throughout the state. Preliminary analysis of satellite imagery indicates that
hurricanes Katrina and Rita caused very heavy damage to the marshes in southern Louisiana.
Although Louisiana’s coastal marshes and barrier islands provide a front line of defense against
storm surge, 90 percent of these wetlands are at or below sea level elevation, which makes them
susceptible to flooding from wave action.
See General Background Information at the front of the binder for additional information on
wetlands and how these ecosystems offer hurricane protection to Louisiana.
Definitions:
Hurricanes – a large, powerful storm that forms in oceans and has winds that blow greater than 73
miles per hour
Eye of a hurricane – the region at the center of a hurricane about which the winds rotate but which
itself is relatively calm.
180
Advance Preparation
1. View BrainPOP video prior to showing it to your class. BrainPOP Web site:
http://www.brainpop.com/science/weather/hurricanes/preview.weml
a. (Note: BrainPOP is an educational Web site with hundreds of short Flash-based
movies for students in grades K-12 about mathematics, technology, health, science,
social studies, arts and music, and English.)
2. Sign up for free trial to view BrainPOP video
a. (Note: Without a paid subscription, you can only view a BrainPOP movie twice in the
same day.)
3. Make copies of pictures of hurricanes.
4. Gather materials for Stir Up a Hurricane Activity. Students will be in groups of two. Each
group will get a round bowl almost full of water, a spoon, one dropper of food coloring and
writing materials.
Procedure
Part 1
1. Have students watch the BrainPOP movie about hurricanes and tell them to pay particular
attention to the discussion of the hurricane's eye.
a. Remember: Without a paid subscription, you can only view a BrainPOP movie twice
in the same day.
2. After watching the video, lead a class discussion about the eye of a hurricane using
questions such as the following:
a. Is it windy in the eye?
b. Why does the eye exist?
3. Review the background information about hurricanes and their effects on Louisiana.
4. Hold up the pictures of the hurricanes at the front of the class and have students identify the
eye in each picture.
5. Divide the students into groups of two.
6. Each group should have the materials listed in Advance Preparation at their station.
7. Have one set of materials at the front of the class to demonstrate the Stir Up a Hurricane
activity.
8. In your bowl, move the spoon in a circular motion around the side of a bowl, stirring the
water.
9. When the water is moving fast, stop stirring and immediately put several drops of food
coloring into the center of the swirling water. The color will move from the center forming
bands – much like clouds in a hurricane do.
10. Explain to the students that hurricanes are huge circular storms of wind, clouds and rain that
form over warm tropical oceans. The clouds in a hurricane can be seen as circular bands that
spiral around a hurricane’s eye.
11. Each group should then follow your demonstration to stir up their own hurricane. Now,
student pairs will construct the project on there own.
12. After each group has made their hurricane, students should complete the Stir Up a Hurricane
Activity Worksheet.
13. As a class, discuss the answers to the Stir Up a Hurricane Activity Worksheet.
181
Part 2
1. Tell the class that in order to learn how fast a hurricane is growing and how fast its winds are
blowing, it's necessary to go directly into the hurricane. Some brave volunteer pilots called
"hurricane hunters" do this job in airplanes.
2. Have students go through the "Cyber flight" Web site at the following link:
http://www.hurricanehunters.com/cyberflight.htm.
a. The students will see pictures and read about a team of hurricane hunters on a mission
to study hurricanes.
3. Lead a discussion with the students about what they learned from the Cyber Flight Web site.
Sample questions that can be used are:
a. What is an eye wall? (The border between the eye and the surrounding storm winds)
b. What is a dropsonde? (An instrument attached to a parachute that takes
measurements of the hurricane and sends them back to the hurricane hunters through
a radio transmitter. The hurricane hunters drop the dropsonde out of the airplane,
and after passing through the hurricane, it lands in the water below.)
c. What do the students think it was like for those pilots before they entered the
hurricane? Once they were in the hurricane?
4. Ask students to imagine they have just returned from a flight on a hurricane hunter mission.
They have flown with an expert team of hurricane hunters and have helped them conduct
their studies in the eye of a hurricane.
5. Ask students to write brief (two or three paragraph) reports to their local newspaper, telling
the public about their adventure.
a. Their reports should answer these questions:
i. What is it like inside the eye?
ii. Why does the eye exist?
iii. What was the most exciting part of your journey?
Blackline Masters
1. Stir Up a Hurricane
2. Hurricane Hunter Exclusive
Resources
BrainPOP
http://www.brainpop.com/science/weather/hurricanes/preview.wemll
National Geographic Kids

http://kids.nationalgeographic.com/
Online Dictionary
http://www.dictionary.com
Cyber flight
http://www.hurricanehunters.com/cyberflight.htm
LSU Hurricane Center

http://www.leeric.lsu.edu/le/cover/lead075.htm
182
Name
Category 5: The Eye of the Hurricane
Stir Up a Hurricane
Directions
After completing the activity with your group, answer the following questions:
1. What is a hurricane?
2. What happened to the hurricane’s “clouds” as the liquid spiraled around in the bowl?
3. Describe the way the clouds moved.
4. How do hurricanes affect people?
5. Name two hurricanes you can remember. What effect did these storms
have on your family, home and community?

183
Name
Category 5: The Eye of the Hurricane
Hurricane Hunter Exclusive
EXCLUSIVE:
THE JOURNEY OF A LOCAL HURRICANE HUNTER
BY: ______________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

184
Category 5: The Eye of the Hurricane in the T3 Format

Today we will be learning Have BrainPOP video ready Watch the BrainPOP video.
about hurricanes and the most to view at the front of the
important part of the class. When the class is
hurricane, the eye. ready, play the video.
We are going to start by

watching a video about
hurricanes. Be sure to pay
close attention to what they
say about the eye.
Based on what you saw on Lead a class discussion and Talk about what they learned
this video, tell me what you solicit answers. from the video about
learned about hurricanes in hurricanes and the eye of a
general. Review the background hurricane.
How about the eye of a information about hurricanes
hurricane? and their effects on
It is windy in the eye? Louisiana.
Why do you think the eye
exists?
As I hold up these pictures of Hold up pictures and call on Look at pictures and identify
different hurricanes, raise students to identify the eye. the eye in each one.
your hand if you can identify
the eye in each picture.
Now we are going to break Divide class into groups of Break into groups and go to
up into groups of two, and two and show the groups stations.
each group should go to a what station they are assigned
station with the materials on to.
it.
I am going to demonstrate Have materials set up at the Watch teacher perform the
what you are going to do at front of the class and perform activity.
your stations, so everyone activity as stated in the
watch me complete the procedure. Tell students
activity. what you are doing as you
complete each step.
185
Now each group gets to Walk around the classroom Follow steps to stir up their
create your hurricane at your and assist groups with own hurricanes.
station. making their own hurricanes.
As you go through the steps,

you will see that the bowls
looks similar to an actual
hurricane. Hurricanes are
huge, circular storms of wind,
clouds and rain that form
over warm tropical water.
The clouds in a hurricane can
be seen as circular bands that
spiral around the hurricane’s
eye.
Once you have stirred up Pass out Stir Up a Hurricane Take worksheet and answer
your own hurricane, as a Activity Worksheet. questions.
group, complete this
worksheet.
Who would like to discuss Go through worksheet and Answer questions aloud and
some of their answers on the lead a class discussion on the talk about their answers.
worksheet? student’s answers.
Learning about hurricanes Listen.

and the eye of a hurricane has
been fun. But have you ever
wondered how weather
reporters know how fast the
winds of a hurricane are and
what people can expect when
the hurricane hits their state?
In order to learn how fast a

hurricane is growing and how
fast its winds are blowing,
it’s necessary to go directly
into the hurricane. Some
brave volunteer pilots that do
this are known as hurricane
hunters.
186
These hurricane hunters go As a class or individually, Go to Cyber Flight Web site
up in an airplane to determine have students go to the Cyber where they will look at
the speed of the storm. Let’s Flight Web site. pictures and read about a
get a closer look at exactly team of hurricane hunters on
what these brave volunteers a mission to study hurricanes.
do.
Tell me what you learned Lead class discussion using Talk about what they learned
from this Web site. background information and from the Cyber Flight Web
What is an eye wall? procedural steps. site.
What is a dropsonde?
What do you think it was
like for those pilots
before they entered the
hurricane?
What about once they
were in the hurricane?
Imagine that you have just Listen and imagine the scene
returned from a flight on a that the teacher describes.
hurricane hunter mission.
You have flown with an
expert team of hurricane
hunters to help them conduct
their studies in the eye of the
hurricane.
Now write a brief (two to Pass out Hurricane Hunter Write brief report on their
three paragraphs) report to Exclusive Activity Sheet. adventures into the hurricane.
your local newspaper telling
the public about your
adventure. Your report
should touch on:
What it is like inside of
the eye.
Why the eye exists.
What was the most
exciting part of your
journey.
187
Water REcycled
Focus/Overview Grade Levels

Students will learn about the water cycle and the various Upper Elementary
ways water moves between places in the environment. This Junior High
lesson will focus on the importance of this nonrenewable High School
resource and what students can do to aid in water conservation.
Duration
Learning Objectives One to two class
The students will: periods
Understand the complex movement of water through
the water cycle. Setting
Describe the distribution of water on earth’s surface. The classroom
Define important words used in the water cycle, such
as transpiration, evaporation, condensation, percolation Vocabulary
and precipitation. Hydrologic cycle
Determine daily water use and what they can do to Precipitation
promote water conservation. Percolation
Evaporation
Materials List Transpiration
Water cycle dice (set for each station) Renewable resource
Label for each station (teacher provides) Nonrenewable resource
Whistle (or any other sound maker) Wetland
Nine bags of colored beads (see table for colors
needed) See GLE table in the
String for bracelets index.
Picture of the water cycle (teacher provides)
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
fresh 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 is often taught as a simple circular cycle in which
water evaporates from the ocean, is carried over land, falls as rain and then is transported
188
back to the ocean through rivers. But the actual path that 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 it 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 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 easily
evaporates or is 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
important to Louisiana wetland ecosystems and sustains the plants and animals that have
adapted to live in these wet areas. Some characteristics that indicate whether water may
be present or may have been present in a wetland area are:
o Standing or flowing water observed in the area.
o Soil is waterlogged.
o Water marks showing water was once there can be seen on trees or other erect
objects.
o Drift lines, which are small piles of debris oriented in the direction of water
movement through an area, are present.
o Debris is lodged in trees or piled against other objects by water.
o Thin layers of sediments 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
189
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. Make one copy of the water cycle worksheet for each student.
2. Cut string into sections that can be used as bracelets.
3. Laminate station labels (if desired).
4. 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
5. Each station should have a cup of colored beads. The color should correspond
with the site – see table below.
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:
190
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).
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
191
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?
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.
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 (or pay for power to
run the well pump), 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?
e. Tell the students 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 they use in their
houses or the water needed to cook the food they eat every day is not even
included in this estimate! Before there was 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.
192
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 either of them and turning the water off
while brushing your teeth
Extension:
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
Resources
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
193
Youthh Wetlands Week Water REcycled
Water Cycle Dice - ANIMAL
194
Water Cycle Dice - CLOUDS
195
Water Cycle Dice - GLACIER
196
Water Cycle Dice - GROUND WATER
197
Water Cycle Dice - LAKE
198
Water Cycle Dice - OCEAN
199
Water Cycle Dice - PLANTS
200
Water Cycle Dice - RIVER
201
Water Cycle Dice - SOIL
202
Name
Water REcycled
Water Cycle

203
Name
Water REcycled
Becoming Water Wise
Directions: 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 Use

Toilets (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/day

Shower ______ household members X 5 min/person X ______ gpm = ______ gal/day
Faucets ______ household members X 8 min/day X ______ gpm = ______ gal/day
Clothes Washer ______ loads of laundry/wk X ______ gpl X 7 days = ______ gal/day
Dishwasher ______ loads of dishes/wk X ______ gpl X 7 days = ______ gal/day
OR 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

204
Name
Water REcycled
(continued)
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?

205
Water REcycled in the T-3 Format

Today we will be learning Use the background Talk about what they know
about water and the way that information at the beginning about the supply of water on
it moves around the Earth. of the lesson to answer these the Earth and renewable and
questions and to fully explain nonrenewable resources.
Does anyone know how the Earth’s supply of water.
much of the Earth is
covered with water? Also, explain to the class
How much of that water is about renewable and
salt water? nonrenewable resources.
How much of the 3 percent
of fresh water that is left
can be used as drinking
water?
Can anyone name some Solicit answers and write Answer aloud where water is
places where water is found? these on the board. found on Earth.
Those are some good Hold up the nine station Observe station pictures and
answers, and you all are names one at a time and compare to their lists.
correct! The pictures I am compare with students’ lists.
holding up show the main
places where water is located
during the water cycle. How
do these compare to your list?
Can anyone tell me what they Using background Talk about what they know
know about the water cycle? information, review the water about the water cycle.
cycle.
Using the information we just Pass out Water Cycle Student Take worksheet and fill in the
discussed about the water Worksheet blanks.
cycle, fill in the blanks of this
diagram to complete the
water cycle.
206
Let’s review the sheet Review worksheet with the Answer aloud with what they
together. class. wrote in the blanks to
complete the water cycle.
Today you are each going to Using procedural steps, Listen and call out answers
become a water molecule solicit answers and walk when prompted by teacher.
moving through the water students through the different
cycle. water cycle stations.
Looking at the nine stations
set up around the classroom,
what do you think would
cause a water molecule to
move between these areas?
Each of you is receiving a Pass out a piece of string to Take string and tie a knot in
piece of string that will every student and assist them one end.
become your water cycle in tying a knot in their
bracelet. Tie a knot close to strings.
one end of the string so the
beads placed on the string
will not fall off.
We are going to divide into Divide class evenly into nine Divide into groups and go to
groups to move through the groups and place them at the correct station.
water station. As I call your nine different stations.
name, go to the station I point
you to.
Now, everyone needs to Procedural step No. 12 (in the Listen to rules.
listen to the rules of the water earlier section) lists the rules
cycle game. of the game. Read this aloud
to the entire class.
Are there any questions? Is Blow whistle to begin game. Once they hear the whistle,
everyone ready? students should begin to
move through the water cycle
until they hear the next
whistle.
207
Blow whistle after the first Stop moving when they hear
round is finished (after the whistle.
everyone rolls the dice once).
Let’s briefly go around the Solicit answers from class. Answer aloud about their
room and see where everyone movement through the water
has moved. Has anyone not cycle.
moved? Why do you think
you moved or did not move?
What would have caused you
to move or not move?
OK, at the first whistle we are Blow whistle to start and stop Go through water cycle until
going to start again and game. they hear the whistle to stop
continue moving until I blow the game.
the whistle to stop the game.
Now, everyone can return to Return to seats and tie other

their seats and tie up the other end of strings.
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.
So who would like to Select volunteers to tell about Volunteer to tell about their
volunteer to walk me through their journey as a water journey as a water molecule.
your movement as a water molecule. Go through each bead on
molecule? You must use the their water cycle bracelet.
beads on your bracelet to tell
the class where you went on
your journey.
What did you learn about the Lead a class discussion on Talk about the game and
water cycle? the water cycle. Use what they learned about the
procedural step No. 14 (in water cycle.
earlier section) for questions.
208
So now that you understand Use background information Listen and discuss water
how water moves around the and procedural step No. 15 conservation.
Earth, where do you think the (in earlier section) to discuss
water that you use every day the water supply on Earth and
comes from? water conservation.
Have you ever wondered how Pass out Water Wise Take worksheet and answer
much water you and your Worksheet. questions.
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.
What would some of you do Lead class discussion on List ways they can conserve
to conserve more water on a ways students can conserve water on a daily basis.
daily basis? water.
209
Density Dynamics

Students will learn how changes in water salinity affect the High School
density of the water by making their own hydrometer.
Duration
The students will:
Learn to define different water salinity types: Setting
brackish, fresh and salty. The classroom
Learn how salinity affects density of water.
Build a hydrometer to measure the densities of fresh, Vocabulary
brackish and saltwater samples. Hydrometer
Salinity
Materials List Density
Water (teacher provides)
100-milliliter graduated cylinder See GLE table in the
Modeling clay index.
Fine-tip permanent marker
Straw
Salt
4 cups or jars of equal size
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 35 parts of salt to 1,000 parts of water
(or 35 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
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.
210
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 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 = 1-6 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 = 7.5-15.0 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 greater than 15.5 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.
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.
211
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.
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
212
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
213
Density Dynamics
Name
Making the Hydrometer
Part 1
In the space below, describe what happened to the hydrometer as the test water became more salty.
Part 2
Test 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 Type

A
B
C
Part 3
Answer 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. Along the coast of Louisiana, where would you expect to find areas of more fresh
marshes? Where would you expect the marshes to be more salty?

214
Density Dynamics in the T-3 Format

Wetlands defined by the soft See General Wetlands
grasses that grow around Information in the front of
them are called “marshes.” the curriculum binder to help
There are a variety of explain the types of marshes
marshes found along the found in Louisiana.
coast of Louisiana that are
defined by their salinities.
Does anyone know what Students will tell what they
salinity means? know about salinity.
Explain salinity and how it
helps define the different
marsh types.
The more salty (or the higher Use the background
the salinity level) water is, information to help explain
the greater its density will be. the relationship between
Density is defined as the salinity and density.
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.
A “hydrometer” is a device Break the classroom into Get into groups and collect
used to measure salinity. groups of two to three supplies and student
Today you will be making students each and hand out worksheets.
your own hydrometers to the hydrometer materials and
determine the salinity of the student worksheets.
different samples of water
and thus the type of marsh
the water would be found in.
Please press the ball of clay Students will make their
into one end of the straw to hydrometers.
form a plug. The straw will
become the hydrometer.
Before we can use our Have the students place their
hydrometers, we have to hydrometers in the 100
“calibrate” it – or we have to milliliter graduated cylinders
mark lines on the straw that and remove or add clay until
correspond to different the hydrometer floats in the
known salinity levels so we water leaving about 1 inch of
can then use the hydrometers straw above the water line.
215
to measure unknown
samples.
See steps 5-11 in Part 1 of Students will calibrate their

the Procedure section to hydrometers.
finish calibrating the
hydrometers.
Now that we have calibrated Show students the water
our hydrometers, we are samples with various
going to use them to salinities.
determine the salinity of
these unknown samples of
liquids.
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 Students will use their
hydrometers to test the hydrometers to measure
salinity of each water sample salinity and fill out each of
and to mark their answers on their student worksheets.
their student worksheets.
216
Wetlands
Wildlife and
Fisheries
217
Animal Adaptations

The plants and animals that live in wetlands have special Upper Elementary
characteristics that help them to live in these wet areas. This
lesson teaches students how animals survive in their habitat Duration
by adapting, or fitting in, to the environment. One class period

Describe the behavioral and physical adaptations of a
wetland animal Vocabulary
Relate how animal adaptations help them to survive in Adaptation
a specific habitat Wetland
Design the ultimate wetland animal with wetland Habitat
survival adaptations
Materials List See G.L.E. table in the

Plastic beaver teeth (or picture) index
Brown towel or brown coat (teacher provides)
Swim fins
Oil can (spray can with oil written on the side)
Gloves
Ear plugs
Nose plugs
Goggles
Musk cologne or perfume
Paddle
information on wetlands and the animals that live in these areas.
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
218
Chemicals that are sprayed from various body parts to deter predators
Animals may even be poisonous or unpleasant-tasting so that predators soon learn
them alone
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
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 so to detect danger and
escape
Animals are active only at night when it is harder for predators to find them
Animals that 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. That 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 envrionment,
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 there:
Alligator
Back webbed feet for steering
Bulging eyes which make it look like a log
Protective, armored plated skin
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
219
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 it’s 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 that fall into the river to form 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.
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
220
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 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
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.
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.
221
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 for the remainder of Youth Wetlands
Week.
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 Back feet • Webbed hind feet of the beaver enhance the
222
flippers swimming ability by providing propulsion.
• Second nail 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 • Enable beavers to close their ear openings
canals completely so no water to enter when
underwater.
• Beavers can stay underwater up to 15
minutes.
Nose plugs Special muscles in • Enable beavers to close their nose openings
beavers nose completely so that no water is able to enter
while they are submerged.
• Beavers can stay underwater up to 15
minutes.
Swimming Third clear eyelid • The “nictitating membrane” covers and
goggles protects the eyes.
Musk Caster gland • This special oil gland is used for marking
perfume 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
223
Animal Adaptations
Name
Directions: 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.

224
Animal Adaptations in the T-3 Format

All animals live in habitats Explain to the students Students will listen to your
that provide water, food and about habitats. explanation of habitats.
shelter for them.
Today we will discuss Solicit answers from Students will answer with
several animals that live in students about what they what they think adaptation
wetlands and how they are think the word adaptation means.
able to survive living in means.
those wetlands. Can anyone
define the word adaptation?
I will now read out some Read out loud the Students will listen to the
background information on background information of background information
beavers to you. a beaver to the class. you present to them about
beavers.
Ask the students for a Pick a student volunteer. Students will pick volunteer
volunteer to come to the to be the new “class pet
front of the classroom. Tell beaver.”
them that this person will be
the “new class pet,” a
beaver.
Tell the students that you Take the props out one at a Students will give their
have some adaptations of a time and solicit answers feedback to you on what
beaver in a bag and that you from the students about type of adaptation each prop
want them to name the what kind of adaptation it is. Then they will help the
adaptation as you take a is. “class pet” put the prop on.
prop out. Tell them that the
student who gets the
adaptation correct will get
to help the “class pet” put
on the adaptation (prop).
Ask students to once again Solicit for answers from the Students will define what a
define a wetland. class. wetland is.
After they have defined a Solicit answers and write Students will describe the
wetland ask them to them down on the characteristics of a wetland.
describe a wetland. blackboard for the students Good answers would be lots
to remember them better. of water, sometimes salty,
muddy, different kinds of
225
plants, different kinds of
animals, etc.
Tell the students that in Give students directions Students should draw their
their groups, they will about what their fictitious new animal on the student
create a fictitious wetland wetland animal needs to activity sheet and list the 5
animal. Tell them that they have. adaptations below the
will need to give their picture.
fictitious wetland animal at
least 5 different adaptations
that allow it to survive in
the wetlands.
Tell the students to Help appoint a group The group representative

designate a group representative if the will hold up the fictitious
representative and he or she students cannot decide animal drawing and
will hold up the fictitious themselves. describe what it is and what
wetland animal picture for the adaptations of the
the class to see and describe animal are.
how that particular animal
is adapted to surviving in
the wetlands.
Tell the students that you Hang the drawing of the

will hang the fictitious fictitious animals around
animals around for the the classroom for the
remainder of Youth remainder of Youth
Wetlands Week, and they Wetlands Week.
can admire each others
work and maybe even learn
something else about
adaptations.
226
Wetlands Creative Writing
Focus/Overview
Grade Level
This lesson teaches students how to organize a variety of ideas
Upper Elementary
into a complete document and allows them to develop a
nonfiction story about estuary creatures.
Duration
One class period
Learning Objective
The students will:
Setting
Organize thoughts and compose a story about wetland
The classroom
animals
Vocabulary
Materials List
Estuary
Worksheet
Wetland
Pencils
Encyclopedias, dictionaries or approved Internet sites
(teacher provides)
index
information on Louisiana wetlands.
Wetlands are important because they provide habitat for all kinds of plants and animals. A
wetland is 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.
Through the America’s WETLAND Campaign, the America's WETLAND Foundation is raising
awareness about Louisiana's wetland loss and supporting ways to conserve and save the coast.
The foundation has recruited the help of nine loveable action heroes, the Estuarians (Estys, for
short) to help in this effort. Their name is derived from estuary, the place where seawater and
river water meet.
These campaign mascots help spread awareness about Louisiana's coast and the fight to save
it. Each of the animals and their friends live in America's WETLAND and depend on us to save
their habitat. “This is our home, and we are eager to help save it,” said Capt. Eddy, leader of the
Estys.
Sadly, America's WETLAND is vanishing at a rate of 24 square miles a year! America’s

WETLAND, an estuary, serves as home to many different types of animals and is very important
to us all! You can help the Estys by educating family and friends about the dangers of losing
Louisiana’s wetlands.
227
Definitions:
Estuary – a place where seawater and river water meet. This means that estuaries are unique
because they have both salt water and fresh water.
Wetland – A low-lying area that is wet year-round or during portions or the year. It is usually
able to support types of vegetation typically adapted for saturated soils.
Advance Preparation
1. Make copies of the two worksheets and the informational sheets on the Estys.
Procedure
1. Use background information to lead a class discussion on Louisiana wetlands and the
current state of wetland loss.
2. As the students talk about what they know about wetlands, pass out the informational
sheets on the America’s WETLAND Estuarians.
3. Tell students that all of these animals live in the wetlands of Louisiana.
4. Select volunteers to read the descriptions next to each animal.
5. Students are then to compose a story that includes at least two or more of the following
Esturians: Shelly the starfish, Salty the shrimp, Delta the dolphin, Reed the reptile,
Captain Eddy the bald eagle, Rocky the raccoon, Mossy the water moccasin, Pierre the
Pelican and Murky the mudcat.
6. Students must look up information about their animal in the library or on the internet and
use all of part of the definition of the animals/creature in their story.
7. They must cite all their references at the end of the story.
8. In their article, students must indentify:
i. Topic sentence of each paragraph
ii. Central idea
iii. Conclusion
iv. At least one supporting idea
v. A logical order
vi. At least one transitional word.
Blackline Masters
1. Story Outline
2. Story
3. Estuarian Information Sheets
Resources
America’s Wetland Foundation. http://www.americaswetland.com/.
228
Name
Story Outline
Title of Story/ Essay ____________________________________________________
Three main ideas of story/ essay
1. _______________________________________________________________
2. _______________________________________________________________
3. _______________________________________________________________
Paragraph 1 Topic Sentence
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
__________________________________________________________.
Transition Sentence/Statement
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
__________________________________________________________.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
__________________________________________________________.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
__________________________________________________________.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
__________________________________________________________.

229
Name
(continued)
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
_________________________________________________________.
Conclusion Paragraph
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________

230
Name
Story
Once upon a time there was a…

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
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_________________________________________________________________
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231
Name
Estuarian Information Sheets
As the American Bald Eagle nests in America’s WETLAND, it is only

natural that Eddy acts as the “captain” of the group. He is a real charmer,
but also a strong, stern leader. He is named “Eddy” to bring to mind the
ocean current and the “ebb and flow” associated with the tides. His cap-
tain title is a nod to his leadership position within group and also brings in
the association to a ship’s captain.
***
Ahoy, mates! Captain Eddy the eagle here. I’ll be your captain during your
journey through America’s WETLAND. Let’s start with a quick fact!
Q: Does anyone know how quickly America’s WETLAND, which is the

land along the Louisiana coast, is disappearing?
A: Every thirty-eight minutes, we lose a chunk of land the size of a foot-

ball field!
Rocky is a real go-getter and is very inquisitive with lots of energy. He

is the type that leaves no rock unturned in search of excitement. To
his fellow Estys, he is like an excited little brother with lots of energy
and enthusiasm.
***
Hi! My name is Rocky the raccoon, and I live in the wetlands, too!
Have you heard that America’s WETLAND is vanishing? Well, I know
it’s true because I live there. The wetland is where I get my food. I
swim out to the marsh to eat. On a good day, I can find crabs, oysters,
mussels, fish and dragonflies. Yum!
Q: Do you know how many rare, threatened, or endangered species

live in America’s WETLAND?
A: There are 79 rare, threatened or endangered species who live in

America’s WETLAND! Help us save them!

232
Name
(continued)
Murky is the youngest of the male characters. He is playful and eager

to please. As you may have guessed, Murky is named for the murky
sediment of the river and marsh bottoms.
***
Hi, I’m Murky the mudcat. No, I’m not a cat who lives in the mud. I’m a
catfish who lives in America’s WETLAND. Here in Louisiana, the land is
vanishing right before our eyes.
Q: Do you know how fast the land on Louisiana’s coast is disappearing?
A: Every 39 minutes, we lose a chunk of land about the size of a football

field!
Reed is well-liked by all for his good nature and strength of character. He is
quick with a joke and always up for some fun. He is athletic and always en-
joys a swim race with any of his friends. Though he’s pretty tough, he has a
very even temper, and his friends all trust him to be measured and relaxed
(and, with teeth like that, it’s a good thing, too!). His name comes from the
reeds found in the wetlands, his home.
***
Hey, buddy. I’m Reed the reptile. Not many years ago, my kind was almost
wiped out, but humans realized how important alligators are and helped us
survive! Now, it’s my turn to help humans get rid of pesky nutria, a spe-
cies that destroys the wetlands. They are my favorite snack. Have you ever
tasted nutria? Speaking of food, I probably wouldn’t try to catch and eat
you for lunch, but it would be best for you to say “hello” from a distance if
you ever see me in the wetlands.
Q: Did you know that, in addition to protecting animals, the wetlands pro-
tect humans, too? How do you think they do that?
A: The wetlands are Louisiana’s first line of defense against hurricanes.

Since they’re right next to the water, they can block dangerous waves be-
fore they reach populated areas. Cool, huh?
233
Name
(continued)
Delta is perky, bright and a little playful. She is the cheerleader for the
group and has a bouncy personality. She always has more energy than
any of her Esty friends, so, when she’s worn them all out with water
games, she’s happy to splash and play by herself, too. She is named
after the river delta.
***
Hey, gang. My name is Delta, and I’m a dolphin. I’m named after the
part of the rivers that helped form America’s WETLAND. The Mississippi
River Delta was formed when sediments were carried southward from
the Mississippi, Missouri, Platte and Red rivers. That sediment – which
means the dirt and rocks and stuff at the bottom of the river – piled up to
make the coastal wetlands when the river reached the Gulf.
Q: If the sediment carried by the Mississippi River built the wetlands,

how come it’s not rebuilding them as time goes by?
A: Well, since the time when the Mississippi River helped build the
wetlands, humans have built dams and changed its course a bit. There-
fore, all that sediment isn’t being carried to the wetlands. Meanwhile,
the sediment the Mississippi brought to the wetlands a long time ago is
being washed away in the Gulf of Mexico. We need to get all that good
sediment from the Mississippi to replenish America’s WETLAND.
Mossy is mysterious, intelligent, and somewhat shy. Though she’s not

always the first to explain her opinion or volunteer for a game, she’s
very perceptive. Named after the moss common in the swamp, beneath
which she often hides, she is definitely the old sage of the group.
***
I am Mossy the water moccasin. Maybe you’ve seen something called
Spanish moss? It hangs from trees all over America’s WETLAND. Moss
is very common here in Louisiana and so are water moccasins like me.
I hide in a variety of places. You might find me under a log or swimming
in a bayou or lake. The scenery is beautiful where I live. Why don’t you
come and visit me some time?
234
Name
(continued)
Shelly is the matriarch of the group and has a flamboyant, vivacious atti-
tude. Having seen and done so much with her long and healthy life, she
loves to share her stories and is quick with an anecdote for every situa-
tion. Though she’s wise and mature, she’s still a lot of fun! She’s creative
and great at giving advice to her friends. Her name is a reference to all
the shelled creatures of the sea that spend their life in the coastal zone.
***
Hello. I’m very pleased to meet you. My name is Shelly, and I speak for
the starfish. There are not many of my kind left around here. But I live
with the Periwinkle snails, the oysters, and the mussels in the coastal
zone. We all play and grow here. Are you ready for your quiz?
Q: Now that you have learned so very much about America’s WET-
LAND, what can you do to help?
A: You have so many options. First of all, tell your parents and your
teacher what you’ve learned. They can help you learn more about Amer-
ica’s WETLAND by ordering an Estuarian Guide for you or by emailing
the people at America’s WETLAND to ask for some teaching materials
for your class. We hope to hear from you very soon.
Salty is Captain Eddy’s sidekick and a humorous prankster. But he is loyal

to a fault. Though he is very small, he always makes sure that his opinion
is heard. And he always has an opinion. His
name comes from the briny depths of the home of his forefathers.
***
I’m Salty the shrimp. I hatched in the deep waters of the Gulf of Mexico
and then made my way to an estuary in America’s WETLAND. I ate some
good phytoplankton and detritus there, so I grew to about three inches.
Hey, that’s big! When I got big enough, I moved back out to the Gulf. I love
the saltwater, but I need the protected waters of the estuary to grow in.
Q: So what’s an estuary anyway?
A: An estuary is the wide part of a river where it nears the sea and fresh
and salt water mix together. America’s WETLAND is an excellent example
of an estuary because that’s where the Mississippi River meets the Gulf of
Mexico. That’s why my friends and I are called the Estuarians.
235
Name
(continued)
Pierre is French and his name is a nod to the French culture alive and well
in America’s WETLAND. He is the historian of the group and enthusiastic
about saving the region’s unique culture in which he is immersed. He is
extremely well read, and, before learning to speak fluent English, Ancient
Greek, and Japanese, he spoke only French with his parents and many
brothers and sisters.
***
Bon jour, mes amis! My name is Pierre the pelican. I live on the barrier
islands of America’s WETLAND. These islands really are “barriers” that
protect America’s WETLAND against hurricane winds and tidal surges.
The islands were once much larger than they are now, with fishing camps,
cattle, and even a hotel. But hurricanes destroyed the buildings and caused
the landloss that my friends and I are trying to stop. Now, the people are
gone, but I’m still here to keep an eye on things. I get to see first hand how
coastal restoration projects are starting to rebuild the barrier islands. Re-
storing the barrier islands is a great big step towards saving the wetlands
and preserving Louisiana’s unique culture. I myself enjoy culture a great
deal. Et tu? But, before I give you too many French lessons, I have a ques-
tion for you about America’s WETLAND.
Q: Speaking of culture, there are a lot of fun things for Louisianan families
to do in the wetlands. Can you name some?
A: I bet you got some great ones! Did you think of hiking? And seeing the
wildlife? You might even run into me and my friends.
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Wetlands Creative Writing in the T-3 Format

Today we are going to Hand out informational sheet
compose a story about: on Esty characters.
Shelly the starfish, Salty the
shrimp, Delta the dolphin,
Reed the reptile, Captain
Eddy the eagle, Rocky the
raccoon, Mossy the water
moccasin, Pierre the Pelican,
and Murky the mud-cat (cat
fish).
Ask students to describe each Solicit answers about each Give descriptions of each
of the animals. animal. animal.
Look up each animal in the Pass out encyclopedia or Begin looking each animal
Encyclopedia or dictionary dictionaries up.
Begin your story. Pass out worksheet. Begin the story.
Let students know that Whenever they are done find

whenever they are done that a partner and proof read each
they should find a partner and others papers.
proof read each other’s paper.
Allow time to make Makes corrections to paper.
corrections.
Let each student who wants Allow each student who Students will read their story
to share their story with the wants, the opportunity to aloud.
class. share their story.
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Frog-friendly Habitat
Focus/Overview
Grade Level
In this lesson, students will analyze how a habitat meets the survival
Upper Elementary
needs of the animals living there. This lesson specifically focuses on
amphibians and students will compare a frog’s habitat to their own.
Duration
The students will:
Learn about amphibians and the life cycle of a frog Setting
Explore different wetlands habitats and how they support the The classroom
amphibians
Vocabulary
Materials List Habitat
Blackboard or poster-size pad of paper (teacher provides) Amphibian
Chalk or markers Life Cycle
Paper
Pencils See G.L.E. table in the
index
A shoebox (with one long side cut away) for each student
(teacher provides)
Art materials (such as colored construction paper)
Paint
Glue
Pipe cleaners
Stones, twigs, peat moss (for insect bodies and wings) (collect on school grounds)
See the General Wetlands Information at the front of the curriculum binder and the Animal
Adaptations lesson for more information wetlands and the plants and animals that are found in
these habitats.
Amphibians are cold-blooded animals that transform from a water-breathing juvenile to an air-
breathing adult. They are an intermediate form between fish and reptiles. Members of this class
include frogs, toads and salamanders.
A frog is an amphibian that is typically characterized by long hind legs, a short body, webbed
fingers, protruding eyes and the absence of a tail. Most frogs have a semi-aquatic life cycle but
move easily on land by jumping or climbing. They typically lay their eggs in puddles, ponds or
lakes, and their larvae, called tadpoles, have gills and develop in water. Adult frogs follow a
carnivorous diet, mostly of insects, worms and snails. Frogs are most noticeable by their call,
which can be widely heard during the night or day, mainly during their mating season.
238
Life Cycle of a Frog - this explains the series of changes occurring in the life of a frog:
The Egg – Frogs lay their eggs in water or wet places, and several thousand are
sometimes laid at once. So many eggs are laid because most will die due to not being
fertilized. The egg begins as a single cell surrounded by a protective jelly-like covering,
and once fertilized, it will begin to split into many cells over an average 21 days.
Tadpole (also called a “pollywog”) – Tadpoles hatch from the egg and do very little for
the first few weeks of their life. Tadpoles get their strength from digesting the remainder
of the egg yolk, which is found in its stomach! It is extremely fragile and must rely on its
camouflage to protect it from other water animals. After a few days, the tadpole has
enough strength to swim around and begins to feed on algae.
Tadpole with Legs – In this stage the tadpole sprouts legs first and then arms. It has a
longer body and a more distinct head but still breathes using gills and has a tail. The diet
of tadpole may now include insects and larger plants.
Froglet – In this stage, the almost-mature frog breathes with lungs and only has a small
portion of its tail remaining. The froglet’s mouth widens, the legs grow, and it looks like
a miniature version of an adult frog.
Adult – The adult frog has legs, breathes with lungs and has lost its tail completely (it has
been absorbed by the body). This frog will live mostly on land, with occasional swims,
and feed on insects and worms. Eventually, it will find a mate and the female will lay the
eggs to be fertilized by the male, and the whole process will begin again!
Wetland Habitats that Support Frog Species
Ponds:
Conditions: defined as a shallow body of water where light can hit the bottom and plants can
grow all the way across the surface of the water. Dark green in color, the pond surface is often
covered with floating plants that bloom above the surface, such as water hyacinth. Other pond
plants grow entirely under water, such as cabomba, and are important because they provide
oxygen to fish. The water in a pond is roughly the same temperature throughout, and fewer
seasonal changes occur here compared to lakes. The life cycle of a pond is dependent upon the
algae and plant life growing throughout the water body.
Frog Species Found: eastern American toad, bullfrog, green frog, northern leopard frogs and
pickerel frog
Lakes:
Conditions: defined as a body of water surrounded by land. The water body is generally larger
and deeper than in a pond, and light does not reach the bottom. The life cycle of the lake is
dependent on phytoplankton, rather than plants and algae. There are differing temperatures
throughout lake; therefore, most animals can only survive in one region of the water body.
Frog Species Found: eastern American toad, bullfrog, green frog, northern leopard frog and
pickerel frog
239
Rivers/Streams/Creeks:
Conditions: the species in this habitat must be versatile order to compete with the constant flow
of water and the ever-changing environment around them. A river is the largest water body of the
three. A stream is confined by banks and usually flows into a larger body of water. A creek is a
small natural stream that may dry up during some portions of the year.
Frog Species Found: bullfrog
Vernal Pool (temporary/ephemeral pool):

Conditions: defined as temporary ponds that hold water for several months every year. These are
depressions that lack fish because of their inconsistent supply of water. The vernal pool is
typically dry and largely uninhabited for much of the year until rains arrive and fill it with water.
Animals present must be able to survive long dry periods and low oxygen levels. This isolated
habitat is very important because in the early spring, vernal pools are extremely crowded with
the breeding rituals of many amphibian species.
Frog Species Present: wood frog, spring peeper, gray tree frog, green frog, eastern spade foot,
eastern American toad and Fowler's toad.
Definitions:
Amphibian – any cold-blooded vertebrate of the class Amphibian, comprising spices of frogs
and toads; the larvae are typically aquatic, breathing by gills and the adults typically live in both
water and on land
Habitat – the natural environment of an organism; place that is natural for the life and growth of
an organism
Life Cycle – the course of developmental changes through which an organism passes from its
creation to the mature state
Procedure
1. Review the background information and lead a class discussion on amphibians,
specifically frogs. Students should be familiar with wetland habitats before beginning
this lesson.
2. Tell the students they are going to compare what they need to live with what a frog
needs.
3. Pass out the student worksheet and pencils.
4. Ask the students to refer to Part 1 on the worksheet.
5. Tell them to imagine that they have been shipwrecked and have washed ashore on an
island. There are no other survivors or people on the island.
6. In the left-hand column titled “What I Need”, ask them to list what they would need
to survive on this island. They should start with the most important things first. Give
them three to five minutes to complete this task.
240
7. Divide the blackboard or paper in half and title the left column “What people need.”
Ask students to give you items from their lists. Discuss why these items are
important.
8. Ask students to now look at the right column, “What frogs need.” Ask them to write
down what they think frogs need to survive. Remind them to think about what they
learned about the life cycle of frogs because eggs, tadpoles and adults may each need
different things and a frog-friendly habitat should include them all. Give the students
three to five minutes to complete this task.
9. Write the same title on the right side of the board and ask students to give you their
ideas. As you write the ideas down, ask why the student thinks this item is important
for frogs.
10. Compare the lists and draw lines between items that are the same, similar or related.
How many were the same and how many were different?
11. Ask the students to use the materials provided to make a frog-friendly habitat in a
shoe box. They should add things that reflect the items on the list they created. They
should include shelter, water and food. They can include other animals and plants that
could be found in that habitat. They should make a list of the things they have
included in their habitat and attach the list to the outside of the box.
12. Have a “frog visit” by having students set up a display of their habitat boxes in the
classroom. Allow volunteers to tell what is inside their box and why they feel these
things are necessary for a frog’s survival.
Extensions:
Invite a group of younger students to visit your frog habitats.
Have the class put on a short frog skit, read or act out a frog story, or report on what they
learned about frogs.
You may also want to play a tape of frog sounds while students look at the other students'
habitat boxes.
Blackline Master
1. People Versus Frog Needs
Resources
http://library.thinkquest.org/11034/habitat.htm
http://encarta.msn.com/encyclopedia_761552464/Frog_(animal).html
http://www.enchantedlearning.com/subjects/amphibians/label/froglifecycle/label.shtml
http://en.wikipedia.org/wiki/Frog
Definitions from “Windows on the Wild: Biodiversity Basics,” © 1999 World Wildlife Fund.
241
Frog-friendly Habitat
People Versus Frog Needs
What I Need What Frogs Need
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
Life Cycle of the Frog
Fill in the blanks next

to the stage of the
frog’s life cycle with:
tadpole
eggs
tadpole with legs
adult
froglet

242
Frog-friendly Habitat in the T-3 Format

Tell the students they are Pass out the paper and pencils Students will answer with
going to compare what they some form of – because the
need to live to what a frog habitat maybe not be the
needs. same as they were in
Ask “Why could it be
harmful to a frog to pick it up
from one location and put it
in another location?”
Ask the students to draw a Tell them to imagine they Students will draw line down
line down the center of the have been shipwrecked and paper.
paper. On the left column, have washed ashore on an
they should write the title: island. There are no other
“What I need.” survivors or people on the
island.
Ask “What would it be like if Solicit answers from the Students will answer with
you were dropped off in a students. their opinions.
strange neighborhood and did
not know how to find your
way home?”
In the left-hand column, ask Divide the blackboard or Students will list items that
them to list what they would paper in half and title the left they would need to survive.
need to survive. They should column “What people need.”
start with the most important Ask students to give you
things first. Give them three items from their lists. Discuss
to five minutes to do this why these items are
task. important.
Ask “What could happen to Students will answer with

your frog population if a road their opinions.
was constructed through your
habitat so that your frogs had
to cross it to get to water?”
What if your habitat did not Solicit answers from Students will answer with
provide any protection from students. their opinions.
the sun for your frogs and
their eggs?
243
Why might you want to have (Hint: Think about what they Students will answer with
frogs living in your eat.) their opinions.
backyard? (Hint: looking for the answer
– insects)
Have a “frog visit” by having
students set up a display of
their habitat boxes in the
classroom. You may want to
invite a group of younger
students to visit. Your class
can put on a short frog skit,
read or act out a frog story, or
report on what they learned
about frogs. You may also
want to play a tape of frog
sounds while students look at
the other students' habitat
boxes.
244
Math Crabbing

This lesson uses one of Louisiana’s favorite animals, the Upper Elementary
blue crab, to introduce students to prime and composite Junior High
numbers. Use this activity to determine what the students
know about blue crabs (besides that they are good to eat) the Duration
number of legs that they have. Two class periods

Learn important information about the blue crab
Distinguish the difference between prime and Vocabulary
composite numbers Prime number
Composite number
Materials List
Pencils See G.L.E. table in the
Paper index
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 shedding food
o Middle six legs are the walking legs.
Crabs don’t walk forward and backward, they walk sideways
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 they 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
245
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.
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.
Except for 0 and 1, a number is either a prime number or a composite number.
246
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 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
247
Name
Math Crabbing
Math Crabbing
Blue 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 6 2 7 3
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.
7 4 2 10
_______________________________________________________________________

248
Name
Math Crabbing
(continued)
3.
9 8 4 7
_______________________________________________________________________
4.
6 4 5 3
_______________________________________________________________________

249
Math Crabbing in the T-3 Format

Today we will be doing an Wait for students’ The students will give their
activity dealing with prime and response. opinion of what a blue crab
composite numbers by learning is.
about blue crabs. Does anyone
know what a blue crab is?
Let’s discuss a few things that Review the background

make a blue crab unique. information on blue
crabs with the students.
Now we will go over prime and After the students Students will define what
composite numbers. Can you give response you will read prime and composite
me the definitions of a prime the definitions of prime numbers are.
number and a composite number? and composite numbers.
I will give examples of prime Give examples of each. Students will break down
numbers and composite numbers. When examples of composite numbers into the
Prime numbers are 1,2,3,5,7, etc. composite numbers are prime numbers that the
and composite numbers are given, ask the students to composite numbers are
4,6,8,9, etc. beak composite numbers divisible by.
down to prime numbers.
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.
Now we will do an activity sheet Pass out the activity Work on the activity sheet.
about prime and composite sheet.
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.
250
Gone Fishin’ in
Louisiana Wetlands
Grade Level
Focus/Overview Upper Elementary
In this lesson, students will learn basic fish anatomy and how several Junior High
Louisiana fish species survive in the different wetland habitats found in High School
our state. The students will explore “edge effect” and fisheries
populations by simulating marsh deterioration. Duration
One to two class periods
Learning Objectives
Identify and label parts of a fish The classroom
Identify fish as freshwater, saltwater or offshore species
Explore the relationship between wetland loss and fisheries Vocabulary
Understand how edge effect can change fisheries production in Anatomy
and around wetland areas Edge effect
Land-water interface
Materials List
Fish ID cards (one for each student) See GLE table in the
Hole punch index
String
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. The salinity levels determine what plants and animals can survive in these
habitats. High levels of salt may hurt some animals and help others to 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.
251
Freshwater Marsh – (salinity = 0 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 = 1-6 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 = 7.5-15.0 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
this marsh. This is one of the best habitats for blue crabs, redfish, speckled trout and fiddler
crabs.
Salt Marsh – (salinity > 15.5 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.
252
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.
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 copies of fish anatomy worksheet and a fish ID card for each student.
2. Draw large fish sketch (from blackline master No. 1) on board.
3. Cut out fish ID cards.
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.
253
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.
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. Divide the class into groups of no more than five students per group.
8. Pass out a fish necklace to each student.
9. Designate three areas in the classroom as fresh water, salt water, and off shore.
10. As a group, students should discuss their fish and decide which body of water each fish
belongs in. The students can use the descriptions on the back of their cards to help with their
selections.
11. After approximately five minutes of group discussion, 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 all the fish have gone to their selected areas, the teacher should check to see if there are
any “fish out of water (in the wrong area).
13. Any fish not in the correct area will be “hooked” by the teacher (tapped on the head) and
should flop like a fish out of water.
14. When the teacher has identified all those in the wrong places, have those “fish” attempt to find
their correct areas. (Explain to the students that a fish living in a saltwater environment can die
due to an inundation of fresh water. This holds true for all three types of environments that the
“fish out of water” game addresses.)
15. Play the game until all the fish are in the correct places.
16. After this is complete, have each student show the class which fish he or she has on the
necklace and to read the description on the card. Then have each student tell the class what
habitat the fish lives in – fresh water, salt water or offshore waters.
Part 3
17. Using the background information, explain to the students about the edge effect and how this
might result in a loss of fisheries populations.
18. Have class go outside to a concrete area.
19. 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.
20. Explain that this grid represents a 25-acre marsh. The edges or sides of the area represent
feeding opportunities for the fish.
21. Tell students they are all fish today, and have the fish stand around the edges of the marsh.
22. Tell the fish to lift their fins (arms) and see if they touch fins with the fish next to them.
254
23. Discuss the fact that though all the fish may fit around the edge of this marsh, they don’t have
much room to feed.
24. 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.)
25. Have the students count the number of squares of remaining unbroken marsh. These are the
acres of marsh left after the canal is dug.
26. Tell the fish to move around the new edges of marsh. (Note that they have more room to feed.)
27. Now shade in the center row of squares that are perpendicular to the first canal.
28. 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.
29. 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.
30. 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.)
31. 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.
32. 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.
33. Have the fish shift around again, and ask the students if they notice the fish are getting
cramped around the marsh area again.
34. Continue to widen each canal, one at a time, until there is no habitat left for the fish.
35. 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
255
Gone Fishin’
Fish Anatomy
Directions: Label the parts of the fish using the words in the word bank.
MOUTH
ANAL FIN
FIRST DORSAL (BACK) FIN
PELVIC FIN
GILL SLIT (OPERCULUM)
EYE
CAUDAL (TAIL FIN)
PECTORAL FIN
SECOND DORSAL (BACK) FIN
NOSTRIL
LATERAL LINE

256
Gone Fishin’
Teacher Answer Key to
Fish Anatomy
Fish Anatomy
Directions: Label the parts of the fish using the words in the word bank.
MOUTH
ANAL FIN
FIRST DORSAL (BACK) FIN
PELVIC FIN
GILL SLIT (OPERCULUM)
EYE
CAUDAL (TAIL FIN)
PECTORAL FIN
SECOND DORSAL (BACK) FIN
NOSTRIL
LATERAL LINE
257
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.
258
Youthh Wetlands Week Gone Fishin’
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.
259
(continued)
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.
260
(continued)
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.
261
(continued)
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.
262
(continued)
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
29.5 inches and weighed 24.9
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.
263
(continued)
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 red gill,
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.
264
(continued)
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.
265
(continued)
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.
266
(continued)
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 a shoal of 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.
267
(continued)
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.
268
(continued)
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.
269
Gone Fishin’ in the T-3 Format
What are some different types Solicit answers and write List different types of fish
of fish you have seen or heard some of these on the board. they have seen or heard about
about? and where they have seen any
Where might you have seen of them.
some of these fish – in lakes,
aquariums, pet stores?
What are some fish you have Solicit answers and write List different types of fish
seen in Louisiana waters? some of these on the board. that they have seen in
Louisiana waters.
Today we are going to learn Lead a class discussion using Talk about what they know
the anatomy of a fish. Can the background information about anatomy and fish
anyone define anatomy? and procedural step No. 3. anatomy.
Fish move around the same Listen.

way we do – using their body
parts.
On this worksheet, label the Pass out student activity Take worksheet and try to
parts of the fish using the sheet. label the fish body parts.
word bank. Take the best
guess about these parts, and
be sure to use all of the words
on the sheet.
Now that everyone has Solicit answers and have the Fill in the blanks as a class.
attempted to label the fish students who answer
parts, let’s go through fish correctly come up to the
anatomy together. board and fill in the blanks on
the large diagram.
270
Now, we are going to break Divide class into groups of Get into groups of five.
into groups to learn more no more than five students
about the different types of per group.
fish found in Louisiana and
all over the world.
Each of you will be getting a Pass out fish ID cards, hole Take card and make
fish ID card. Punch two holes puncher and string to each necklace.
in the top of the card and student.
place the piece of string
through the holes to make a
necklace.
Imagine that our room Designate three areas of the Observe where the different
contains the different areas of classroom as fish habitat. habitats are located.
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.
As a group, you will have Discuss fish ID cards with
about five minutes to review their group and select where
each of your fish and try to they should live.
determine what body of water
you should live in.
Now, each of you should Observe fish swimming to Swim to correct areas of
swim to your correct area – their correct areas. habitat.
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.
Let’s start with the freshwater Go around the room to each Go around the room and take
area, and everyone tell me habitat and have the students turns telling about their fish
what kind of fish you are. We tell what type of fish they are. and what habitat they
will then vote whether or not If they are in the wrong selected.
you are in the correct habitat. habitat, you should “hook”
them by tapping them on the
head and having them flop
around like a fish out of
271
water.
Play the game until all fish

are in the correct habitat.
So what did you learn about Lead class discussion about Talk about what they learned
the different types of fish? habitats based on salinity from this activity.
Why is it important for the levels and why this may be
fish to be in the correct harmful to fish.
habitat?
Everyone can return to your Use background information Talk about what they know
desks with your fish to lead a class discussion on about habitat loss and the
necklaces. Using what you habitat loss, edge effect and effects on fish populations.
learned about the different fish populations.
habitats, how do you think a
loss of habitat might affect
these fish populations?
Let’s all go outside to get a Lead class outside to concrete Follow teacher outside.
closer look at what edge area.
effect does to the fish
populations in Louisiana.
This 25-square grid Draw a 25-square gird (five Observe the 25-acre marsh.
represents 25 acres of marsh columns across and five rows
in a Louisiana wetland. The down) with each square being
edges or sides of the area about 1 foot by 1 foot.
represent feeding
opportunities for fish.
All of you are fish today, and All students move to

you’re living in this wetland positions and stand around
area. Everyone should move the edges of the 25-acre
and stand around the edge of marsh.
the marsh to act as feeding
fish.
Now, lift your fins (or arms) Lift their arms and see if they
and see if you touch fins with touch fins with each other.
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.
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A canal has been dug through Use sidewalk chalk to shade Observe new canal.
the center of the marsh to aid the center row of squares
in oil and gas exploration. down the grid. (Use teacher
instructions to determine
where to shade).
Now, count the number of Have students spread out Spread out around edges of
squares (acres) that remain in around new edges of marsh. marsh.
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.
Now, a shrimper has come Use sidewalk chalk to shade Observe the new canal.
through in his boat and cut a row of squares down the
another canal through the grid. (Use teacher
marsh. instructions to determine
where to shade).
Now, count the number of Have students spread out Spread out around edges of
squares (acres) that remain in around new edges of marsh. marsh.
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.
The canals will start to erode Repeat steps until there are Observe wetland loss and
over time and cause the only four squares of marsh move to new edges.
wetlands to deteriorate remaining. Have the students
continue to move around new
edges of marsh.
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What is happening with this Use background information Talk about what is going on
wetland loss? Are you and procedural steps 30-35 to in the wetlands and how
running out of habitat to lead class discussion on habitat loss leads to fisheries
feed? What causes wetland wetland loss and the effects loss.
loss? on fisheries.
Relate entire activity to how

wetlands loss equals fisheries
loss.
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Backdoor Bioaccumulation
Focus/Overview
This lesson teaches students about toxins in the environment and Grade Level
how these substances can “bioaccumulate” up the food chain. Upper Elementary
Students will go outside to simulate the effects bioaccumulation has Junior High
on a wetland ecosystem. High School
Learning Objectives Duration

The students will: One to two class
Learn how toxic substances can bioaccumulate in creeks, periods
rivers, estuaries, oceans and animals in Louisiana.
Simulate the effects of bioaccumulation on a wetland Setting
ecosystem. Outdoors
Use graphing and percentages to visualize the effects of
toxins on wetland organisms. Vocabulary
Food Chain
Materials List Bioaccumulation
Rope to mark area (teacher provides) Biomagnification
String Bioconcentration
Stopwatch (teacher provides) Pesticides
Construction paper (five different colors)
Hole punch See GLE table in the
Index cards (1 for each student) index
Permanent marker
Food chains are the simplest arrangements of who eats whom. 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 (mainly plants); 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 is the buildup of a toxic substance (like a pesticide) in living organisms as they
take in contaminated air, water or food. Plants and animals are exposed to toxins in the
environment, either naturally or from human-caused circumstances (for example, oil spills).
Consumers, or predators, then eat these contaminated plants and animals. As the food is digested,
the toxins from the contaminated prey are absorbed into the feeding animal. As the animal
continues to eat, toxins build up in its system, a process known as bioaccumulation. Higher-order
predators are exposed to the greatest amounts of toxins because their prey has accumulated the
275
toxins from the lower food chain, and the predator must eat a sufficient number of their
potentially contaminated prey to survive. When these chemicals bioaccumulate in one animal
and are then passed to other animals of the food chain, it is called biomagnification.
Bioconcentration is the uptake of chemicals into an animal from water alone. Rain washes silt
and other soil particles off of agricultural fields, construction sites and urban areas into local
water bodies where they will 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.
An example of bioconcentration that resulted in biomagnification occurred in the United States

prior to 1972. The spraying of a pesticide known as DDT (dichlorodiphenyltrichloroethane) was
done to help control mosquitoes and other insects. Rain washed the DDT into creeks, and it
eventually found its way into rivers, estuaries, lakes and oceans. The toxic pesticide
bioaccumulated within each organism and then was biomagnified into the food web of predatory
birds (such as the bald eagle and the brown pelican). The levels of DDT were so high that the
birds’ eggshells became very thin and the adult birds broke the shells of their unhatched
offspring, causing the baby birds to die. The population of these birds declined, and DDT was
banned in the United States in 1972. As a result of this chemical ban, the bird population has
since rebounded.
Louisiana wetlands are particularly vulnerable to bioaccumulation and biomagnification because

they are the drainage basins for most of the state’s watersheds, including those associated with
agricultural fields and urban areas with potentially contaminated runoff. Wetlands 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
deteriorating wetland ecosystems, it would have negative effects on these organisms already
suffering from habitat loss. Bioaccumulation would not only create problems in this already
fragile food chain but would mean that humans could no longer indulge on 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 the larger ones, which, in turn, become the food of still larger ones, 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 in the food chain.
Bioconcentration – the uptake of chemicals into an animal from water and air alone.
276
Pesticides – chemicals used to kill pests and insects.
Advance Preparation
1. Make a copy of Student Activity Sheet for each student.
2. Rope off a fairly large (50’ by 50’) 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.
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:
Pollution Chemical Chart:
Mercury = Red
Copper = Yellow
DDT = Green
Lead = Blue
Nickel = Orange
(So 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 all the way up to 100 percent. (For
example, 3 percent, 10 percent, 27 percent, 65 percent,…) Be sure the percentages
written on each colored set of 10 squares equal 100.
6. Now, 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 with the students the basic concepts of a food chain. Take one example of the
food they ate for dinner last night and trace the energy backwards 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 foods can be traced back to energy
received by the sun.)
3. Tell the students that today we will discuss bioaccumulation and the effects it has on
the food chain of wetland animals. Use the background information to lead a class
discussion on bioaccumulation.
4. Ask the students to list some of the different plants, fish and animals that live in
Louisiana wetlands.
5. Pass out one index card 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 that everyone will be going outside to continue the lesson and lead
them to the roped off area.
8. 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 other larger
animals.
277
9. Tell the students to observe the roped-off area with the scraps of paper in it. They
should imagine it is a Louisiana wetland area where they live as a wetland organism.
(**Do not tell the students what each color or the numbers on the pieces of paper
represent.**)
10. 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 30 seconds to collect their squares. Then yell STOP.
11. Once the plants have collected their squares, they should not look at the numbers on
them. Tell the plants they must stay in the wetland area (roped-off area) but cannot
pick up any more cards.
12. Now the “fish” have 30 seconds to go out and eat (tag) the plants to steal their squares
or collect some on their own squares off the ground. All groups must walk around the
wetland area – no running.
13. As the fish collect their squares, no one is to look at the numbers on their squares.
14. After 30 seconds, yell STOP. The plants that were “eaten” (tagged by fish) must leave
the wetland area. All other plants and fish must stay in the wetland area but cannot
pick up any more squares.
15. Next, give the birds 30 seconds to “fly” around the wetland area. Depending on their
diet, they must eat plants or fish from the wetland and take their squares.
16. After 30 seconds, yell STOP. The plants and fish that were eaten must leave the
wetland area. All other plants, fish and birds must stay in the wetland area but cannot
pick up any more squares.
17. Next, give the “other animals” 30 seconds to eat and steal squares from the plants,
fish and birds. They may also collect their own small squares off the ground.
18. After 30 seconds, yell STOP. All organisms that were eaten must leave the wetland
area. The remaining plants, fish, birds and other animals should stay in the wetland
area but cannot pick up any more squares.
19. Tell the remaining animals to continue holding their squares and lead the entire class
back into the classroom to finish the activity.
20. Pass out one student activity sheet to each student.
21. Have the remaining (“alive”) organisms come up to the front of the class. These
students should separate the squares by color and add up the percentages of each
color.
22. Tell the class that the squares represent the concentrations of a specific toxic
substance. The colors are as follows:
a. Mercury = Red
b. Copper = Yellow
c. DDT = Green
d. Lead = Blue
e. Nickel = Orange
23. Ask students how they think these toxic substances might get into a wetland area?
Where do these substances come from?
24. One at a time, have the students at the front of the class tell what organism they are
and how much of each toxic substance they ingested during the bioaccumulation
game.
25. All students should record the data on their worksheets.
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26. After every student has given the data for his or her organism, tell students that if an
organism has over 50 percent of any one of the toxic substances it would have died
due to the high concentration in its system.
27. 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.
28. After every student has completed the worksheet, end the lesson with a discussion on
the possible solutions to bioaccumulation
Blackline Master
1. Backdoor Bioaccumulation
Resources
This activity adapted from Project WILD activity How Many Bears Can Live in This Forest?
©Council for Environmental Education
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
279
Name
Directions: As students present the data for the organisms they represent, record the name of the organism
and the percentage of each toxic substance found in its system. If an organism has more than 50 percent of
one of the toxic substances, it would have died from the high concentration in its system. Graph your find-
ings in the space provided below.
Species % Mercury % Copper % DDT % Lead % Nickel

Y- Axis
X- Axis
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Teacher Answer Key to Wetland Organisms
Examples of Louisiana Wetland Plants:

1) Smooth cordgrass
2) Wiregrass
3) Bull tongue
4) Giant cutgrass
5) Cat tail
6) Three-cornered grass
7) Phytoplankton
8) Alligator weed
9) Duckweed
Examples of Louisiana Wetland Birds:

1) Great blue heron
2) Brown pelican
3) Bald eagle
4) King rail
5) American white pelican
6) Swamp egret
7) Turkey vulture
Examples of Louisiana Wetland Fish:

1) Spotted gar
2) Alligator gar
3) Stripped bass
4) Large-mouth bass
5) Red drum
6) Warsaw grouper
7) Redfish
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Backdoor Bioaccumulation in the T-3 Format
What did everyone have for Solicit answers and write List some things they ate for
dinner last night? some of these on the board. dinner the night before.
Can anyone tell me what a Trace one item backward Tell what they know about a
food chain is? through the food chain. For food chain and try to trace
Using some of the examples example: a steak comes from their meal from last night
you just gave, let’s trace your a cow that eats grass that gets backward through a food
food back through the food its energy from the sun. chain.
chain. (Most foods can be traced
back to energy from the sun).
Today we are going to learn Use background information Talk about what they know
about bioaccumulation. Can to lead a class discussion on about bioaccumulation.
anyone define bioaccumulation and the
bioaccumulation? possible effects it has on the
food chain of wetland
animals.
Who would like to tell me Solicit answers and write List organisms that live in
some of the different plants, these on the board. Louisiana wetlands.
birds, fish and larger animals
that are found in Louisiana
wetlands?
I am going to pass out an Pass out cards to students and Take index card and make
index card with different pass hole puncher around necklace using hole puncher
wetland organisms listed on classroom. Assist students in and string.
them. When you get your making necklaces.
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.
282
Everyone should put his or Lead students outside to Put on necklaces and follow
her necklace on, and we will roped-off area. teacher outside to roped-off
go outside to play the area.
bioaccumulation game.
On each of your cards, you Designate where various Get into groups based on
will find the name of a groups should gather. wetland organisms.
wetland plant, fish, bird or
other animal. Get in four
groups depending on what
type of organism is listed on
your card.
Looking at the roped-off area Do not tell the students what Imagine a wetland area.
in front of us, imagine that the scraps of paper represent.
this is a Louisiana wetland
area where you all live.
When I say GO, the plant Say GO and give the plants The plant group will walk
group will walk out into the 30 seconds to collect squares around wetland area and
wetland area and collect as before you say STOP. collect squares.
many squares as you can
before I say STOP. You must
WALK around the wetland –
no running.
Do not look at the writing on Plants should stay in wetland
your squares. All you plants area but not collect any more
must now stay in the wetland squares.
area but cannot collect any
more squares.
Now it is the fish group’s turn Say GO and give the fish 30 The fish group will walk
to go out into the wetland seconds to eat plants and around the wetland area and
area and choose to eat the collect squares before you collect squares from plants or
plants there – and steal all of say STOP. off the ground. The plants
their squares – or to collect can try to get away from the
their own squares off the fish by walking around the
ground. wetland – but no running.
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Do not look at the writing on Remaining plants and fish
your squares. The plants that should stay in wetland area
were eaten – that were tagged but not collect any more
by fish and had their squares squares.
taken – must leave the
wetland area. The remaining
plants and fish must now stay
in the wetland area but cannot
collect any more squares.
Now it is the birds’ turn to fly Repeat steps for birds. The bird group will walk
out into the wetland area. around wetland area and
collect squares from plants,
fish or off the ground. The
plants and fish can try to get
away from the birds by
walking around the wetland –
but no running.
Now it is the other animals’ Repeat steps for other The animal group will walk
turn to go out into the animals. around wetland area and
wetland area. collect squares from plants,
fish, birds or off the ground.
The plants, fish and birds can
try to get away from the
animals by walking around
the wetland – but no running.
All organisms that were eaten Eaten organisms should leave
must leave the wetland area. wetland area and those that
Those of you remaining survived should stay there
organisms that survived and hang onto their squares.
should hold onto your
colored squares.
We will now go back into the Lead class back to classroom. Follow teacher back to
classroom to finish the classroom.
bioaccumulation game.
The organisms that survived Pass out student activity sheet Take worksheet. Surviving
should come up to the front to each student. organisms should come up to
of the class and begin to front of class and begin
separate your squares by The surviving organisms separating squares.
color. The rest of you will should also fill out the
each receive a worksheet to worksheet.
record the information about
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these organisms.
As the organisms separate Show class what the colored Observe colors.
their squares, who can guess squares represent.
what the squares represent?
All squares represent toxic

substances that have been
brought into a Louisiana
wetland ecosystem. The
colors are as follows:
Red = Mercury
Yellow = Copper
Green = DDT
Blue = Lead
Orange = Nickel
How do you think these Solicit answers. Talk about what they know
substances might get into a about these toxic substances.
wetland area?
Where do you think these
substances come from?
One at a time, our surviving Go through line of students One at a time, tell about their
organisms are going to tell and have them tell about their organism and the substances
what species they are and organisms and the substances it ingested. All other students
how much of each toxic they ingested. should be recording data on
substance they digested worksheet.
during the bioaccumulation
game. You should record this
data on your worksheet for
each organism.
Now that everyone has gone, Solicit answers. Use their data to determine
which organism has over 50 what organisms would have
percnet of one of the lived and died.
substances?
These organisms would be

dead due to the high
concentration of toxins in
their systems.
285
Now, everyone should graph Tell students what you would Graph data.
the data that was collected like on their graphs.
from the bioaccumulation
game.
What do you think some Lead class discussion. Talk about possible solutions
possible solutions to to bioaccumulation and what
bioaccumulation are? they learned today.
286
Wetlands
and YOU
287
Levees: The Good & the Bad

Levees are very important to communities that live near the Upper Elementary
Mississippi River. Levees protect those communities, but
they also prevent the formation of new deltas by forcing silt, Duration
sand and sediment downstream to the river’s mouth where One class period
they are swept off the continental shelf into the Gulf of
Mexico. This lesson challenges the students to understand Setting
the dynamics of nature and man’s role in altering it. It The classroom
further encourages students to take responsibility for fixing
the problem. Vocabulary
Sediment
Delta
Learning Objectives
The students will: Continental shelf
Take part in a physical representation of the Subsidence
happenings of the Mississippi River over time
Identify what levees positive and negative index
characteristics about levees
Understand man’s impact on the environment
Materials List
At LEAST eight students (all are encouraged to be incorporated)
Colored pencils
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.
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
288
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.
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.
289
2. Add the Mississippi River to the picture, ask students what it is.
3. Add levees around the river’s two edges and asks 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.
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.
290
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
291
Levees
Name
Mississippi River Levees
Below is a map of Louisiana. With a colored pencil draw the path of the Mississippi River. Using another
color, draw levees around the river’s edges.
Deltas
Continental shelf
Good
Bad
Sand
Sediment
Subsidence
Silt
Clay
Sea Level
Please 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 __________________.
4. 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 ____________, ______________, _______________.

292
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 Students identify the state
the Mississippi River and Louisiana and the
the changes man has made Mississippi River.
to it.
Over time the Mississippi
River changed it course.
What did we build to protect Students answer “levees.”

our homes and cities from
being flooded?
Are the levees doing a good Students answer “yes” to
thing for the people who first question. And elaborate
live there? of how.
Are the levees doing a good They typically answer “yes”

thing for the land? to the second.
Are you sure the levees are Move to place where the
doing only good, or are the students will have the room
levees hurting the land also? to do the activity or have
them move desks to make
You will be doing a room.
demonstration to better
understand what is
happening.
Who would like to Select about 4 or more The last student in the line
volunteer? I need 4-6 students. Get them to stand remains standing still as all
helpers. in a straight line and place the other students move
their hands on the shoulders from side to side in unison.
of the person in front of
them.
Class, you are the Students slow down and
Mississippi River. This river freeze in place.
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.
Explain what sediment is You assist with twirling the Have the sediment start at
and how it is carried by the students down the frozen the top of the river. Hold
Mississippi River. river. Place them on either their hands while they twirl
294
to the left or right of the and you walk them down
river (get some on each the river.
side).
Do for each piece of
sediment.
Explain how they just Have the river unfreeze and

formed deltas continue to shift and have
(recommended: if more then the sediments (now deltas)
2 sediments are used, have continue to turn.
them link arms in a circle
facing out to show a
formation).
Explain what a delta is and
how it becomes land.
Say: Somebody decided to The students reply,

build their house on the land “Levees.”
the delta turned into. And to
keep their home for
flooding, guess what was
built?
Ask for strong volunteers to Have 2-4 students stand on
come hold the levee for you either side of the river so
(4 or more). they are even.
Tell the river it can no

longer shift because the
levee is holding it in place.
Ask for another volunteer to Bring in more sediment. Take a couple of guesses.
become a piece of sediment.
Ask the students what will

happen to the sediment now.
Ask them if any of them Take guesses, then explain it
know what the continental to them (relate it to when
shelf is. you go out to the beach and
the depth of the water is the
same for a while but then
gets suddenly deep).
295
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 Answer: Bad for the land.

good or bad.
Tell them of another Have the deltas sit start to

problem: Land is sinking! sink (have them sit on the
(Explain LAND floor or crouch).
SUBSIDENCE.)
Select another student and Sea level raises his arms up

introduce him as sea level. and down.
Ask the students to guess
what sea level is
doing……RISING.
Give the participants a Students do activity sheet.

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).
Have discussion on how

people are responsible to
counter the bad done to the
land by doing something
good for the land.
296
Swamp Sweep
Focus/Overview
Students conduct a scientific investigation to determine amounts, types Grade Level
and sources of debris found along a selected waterway within their Upper Elementary
community. Results are used to make a positive change concerning the Junior High
problem. High School

The students will: One period – field trip
Discuss adverse effects of debris on the wetland ecosystem One period – classroom
Identify common sources of debris in our wetlands
Collect, organize and analyze data to determine amounts and types Setting
of debris Outdoors (near a water
Use the results to identify possible solutions or action towards body)
public awareness The classroom
Understand that students can make a positive contribution to our
community and make a difference in the world Vocabulary
Learn the difference between point source pollution and non-point Debris
source pollution. Pollution
Point source pollution
Materials List Non-point source
Trash bags (teacher provides) pollution
Gloves (students provide from home)
Data sheet and pen for each group
index
First aid kit (teacher provides)
Graph paper
Colored pencils or crayons
Overhead copy of data sheet (teacher provides)
Whistle
information on Louisiana’s wetlands and wetland conservation.
Pollution has several different forms and affects many areas of our everyday life from our
drinking water to the fields where our food is grown. The different forms are all very harmful to
our environment. Today, we are going to focus on non-point source pollution, which is mainly
caused by rainfall moving over the ground. As rainfall collects on the ground and runs downhill,
the runoff moves, picks up and carries away natural and human-made pollutants, depositing them
into lakes, rivers, wetlands, coastal waters and even our underground sources of drinking water.
The different forms include urban runoff, sediment pollution, bacteria and nutrients from
livestock and other wildlife and chemical. The most common is trash/debris. All of these forms
297
make it very hard to trace their origin, which makes it even harder to stop the pollution. Non-
point source pollution can be very harmful to our drinking water, recreation activities, fisheries,
and other wildlife in the area. However, we can all do our part to reduce or even stop the sources
of non-point source pollution.
Definitions:
Debris – Carelessly discarded refuse; litter.
Pollution – The act or process of polluting or the state of being polluted, especially the
contamination of soil, water or the atmosphere by the discharge of harmful substances.
Point-source pollution – a single, identifiable, localized source of air, water, thermal, noise or
light pollution.
Non-point source pollution - Pollution caused by rainfall or snowmelt 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.
Advance Preparation
1. Copy enough data cards for each group.
2. Purchase trash bags (if your area has a strong recycling program, you may want different
colored bags to separate recyclable materials collected).
3. Ask students to bring work gloves from home or purchase enough so there is at least one
pair for each student (many dollar stores stock work gloves).
4. If a wide area is being covered, you may want to bring a whistle, a megaphone or two-
way radios to communicate with other chaperones and students.
5. Students also enjoy using “Litter Gitters,” which are long trash tongs. These are available
at Home Depot and Forestry Suppliers for between $10 and $16 each.
6. Choose a clean-up site near or at your school and set clear boundaries for students. Scout
out the area for hidden dangers such as ant hills and poison ivy so you can either mark the
area or inform students to steer clear.
7. Predetermine a central drop off point for students to stack their garbage bags. A volunteer
will need to drop off the collected material at the parish’s designated recycling/trash area.
8. Constantly remind students of safety rules that include:
Students must not attempt to collect trash that includes medical waste, broken
glass or jagged metals. An adult must be alerted so that such trash is collected
safely.
Students should not touch any dead animals they may find. Dead animals can
carry diseases.
Depending on the area, students should wear jeans and old shoes, bring mosquito
spray and sun block, and have water (or you can provide water).
298
Procedure
1. Ask students to close their eyes and imagine they are taking a trip through one of the
most precious ecosystems in the entire world. For example, the Barataria-Terrebonne
National Estuary System (feel free to adapt the story to another location). Read the
following guided imagery to the students, asking them to picture the scenes in their
mind’s eye.
“Drifting slowly with the current, you are enveloped in silence from modern-
day noises. Above the soft breeze rustling through the leaves, you hear the
twittering and whistle of countless colorful birds. Some live here year round,
and some are just resting during their long migration. Murky bayou water
meanders through ancient cypress trees adorned with long, gray, spiral strands
of moss.
“You pass by a large hill built from thousands of small white clamshells. This
long-abandoned shell midden created by Native Americans serves as a lone
reminder of a civilization that thrived here long ago. Surrounded by timeless
wonder, you may be traveling down the same wandering waterway some of
Jean Lafitte’s privateers navigated. Thriving cypress swamps and flourishing
marshes provided perfect hideouts for these infamous pirates and their stolen
loot. A bright flash of light sparkling in the sunshine catches your eye. Could
it be a piece of forgotten treasure? As you cautiously near the bank, you se it
is not the silver and gold doubloons you may have imagined. Instead, it is a
discarded aluminum can trapped in the long marsh grass. Snapped back from
the beautiful past, you take a closer look beyond the fallen limbs and purple
swamp lilies. Hidden in the shallow waters are reminders that it is a much
different time in which we live. Submerged potato chip bags, portions of a
rusted crab trap, plastic water bottles, knotted fishing lines and fast food
wrappers are all visible upon closer scrutiny.”
Students may open their eyes.
“Litter not only detracts from the beauty of this magical place, but it also
affects the health. In many places so much trash is discarded that tidal action
has formed piles of it along the shoreline. Modern plastics and other synthetic
materials may take hundreds of years to degrade naturally. Some of the trash
is mistaken as food and ingested by animals. They either choke on it or die
soon after from internal injuries. In many cases, animals become entangled in
the trash. This either limits their ability to breathe or hunt for food or results in
extreme body deformation. Floating debris clogs waterways and limits the
amount of sunlight needed for healthy aquatic systems.
“For nearly 200 years, legends of Lafitte’s treasure hidden in the Barataria-
Terrebonne Estuary have stirred the imaginations of young and old. With the
incredible amount of value provided by the Barataria-Terrebonne Estuary, it
may have been considered as Jean Lafitte’s most prized treasure. The
299
Barataria-Terrebonne Estuary is one of the most productive ecosystems in the
entire world. Times have changed. Unless we take action to do our part and
encourage others to assist in the care of this valuable treasure, it may also
become part of the folklore as another of Lafitte’s lost treasures.”
2. Give the students background information on pollution and the different types of
pollution:
“Pollution has several different forms and affects many areas of our everyday life from
our drinking water to the fields where our food is grown. The different forms are all very
harmful to our environment. Today, we are going to focus on non-point sources of
pollution, which is caused by rainfall moving over the ground. As the runoff moves, it
picks up and carries away natural and human-made pollutants, depositing them into lakes,
rivers, wetlands, coastal waters, and even our underground sources of drinking water. The
different forms include urban runoff, sediment pollution, bacteria and nutrients from
livestock and other wildlife and chemical. The most common is trash/debris. All of these
forms make it very hard to trace their origin which makes it even harder to stop the
pollution. Non-point source pollution can be very harmful to our drinking water,
recreation activities, fisheries and wildlife in the area. However, we can all do our part to
reduce or even stop the sources of non point source pollution.”
Travel to clean up area:
1. Gather students together in one group and remind them of the importance of what they
are doing. Read over safety rules and stress the reasons behind each so there is a clear
understanding. Point out the drop off point where bags will be collected.
2. Divide students into groups of 3 or 4 assigning the roles of recorder, bag carrier, and
collectors. Distribute gloves, clipboards, pens, and data cards to each group. Review over
the data cards, making sure there is a clear understanding of what each item is and how to
fill it out correctly.
3. Ask students to look around the selected clean-up area and then look at the categories on
their data card. Students must predict which activity they think resulted in the most trash
left behind at this specific location.
4. All members of each group should sign their group’s data card and their prediction after
their name.
5. Allow students enough time for thorough coverage of the area. Motivate groups that do
not seem to be putting forth much effort. (Some teachers provide prizes in many different
categories such as most trash collected, weirdest piece of trash collected, etc.).
6. Once complete, collect all data cards, clipboards, pens and any gloves you may have
provided. Reiterate to the students what an important service they are providing for their
community and for the environment.
7. Take a picture of all of the students with all the trash they collected. Back at school: copy
the data cards; call and remind parish officials about the collected trash and where you
left it.
300
Back at school:
1. Divide class into groups of 2-3 students. Return to the students a copy of their data cards.
2. Provide each group of students with a blank data sheet so that they can record the total
tabulated results for each category as you tabulate the results on a blank data sheet on the
overhead projector.
3. Have each group create a bar graph comparing the total number of items collected in each
major category (shoreline/recreational, ocean/waterway, dumping, etc.). After students
have had enough time to create a graph, ask volunteers to share their results.
4. Ask students to infer an explanation for the results. Would their data be different if they
cleaned up a different area? Why? Have them provide examples with their explanations.
5. Explain to students that littering and illegal dumping are widespread problems across our
state and in many parts of the country. Based on the data they have collected, which
group of people would they have to target with an awareness campaign?
6. Brainstorm ideas of how the students could communicate to the general public the
negative impact that littering has on our environment (brochures, fact sheets, signs, etc.).
List student ideas on the board.
7. If interested in an extension to this lesson, as a class, choose one plan of action and
follow up on it. Have students research more information on the Internet or from
publications from local agencies.
Blackline Master
1. Swamp Sweep Data Card
Resources
Ocean Conservancy, 2005, The International Coastal Clean-up, accessed July 22, 2005, at
http://www.coastalcleanup.org/.
The Litter Reduction and Public Action Program, Louisiana Department of Environmental
Quality, 2005, accessed July 22, 2005, at http://www.deq.state.la.us/assistance/litter/index.html
301
Swamp Sweep
Name
Swamp Sweep Data Card
Modified from the International Coastal CleanupTM Data Card
Cleanup Location
Zone or Parish Cleaned: ________________________________________
Beach or Site Name: ___________________________________________
Today’s Date: Month _________________ Day _______ Year __________
Name of Teacher: ______________________________________________
Number of People Working on this Card:_________
Distance Cleaned ________ miles or km (circle one)
Number of Trash Bags Filled: ________
Total Estimated Weight: ________ lbs or kg (circle one)
Names of Participants in Your Group ___________________________________________________

_________________________________________________________________________________
Entangled Animals _________________________________________________________________
________________________________________________________________________________
What was the most peculiar item you collected? __________________________________________
RECREATIONAL ACTIVITIES
Bags Cups, Plates, Utensils
Balloons Pull Tabs
Beverage Bottles (glass) Food Wrappers/Containers
Beverage Bottles (plastic) 6-Pack Holders
Beverage cans Shotgun Shells/Wadding
Caps, Lids Straws, Stirrers
Clothing, Shoes Toys
WATERWAY ACTIVITIES
Bait Containers/Packaging Fishing Nets
Cleaner Bottles Light Bulbs/Tubes
Buoys/Floats Oil/Lube Bottles
Crab/Fish Traps Pallets
Crates Plastic Sheeting/Tarps
Fishing Line Rope
Fishing Lures/Light Sticks Strapping Bands
SMOKING-RELATED ACTIVITIES DUMPING ACTIVITIES
Cigarettes/Cigarette Filters Appliances
Cigarette Lighters Batteries
Cigar Taps Building Materials
Tobacco Packaging/Wrappers Car Parts
55-Gallon Drums
MEDICAL/PERSONAL HYGIENE DEBRIS ITEMS OF LOCAL CONCERN
Diapers (please list)
Syringes
Other
Modified from the data card of the Ocean Conservancy

302
Swamp Sweep in the T-3 Format

I want you to close your eyes and Give the students the Students will close their eyes.
imagine you are taking a trip instructions to close their
through one of the most precious eyes.
ecosystems in the entire world –
the Barataria-Terrebonne Estuary
System. As I read this description
to you, try to picture the scene in
your minds eye.
Drifting slowly with the current, Describe the scene to the Students will have their eyes
you are enveloped in silence from students. closed and listen to the
modern-day noises. Above the narration of the story and
soft breeze rustling through the picture in their mind’s eye
leaves, you hear the twittering and what they are being told.
whistle of countless colorful
birds. Some live here year round,
and some are just resting during
their long migration. Murky
bayou water meanders through
ancient cypress trees adorned with
long, gray, spiral strands of moss.
You pass by a large hill built from
thousands of small white
clamshells. This long-abandoned
shell midden created by Native
Americans serves as a lone
reminder of a civilization that
thrived here long ago. Surrounded
by timeless wonder, you may be
traveling down the same
wandering waterway some of
Jean Lafitte’s privateers
navigated. Thriving cypress
swamps and flourishing marshes
provided perfect hideouts for
these infamous pirates and their
stolen loot. A bright flash of light
sparkling in the sunshine catches
your eye. Could it be a piece of
forgotten treasure?
As you cautiously near the bank,

you see it is not the silver and
gold doubloons you may have
imagined. Instead, it is a
discarded aluminum can trapped
303
in the long marsh grass. Snapped
back from the beautiful past, you
take a closer look beyond the
fallen limbs and purple swamp
lilies. Hidden in the shallow
waters are reminders that it is a
much different time in which we
live. Submerged potato chip bags,
portions of a rusted crab trap,
plastic water bottles, knotted
fishing lines and fast food
wrappers are all visible upon
closer scrutiny.
Litter not only detracts from the

beauty of this magical place, but
it also affects the health. In many
places, so much trash is (Students may open their
discarded; tidal action has formed eyes)
piles of it along the shoreline.
Modern plastics and other
synthetic materials may take
hundreds of years to degrade
naturally. Some of the trash is
mistaken as food and ingested by
animals . They either choke on it
or die soon after from internal
injuries. In many cases, animals
become entangled in the trash.
This either limits their ability to
breathe or hunt for food or results
in extreme body deformation.
Floating debris clogs waterways
and limits the amount of sunlight
needed for healthy aquatic
systems. For nearly 200 years,
legends of Lafitte’s treasure
hidden in the Barataria-
Terrebonne Estuary have stirred
the imaginations of young and
old. With the incredible amount
of value provided by the
Barataria-Terrebonne Estuary, it
may have been considered as Jean
Lafitte’s most prized treasure.
The Barataria-Terrebonne Estuary
is one of the most productive
ecosystems in the entire world.
Times have changed. Unless we
304
take action to do our part and
encourage others to assist in the
care of this valuable treasure, it
may also become part of the
folklore as another of Lafitte’s
lost treasures.
So can anyone tell me what Solicit answers from Students may answer the
pollution is? students about what question with trash and
pollution is. debris, oil, etc.
That’s right oil, trash and debris
are all considered part of
pollution, but there are many
different types and kinds of
pollution.
Pollution has several different Explain the different Students will listen and take
forms and affects many areas of types of pollution to the notes of different types of
our everyday life from our students. pollution.
drinking water to the fields where
our food is grown. The different
forms are all very harmful to our
environment. Today, we are going
to focus on non-point source
pollution, which is caused by
rainfall moving over the ground.
As the runoff moves, it picks up
and carries away natural and
human-made pollutants,
depositing them into lakes, rivers,
wetlands, coastal waters and even
our underground sources of
drinking water. The different
forms include urban runoff,
sediment pollution, bacteria and
nutrients from livestock and
wildlife and chemical. The most
common is trash/debris. All of
these forms make it very hard to
trace their origin which makes it
even harder to stop the pollution
Non point source pollution can be
very harmful to our drinking
water, recreation activities,
fisheries, and wildlife in the area.
However, we can all do our part
to reduce or even stop the sources
of non-point source pollution.
305
So now we are going outside and Take the students out to a Students will follow you to
help our community by picking designated area where designated area with a
up some pollutants. Bring a pencil they will do a “Trash writing utensil.
or pen; you’ll need one! Bash” or “Swamp
Sweep.”
I will give you all some gloves Hand students the swamp Students will put on the
and trash bags, and we will pick sweep data cards. gloves, get the data form,
up the trash and debris pollution. begin to clean up the area and
As we go along, I want you to mark down what they find.
mark on this sheet how much of
each type of trash you pick up.
After I pass out the sheet you may
begin to clean up!
(After designated time) Alright, As students give you Students will give you the
let’s all go back into the their numbers, write the numbers of the different
classroom and reflect about what totals on the board. pieces of trash and debris
we’ve found. I’ll put the totals on they picked up.
the board so we can see how
much trash and debris we’ve
picked up.
Alright guys! This is a lot/ only a Ask students to discuss Students will brainstorm
little bit (depending on the what could be done to ways to decrease the amount
numbers). What does this say decrease the amount of of pollution in the area.
about our community and what pollution in the area.
can we do to fix this?
Those are all great ideas. Now Wrap up the lesson.

you can take what you’ve learned
and teach others about the
problems non-point source
pollution causes.
306
America’s Vanishing Treasure

This lesson will increase student understanding of the High School
importance of Louisiana’s wetlands and the negative effects
of wetland loss. The students can use this knowledge to Duration
increase support for conserving and saving these important One class period
habitats.
Setting
Learning Objective The classroom
The students will:
Watch a video on “America’s Vanishing Treasure” Vocabulary
and answer questions concerning the importance of Barrier Island
wetlands, wetland loss and what they can do to help. Delta
Levee
Materials List
Pencil or pen
BTNEP “Vanishing Wetlands, Vanishing Future” See G.L.E. table in the
video index
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 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
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.
307
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 during Youth Wetlands Week they will be discussing 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://www.nwrc.usgs.gov/fringe/glossary.html
http://en.wikipedia.org/wiki/Levee
308
Name
Directions: 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?

309
Name
8. The film compared the loss of land by 2050 to the size of what state? (continued)
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?

310
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.
311
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.
312
America’s Vanishing Treasure in the T-3 Format

During Youth Wetlands Explain to the class that Watch the video and answer
Week you will be you are going to watch a printed questions.
discussing the values of video on wetlands and give
Louisiana’s wetlands. You them a worksheet to work
will first watch a video on as they watch the film.
produced by BTNEP – or
Barataria-Terrebonne
National Estuary Program –
and answer questions on the
worksheet while you watch
the video.
(After the video)

After the video, begin a
“How can we save the general discussion about
wetlands?” “What do you Louisiana’s wetlands. You Participate in general
think the main cause of the may want to discuss the discussion facilitated by
coastal regression is?” video questions as a class you.
or use this as an assignment
313
The Great Marsh Dilemma
Focus/Overview Grade Level:

This role-play helps students understand the many sides to the Junior High
problem of wetland loss in Louisiana. High School
Learning Objectives Duration:

The students will: Two to three class
Take roles of members of the community who have an periods
interest in the future of a large tract of marshland and meet
to make their recommendations. Setting:
Take roles of parish police jurors charged with the tasks of The classroom
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.
Materials List index
Role-play cards (laminated, if possible)
Props for police jury debate to represent their profession or occupation (teacher
provides)
Props for courtroom scene (teacher provides)
Flip chart and easel (teacher provides) (can use butcher paper taped on board or wall)
Markers
See General Wetlands Information at the front of the curriculum binder for more information
on Louisiana’s wetlands and wetland conservation.
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
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
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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
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.
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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 is 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.”
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.
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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
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
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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.
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Youthh Wetlands Week The Great Marsh Dilemma
The Great Marsh Dilemma Role Play Cards
Ms. Scarlet Tanager
Sierra 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. Tolith
Louisiana 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 labora-
tory and dormitories. This would cause limited disturbance to the wetlands. As for large-scale com-
mercial 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 Trawl

Shrimpers 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 parish, 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.
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(continued)
Ms. Lindy Lovetree

School teacher, concerned citizen
I have lived here all of my life and, being a teacher and a mother, my concern is for the next
generation. 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. Evenue
Louisiana 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 Ganzer

Ducks 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 wildfowl 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 LaTerre land by
Ducks Unlimited for waterfowl protection and hunting. We discourage any development that would
alter the hydrology of the land as well as development for oil and gas extraction. We also discour-
age drainage of marsh waters for construction of any kind.
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(continued)
Mr. Red Drum

Recreational fisherman
Fishing is a big industry here in Louisiana. The recreational fishermen contribute millions of dollars
annually to the economy of the state. The LaTerre wetlands, which the parish now owns, are liter-
ally a gold mine in terms of fish and the potential for economic gain from encouraging recreational
fishing in the area. I see a marina with accommodations for visitors and docks for their boats. I pic-
ture 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. Buck
Businessman
I own a construction business. Buck’s Construction is located in this parish and to stay in business
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 – multimil-
lion 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 Waters

Parish 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?
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(continued)
Ms. Betsy Diggs

Archeologist
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
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The Great Marsh Dilemma in the T-3 Format

Imagine we are all Solicit answers or opinions Contribute opinions to the
responsible for deciding the from the students. class of their proposed ideas
future of a local wetland area. for the land.
Right now what are some
suggestions on the use of the
land?
At this time I will read a Read the introductory Listen to the story carefully
story that unfolds a very paragraph to the students. and attentively. Take notes
complicated dilemma of important details and
involving the wetlands. I statistics from the story.
want you to pay close
attention and take notes on
the facts and important
details while I read the story.
Now that we have history and Give each student a “role” Take time to read their role
background information card and answer questions cards and ask questions if
regarding this particular piece from the students. need be.
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.
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 Allow students time to work Each student will prepare and
opportunity to express his or on position statements. present his or her role in the
her opinions and position Teacher will guide the public community and position
statements, a public meeting meeting, ensuring full statement to the class.
will be held. participation. Record student
responses on a flip chart.
Following the public
meeting, you all will serve as Teacher will serve as Listen to the teacher
members on a police jury chairperson following “chairperson” and develop a
where we will rank the Robert’s Rules of Order. management plan for the
potential uses and develop a Read the paragraph provided LaTerre land.
management plan for the to the students.
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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.
Hold a mock court case, Monitor class discussions, Working together with peers
where the judge (teacher or students’ maintaining to make a final decision on
class) will come to a assigned roles and guiding developing a management
consensus to make a ruling students with limited plan for the land.
on the use of the land. interaction.
What was the hardest Solicit answers from Provide teacher and peers
compromise in making the numerous students. with opinions and answers to
decision? What was the most the questions addressed.
obvious or easiest decision in
the process?
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Weaving Our Wetland
Economic Web
Focus/Overview
This lesson introduces students to renewable and nonrenewable
resources. Students also discover how important wetlands are to the Grade Level
state’s economy. High School

The students will: Two class periods
List the economic activities of their community.
Conduct a survey of their family’s economic activities. Setting
Construct a Wetland Economic Web concept map for their The classroom
community.
Vocabulary
Materials List Economics
Literature on the economic activities of your parish (teacher Renewable resource
provides) Nonrenewable resource
Easel paper or butcher paper
Markers and other materials for decorating concept map
index
information on Louisiana’s wetlands and wetland conservation.
A timber town will be able to log indefinitely if it cuts timber no faster than the forest can
regenerate. A farm town can remain viable only if farmers add nutrients to replace those
removed by wind, water and harvest (and only if the nutrients don't irreversibly pollute area
water supplies).
Renewable natural resources — timber, soil, quality of life, etc. — are the chief capital assets
of many communities. Unsustainable communities spend these capital assets as if they were
income. That's how a retail business is liquidated: tables, counters and cash registers are sold
to pay the bills. When natural resources are spent like income, the economy operates like a
business in liquidation, leaving nothing for future generations.
In the business world, there often are economic incentives to operate this way. For example,
if the CEO of a large timber corporation is forced to choose between clear-cutting a forest to
make a 15-percent profit or harvesting it sustainably to make only 9 percent, he's likely to
choose the short-term profit from clear-cutting and then move the corporation on to another
forest or even another business. Oil, mineral, grain and other large resource-extraction
industries are similarly driven by the quest for short-term returns. A community whose
economy is based on natural resources may find it extremely difficult to resist these corporate
325
pressures to spend down its precious capital. Yet, in the long term, it cannot afford not to –
the corporation can always move on to the next forest, but the community cannot.
Activities such as mining and oil drilling are not necessarily wrong or harmful, but the fact is
that they deplete finite resources or nonrenewable natural resources. Someday the silver, oil
and coal will run out.
All towns based on the extraction of nonrenewable resources eventually must find another
basis for their economy. Many have transformed themselves into tourist towns. Others have
attracted software designers, stock traders and other entrepreneurs of the information age.
Still others have evolved local economies based on exportable arts and crafts. In general, the
smart ones anticipate the shift and ensure a hospitable environment for other, more renewable
economic activities well before the change takes place.
The following are examples of values associated with Louisiana’s wetlands. If there are
wetlands located in your local area of Louisiana, discuss the values of those wetlands.
Recreational Values - Hunting and Fishing

Both of these recreational activities are closely tied to the economy. Recreational fishing is
big business in Louisiana. Recreational fishermen contribute millions to the economy if you
take into account purchasing licenses, fishing equipment, boats, bait, camps, etc. Hunter-
related spending includes license purchasing, guns, ammunition, camps and other equipment,
all of which contribute significantly to the economy.
Ecotourism
The growing popularity of coastal wetlands and Louisiana’s culturally related tourist
attractions are important to the economy. Swamp tour businesses, canoe rental businesses,
restaurants, hotels and bed and breakfast enterprises are of benefit, as well as recreational
charter fishing boat operators. Visitors from all over the United States and the world visit
Louisiana each year. French-speaking Europeans are particularly attracted to the area.
Visitors come to observe bird migrations, view wildlife (particularly alligators) and sample
the local cuisine that has become famous. Local people seeking family recreational activities
travel to beaches, and many people own camps used for hunting, fishing and family trips.
Definitions:
Economics – the branch of social science that deals with the production, distribution and
consumption of goods and services and their management
Renewable resource – a resource that can potentially last as long as the sun is around
because it can be renewed fairly rapidly through natural processes
Nonrenewable resource – natural material that is considered finite, or exhaustible because

of its scarcity, the great length of time for its formation or its rapid depletion
326
Advance Preparation
1. Read background information.
2. Collect literature on the economic activities in your parish.
Procedure
1. Discuss with the class renewable and nonrenewable resources. Ask students to give
examples of both.
2. Ask students to give examples of renewable and nonrenewable resources of the
wetlands. You may want to re-define a wetland.
3. Write all of these examples in two columns on the board.
4. Are these same resources found in your local community?
5. How would your local community or those in the wetlands be affected if these
resources were suddenly gone? Discuss the relationship between resources and the
local economy.
6. Have each student write down one of his or her family member’s occupations. Collect
these and have the students write another family member’s occupation.
7. Group the occupations under headings such as commercial fishing, oil and gas,
service industries (including restaurants, hotels, stores, banks, etc.), ecotourism, other
(add more categories if necessary).
8. If the wetlands suddenly disappeared, what would happen to the listed occupations?
Students will recognize that those involved in the fishing industry, specifically
shrimping and oyster farming, would have to find another occupation if there were no
more wetlands. They may see that if the fishing industry fails, so will the businesses
that support it – boat building, net suppliers, ice houses, fuel stations, etc.
9. Help the students make the connections between the jobs their families have and the
wetlands. Most of the links will be through the fishing industry. In the case of oil and
gas, it would be much more expensive to produce oil and gas if the marsh was lost.
All infrastructure, such as pipelines, well heads, etc., also would be lost.
10. Pass out the Wetland Economy Questionnaire. This is to be completed at home.
11. The next day, compile all data and have the students complete the economy data
chart, rate the wetlands chart and draw a concept map on the work sheet.
12. As an alternative to a concept map you can create a class chart representing all of the
families’ occupations and how they relate to the wetlands.
Blackline Masters
1. Wetland Economy Questionnaire
2. Wetland Economy Data Chart
3. Rate the Wetland Chart
4. Wetland Economy Concept Map
Resources
Weaving Our Wetland Economic Web
LSU AgCenter and Barataria-Terrebonne National Estuary Program (BTNEP) Wetland
Activities
327
Name
Wetland Economy Questionnaire
1. Occupation of family member completing questionnaire
2. How many years has your family been involved in this occupation?
3. How many years have you personally been involved in this occupation?
4. How would you rate the presence of the wetlands (marshes and swamps) in
importance to your family’s profession? (Circle your chose response)
A. Extremely important
B. Very important
C. Important
D. Not important
E. Wetlands hinder my occupation
5. Does the loss of wetlands in our area cause any problems for your occupations?
6. If yes, in what way?
7. Does the company or business you work for obtain supplies from other businesses in
this parish?
8. If your company or business left the parish, how would the economy of the parish be
affected?

328
Name
Wetland Economy Data Chart
Number of family members in selected occupations
Commercial Fisheries/ Oil and gas Oil and gas Ecotourism/ Service Other
fishing/ trapping production suppliers recreational industries occupation
natural suppliers activities
resource
harvesting
Draw a bar chart using the data in the above chart.

329
Name
Rating the Importance of Wetlands
A B C D E
essential very important important not important hindrance
Draw a bar chart showing the number of responses for each category above.

330
Name
Wetland Economy Concept Map
Use this page to create your own Wetland Economy Concept Map

331
Weaving Our Wetland Economic Web in the T-3 Format

The wetlands of Louisiana Prepare enough pieces of
are important to the paper for the students to
economy of our community. write occupations on. You
The wetlands provide can spray artist’s spray glue
resources that provide on the back of the paper,
revenues or income to our use large sticky notes or
community. Resources can stick small pieces of tape on
be divided into renewable each piece. Tape a large
resources and nonrenewable sheet of bulletin board
resources. paper or plain newsprint
paper on the wall. All the
smaller pieces of paper will
be displayed on that.
What would we list under Students list examples of

the heading “Renewable renewable resources found
Resources” found in our List the resources on the in or associated with the
wetlands? board, easel pad or wetlands.
overhead transparency.
What would we list under
the heading “Nonrenewable Students list examples of
Resources” found in our nonrenewable resources.
wetlands?
The presence of these Help the students recognize Students reply that less
resources provides not only the connections between the money would come to the
revenues but employment. resources and the economic parishes and people would
When there is a source of well-being of their lose their jobs. There would
revenue and a source of jobs community and families. be less income, so people
for the people, the economy would spend less money,
of the area is healthy. The causing other businesses,
more of both, the better such as stores, to suffer.
everyone is economically. If People would have to leave
the resources we just listed the area to find jobs.
all disappeared, what
changes would we see in
our communities?
Would these changes affect

you and me and our
families?
332
Your families represent a
sample of our community.
If we list the occupations of
some of your family
members, we’ll be able to
see how our lives are linked
to the wetlands.
Let’s list some of the ways

your families make a living.
Write down one occupation Pass out the papers and

of a member of your family. markers.
It can be your mother, your
father, you uncle, your
grandfather – as long as
they are close family
members.
Now, take a second piece of

paper and write a different
occupation of another
family member. If all of
your family is involved in
the same business, write
that occupation again.
Pass the papers to the front.

I’ll put them up on the wall,
and we’ll group the
occupations into types.
Now let’s make a Group the occupations Students will recognize that
connection between these under headings such as those involved in the
occupations and the commercial fishing, oil and fishing industry,
wetlands. If the wetlands gas, service industries specifically shrimping and
disappeared, which of these (including restaurants, oyster farming, would have
occupations would also hotels, stores, banks, etc.), to find another occupation
disappear or change? ecotourism, other (add more if there were no more
categories, if necessary). wetlands. They may see
that if the fishing industry
fails, so will the businesses
that support it – boat
333
building, net suppliers, ice
houses, fuel stations, etc.
Help the students make the They may not immediately

connections between the appreciate the effect the
jobs their families have and loss of the wetlands may
the wetlands. Most of the have on the oil and gas
links will be through the industry.
fishing industry. In the case
of oil and gas, it would be
much more expensive to
produce oil and gas if the
marsh was lost. All
infrastructures, such as
pipelines, well heads, etc.,
also would be lost.
The next step in this Pass out the survey and The students take the
investigation is to take review it with the students, survey home and complete
home a short survey for answering any questions it for homework.
your family to complete. It they might have. Make
will give us a little more changes or additions.
information on how our
economy is linked to the When the survey has been
wetlands of our area. completed, compile the data
and complete the Wetland
Occupation chart.
Pass out the concept map

blanks for each student to
complete.
Alternatively, or in
addition, create a large
illustrated class concept
map to be displayed in the
classroom or in the hallway
of the school.
334
Wetland Promotions
Focus/Overview
This lesson teaches students about ecotourism and its Grade Level
importance to the community. Junior High
High School
Learning Objectives
The learner will Duration
Design a brochure advertising an imaginary swamp One to two class
tour, charter fishing business, duck hunting guide periods
service, hotel or guest house or other tourist venue.
Investigate promotion and advertising in the tourism Setting
business. The classroom
Materials List Vocabulary

Computer or word processors (optional) Tourism
Magazines or materials from parish tourist Ecotourism
commission for illustrations
Examples of tourism promotional materials See G.L.E. table in the
Markers index
information on wetlands and Louisiana wetland conservation.
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 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.
335
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. Wetland Promotions Brochure Planning
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
336
Name
Wetland Promotions
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 Production

After planning the brochure, everyone in the group is responsible for gathering in-
formation. 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 specialists put all the parts together to make an attractive presentation.

337
Wetland Promotions in the T-3 Format

More and more people You can choose to allow the
today look for ways to students to make a choice
explore the outdoors in their between types of business
leisure time. The business or assign the students a
of ecotourism is important business and a group.
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.
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 Students choose or are

attractive brochures for assigned an ecotourism
businesses in the ecotourism business to represent.
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
338
know and we will divide the
class up into groups to make
promotional brochures for
these businesses.
To get started on your Hand out the Planning a Students fill out the activity
brochure, get together in Wetland Promotions sheet and make decisions
your group to complete this Brochure Activity Sheet. on who will do what to
activity sheet. Decide who complete the assignment.
will be responsible for Roles will include writing,
which part of the brochure layout, graphics and editing.
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.
339
Ode to Levees:
To Build or Not to Build
Grade Levels
Focus/Overview Junior High
This lesson focuses on the coastal wetlands Louisiana has lost High School
as a result of its levee system. Students will learn and
understand why Louisiana levees were built and how these Duration
levees have had both positive and negative effects on the One to two class
people and the environment. Students also will discuss possible periods
solutions to the current situation and learn what experts are
doing to help reverse some of the land loss while conserving Setting
The classroom
healthy wetland environments.
Vocabulary
Learning Objectives Iambic pentameter
The students will: Levee
Compose a poem about Louisiana’s wetlands. Delta
Understand the use of iambic pentameter when writing Tributary
a poem. Wetland
Create a poem in iambic pentameter using wetlands and
levees as a theme.
Express their feelings within a poem about a given See G.L.E. table in the
topic. index
Materials List
Computer for research (If there are no computers available, printing articles on
the topic and passing those out for students to read also will work).
Paper
Pencils
Review the General Wetlands Information at the front of the curriculum binder so you
can explain the various types of wetlands to students, as well as telling them how
Louisiana wetlands formed and why these wetlands are degrading.
The wetlands of southern Louisiana were formed from different delta lobes that were
naturally created as the Mississippi River flows to the coast of Louisiana and into the
Gulf of Mexico. As the river flows downstream to the coast, it deposits soil and
sediments along the coastline. This sediment piles up along the coast and creates land and
wetlands along the coast of Louisiana. Eventually, the sediment that is deposited becomes
so high the river can no longer get over the top. The river then changes directions,
abandons one lobe and finds another route to the coast. When this happens, a new lobe
begins to form, and a new section of the coast begins to build (see the delta lobe diagram
in the General Wetlands Information index for more information).
340
Louisiana’s wetlands are disappearing quickly. Every 38 minutes Louisiana loses coastal
land the size of a football field. There are many different factors that contribute to coastal
wetland loss. One cause of wetland loss is from the construction of levees along the
Mississippi River. Since the early 1900s, people have built levees along the Mississippi
River to make sure the river flows within the levees and to protect their land from
flooding. Problems come with this protection, however. Because the river is no longer
allowed to deposit sediment and form deltas along the coast, the land is not being built up
and is subject to forces that erode it away – subsidence (the gradual sinking of the land)
and erosion from ocean waves.
What is a Levee?
A levee is a type of dam that runs along the banks of a river. Levees reinforce the banks
and help prevent flooding. Levees can be natural or constructed.
A natural levee is formed when sediment settles on the riverbank, raising the level of the
land around the river.
To construct a levee, workers pile dirt or concrete along the river banks, creating an
embankment. This embankment is flat at the top and slopes at an angle down to the
water. For added strength, sandbags sometimes are placed over dirt embankments.
More information on the Mississippi River levee system can be found at:
http://www.mvn.usace.army.mil/pao/bro/misstrib.htm
http://www.tulane.edu/~bfleury/envirobio/enviroweb/FloodControl.htm
Writing a Poem Using Iambic Pentameter

People often assume that the primary way to get information out to communities about
wetland loss is through lectures and other traditional methods. Artists and students have
also found that using other forms of expression (plays, paintings, photography and
stories) is an effective way to make sure people hear about Louisiana’s wetland loss. In
this lesson, students will write poems about the levees that have been built along the
Mississippi River to examine both the positive and negative effects those levees have had
on the marshes of Louisiana.
What is Iambic Pentameter?

Iambic pentameter is a meter in poetry. It refers to a line consisting of five iambic
“feet.” A unit of the internal “beat” in a poem is called a “foot.” A foot that is made up of
a long/hard beat followed by a short/soft one is called an “iamb.” When five of these in a
poetic line are put together, it is called pentameter, from the Greek “pente” for five and
“meter” for beat. Most English poems have this structure, because it most nearly
resembles normal speech, and it is called iambic pentameter.
There are three basic types of poems that use iambic pentameter:
Rhyming verse – a verse that has a regular correspondence of sounds, especially at
the ends of lines (the end of each line rhymes).
341
Sonnet – A 14-line poem usually having one of several conventional rhyme
schemes (for example, ABAB CDCD EFEF GG).
Blank Verse – unrhymed poetry that has a regular rhythm and line length.
Analyzing a Poem
Analyzing a poem is called “scanning,” and the reader looks for the hard and soft beat (or
foot). The foot is represented by a ~ for a hard beat and a / for a soft beat. A line of
iambic pentameter with five feet is shown as ~ / ~ / ~ / ~ / ~ / above the words or beats
they represent in the poem.
Iambic pentameter has:

• 10 syllables in each line.
• Five pairs of alternating unstressed and stressed syllables.
• A basic rhythm in each line that sounds like: ba-BUM / ba-BUM / ba-BUM / ba-
BUM / ba-BUM.
Most of Shakespeare’s famous quotations fit into this rhythm. For example:
~ / ~ / ~ / ~ / ~ /
If mu- | -sic be | the food | of love, | play on
or
~ / ~ / ~ / ~ / ~ /
Is this | a dag- | -ger I | see be- | fore me?
Each pair of syllables is called an iambus. You’ll notice each iambus is made up of one
unstressed and one stressed beat (ba-BUM).
Although iambic pentameter usually refers to the five iambs in a row (as above), more
advanced poets vary their iambic pentameter while maintaining the iamb as the most
common foot. Iambic pentameter must still always contain only five feet per line, but the
hard and soft feet can alter. For example, the first line of Shakespeare’s play “Richard
III” begins with the soft beat (represented with / ):
/ ~ ~ / ~ ~ / / ~ /
Now is | the win- | ter of | our dis- | content
Definitions:
Levees – walls used to regulate water levels next to bodies of water. Some are natural.
People also build levees, which are mounds made of earth or concrete. We use levees to
keep rivers from flooding, but that prevents rivers from overflowing into their natural
floodplains.
Mississippi River – the second longest river in the United States. It is 2,320 miles long
with a source in Lake Itasca in Minnesota and it ends when it pours into the Gulf of
Mexico along Louisiana’s coast.
Delta – a land form at the mouth of a river.
342
Tributary – a smaller stream or river that flows into a mainstream river (like the
Mississippi River).
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.
Advance Preparation
1. Review background information on Louisiana’s wetlands, levees and writing
poetry using iambic pentameter.
2. Print out the student worksheet “Analyzing and Writing a Poem in Iambic
Pentameter.”
Procedure:
1. Review with students why Louisiana’s wetlands are important and the good and
bad aspects of levees.
2. Have the students go online or to the library and research wetland loss, the
Mississippi River levee system and the Great Flood of 1927.
3. Have students come back with 10 facts written about levees.
4. Share these facts with the class – filling any blanks from the information provided
in this curriculum binder.
5. Make sure to explain that the levees were built to protect our homes from flooding
and that it’s unfortunate levees also have played a part in wetland loss.
6. Ask them these questions to get their minds flowing:
How would you have felt if you lived when the river was overflowing and
flooding your home or the area around it?
Would you have wanted to build a levee to save the land you lived on?
Should we have built the levees?
What should we do now?
7. Explain to the students that they will be writing a poem about Louisiana’s levees.
8. Explain what iambic pentameter is and how to write a poem in iambic pentameter.
9. Hand out the student worksheet and review the first part of the worksheet with the
class. That part asks the students to look at the famous monologue from “Hamlet”
written in iambic pentameter and to identify the hard and soft beats. Help the
students along using the following steps:
Step 1 – Read the poem out loud to the class while emphasizing the internal
hard and soft beats. Then read it again and clap along to the beats. Clap hard
for a hard beats and clap short and light for the soft beats.
Step 2 – Read the poem with your students and have them clap the beat as you
read.
Step 3 – Have the students mark the hard and soft beats above the syllables in
the words of the poem on their worksheets using the ~ symbol for a hard beat
and a / symbol for a soft beat.
10. Have the students write their own poems in iambic pentameter about Louisiana’s
wetlands and the levees that have been constructed along the Mississippi River.
343
11. Once the students have finished their poems, have them share what they wrote
with the rest of the class.
12. Feel free to mail copies of the student’s work to the Youth Wetlands
Education and Outreach office:
Ashley Mullens
4-H Youth Development
LSU AgCenter
P.O. Box 25100
Baton Rouge, LA 70894
Adaptation: Students can write a different type of poem or an opinion essay on the
subject if iambic pentameter poetry does not fit into your curriculum.
Blackline Master
1. Analyzing and Writing a Poem in Iambic Pentameter
Resources
Teaching Iambic Pentameter - http://www.bukisa.com/articles/20340_teaching-iambic-
pentameter
Iambic Pentameter - http://shakespeare.wikia.com/wiki/Iambic_pentameter
Shakespeare Resource Center – Hamlet: “To be or not to be. . .”

http://www.bardweb.net/content/readings/hamlet/lines.html
Future References for Teachers:

http://www.mvn.usace.army.mil/pao/bro/misstrib.htm
http://en.wikipedia.org/wiki/Great_Mississippi_Flood_of_1927
http://news.nationalgeographic.com/news/2001/05/0501_river4.html
344
Ode to Levees
Analyzing and Writing a Poem in Iambic Pentameter
Part 1 – Scanning a Poem for Iambic Pentameter

Below is a portion of one of Shakespeare’s famous monologues from the play “Hamlet.” Read the material, iden-
tify the hard and soft beats and mark them above each syllable. Also, break down the poetic “feet.”
To be, or not to be: that is the question:
Whether ‘tis nobler in the mind to suffer
The slings and arrows of outrageous fortune,
Or to take arms against a sea of troubles,
And by opposing end them? To die: to sleep;
No more; and by a sleep to say we end
The heart-ache and the thousand natural shocks
The flesh is heir to, ‘tis a consummation
Devoutly to be wish’d. To die, to sleep;
To sleep: perchance to dream: ay there’s the rub;
Part 2 – Writing Your Poem

Use the following outline to determine how you will get started writing your wetland poem. Make sure to check
with your teacher to see the minimum length of lines your poem needs to be (10 is average).
1. Circle the type of poem you plan to write:
Rhyming Verse Sonnet Blank Verse.
2. How many lines do you plan to write? Will it be divided into stanzas (sections of lines orga-
nized together)?
3. In the space below, write the final draft of your poem. (Use your own paper to write out a few
drafts first.)
Make sure:
Your syllables have one unstressed syllable followed by a stressed one. Example: ba BUM, ba
BUM, ba BUM.
You proofread your poem using slash marks above each word to indicate stressed and un-
stressed beats.
Count up your beats and write the total at the end of each line. If you’re over or under 10, you’ll
have to go back and rework that line.

345
Ode to Levees
Answer Key to Scanning a Poem
~ / ~ / ~ / / ~ ~ / ~
To be, or not to be: that is the question:
/ ~ ~ / ~ / ~ / ~ / ~
Whether 'tis nobler in the mind to suffer
~ / ~ / ~ ~ ~ / ~ / ~
The slings and arrows of outrageous fortune,
~ ~ / / ~ / ~ / ~ / ~
Or to take arms against a sea of troubles,
~ / ~ / ~ / ~ ~ / ~ /
And by opposing end them? To die: to sleep;
/ / ~ / ~ / ~ / ~ /
No more; and by a sleep to say we end
~ / ~ ~ ~ / ~ / ~ ~ /
The heart-ache and the thousand natural shocks
~ / ~ / ~ /~ / ~ / ~
That flesh is heir to, 'tis a consummation
~ / ~ / ~ / ~ / ~ /
Devoutly to be wish'd. To die, to sleep;
~ / ~ / ~ / / / ~ /
To sleep: perchance to dream: ay, there's the rub;
346
Ode to Levees in T-3 Format
Today we are going to discuss

Louisiana’s wetlands and why
Louisiana is losing wetlands equal
to the size of a football field every
38 minutes.
Review the Background

Information for this lesson and
the General Wetlands Information
at the front of the curriculum
binder.
You will write a poem about Give the students time to Take time to research
wetland loss and the positive and research Louisiana’s Louisiana’s wetlands and
negative effects of building wetland loss at the why they are degrading.
levees. library, on computers or
at home overnight.
Before you can begin writing
your poem, you’ll need to do
some research on wetland loss,
levees and the flood of 1927.
Now that you’ve had time to Have a discussion with Students will discuss and
research Louisiana’s wetlands and students about answer questions about
levee system, please tell me what Louisiana’s wetlands and Louisiana’s wetlands.
you learned. the positive and negative
aspects of the levee
system.
Now, you are going to write a Students will tell the teacher
poem about Louisiana’s wetlands what they know about iambic
and levees using the style of pentameter.
iambic pentameter.
Do you know what iambic
pentameter is?
347
Iambic pentameter is a meter in
Write some of the key
poetry. It refers to a line
words out on the
consisting of five iambic “feet.” A
blackboard so students
unit of the internal “beat” in a
can read along as you
poem is called a “foot.” A foot
explain iambic
that is made up of a long/hard
pentameter.
beat followed by a short/soft one
is called an “iamb.” When five of
these are put together in a poetic
line, it is called pentameter, from
the Greek “pente” for five and
“meter” for beat. Most English
poems have this structure,
because it most nearly resembles
normal speech, and it is called
iambic pentameter.
Some of the more famous poems Review the three basic Students should learn about
in the English language are types of iambic iambic pentameter and ask
written in iambic pentameter. pentameter poems (listed questions about what they
in the Background don’t understand.
Information section of
this lesson).
Before you can write a poem in

iambic pentameter, you have to be
able to analyze poems written in
iambic pentameter.
Analyzing a poem is called
“scanning.” In scanning for
iambic pentameter structure, the
reader looks for the hard and soft
beats (or feet). Each foot is
represented by a ~ for a hard beat
and a / for a soft beat. A line of
iambic pentameter with five feet
is shown as ~ / ~ / ~ / ~ / ~ /
above the words or beats they
represent in the poem.
Iambic pentameter has:
• 10 syllables in each line.
• Five pairs of alternating
unstressed and stressed
syllables.
• A basic rhythm in each line of
iambic pentameter that sounds
348
like ba-BUM / ba-BUM / ba-
BUM / ba-BUM / ba-BUM.
Most of Shakespeare’s famous

Use the examples listed
quotations fit into this rhythm.
in the Background
Information and write
out famous examples of
iambic pentameter
structure.
Each pair of syllables is called an
List other examples of Students will help analyze
iambus. You’ll notice that each
iambic pentameter and hard and soft beats in lines
iambus is made up of one
have the students help demonstrating iambic
unstressed and one stressed beat
analyze the lines. pentameter.
(ba-BUM).
Although iambic pentameter

Write the example from
usually refers to the five iambs in
“Richard III” on the
a row (as I just reviewed), more
board and analyze the
advanced poets vary their iambic
poem to show that not all
pentameter while maintaining the
lines in iambic
iamb as the most common foot.
pentameter follow the
Iambic pentameter still must
soft/hard beat rhythm.
always contain only five feet per
Example is listed in the
line, but the hard and soft feet can
vary. For example, the first line of
section of this lesson.
Shakespeare’s play “Richard III”
begins with the soft beat.
Now we are going to try Pass out the “Analyzing Students will get out a pencil
analyzing and writing our own and Writing Poems in and take copies of the
line of iambic pentameter. Iambic Pentameter” worksheet.
worksheet.
We are going to do Part 1 of the

worksheet together.
We are going to review a famous
passage from “Hamlet” that is
written in iambic pentameter.
349
First, I’ll read the poem out loud Read the poem out loud Students will begin to hear
to you. I’ll emphasize the hard to the class while the variation in hard and soft
and soft beats of the monologue. emphasizing the internal beats in the poem.
hard and soft beats. Then
Next, I’ll read it again and clap
read it again and clap
along to the hard and soft beats.
along to the beats. Clap
I’ll clap harder on the hard beats,
hard for a hard beats and
and I’ll clap short and light for the
clap short and light for
soft beats.
the soft beats.
Read the poem with
Now, I’ll read the poem again, Students will clap to the hard
your students and have
and you’ll clap along to the hard and soft beats.
them clap the beats as
and soft beats.
you read.
Analyze the poem on your own – Have the students mark Students will mark the hard
marking the hard and soft beats the hard and soft beats and soft beats in the
over each syllable. above the syllables in the monologue.
words of the poem on
their worksheets using
the ~ symbol for a hard
beat and a / symbol for a
soft beat.
Review the students’

answers and go over the
correct way to analyze
the monologue.
Now you are going to try to write Have the students fill out Students will fill out the
your own poem using iambic Part 2 of the student worksheet and write their
pentameter. worksheet. own poems in iambic
pentameter.
The poem will have to be about
Louisiana’s wetlands and what
you learned about the levee
system.
Let’s hear the poems you have Students will read the poems
written. out loud to the class.
350
Wetland Day Trip
Focus/Overview
This lesson teaches students compass and map skills they can use Grade Level
in everyday situations and introduces them to a map of Louisiana. Upper Elementary
Duration
Learning Objectives
Two class periods
The students will:
Understand how to use a compass and the different Setting
directional points The classroom
Use the scale on a map to determine distances
Plan and map out the route of a trip between two cities in Vocabulary
Louisiana Compass
Compass Rose
Materials List Map Key/Legend
Compasses Cartographer
Highlighters Departure City
Destination City
Louisiana maps (see student worksheet)
Large map of the United States (teacher provides)
Ruler See GLE table in the
Pen/Pencils index
A map is something that shows the whole or a part of some area. Maps often are flat, but
globes are maps that show the whole earth. Computers also are able to show and draw 3-
D maps on the screen. We usually think of maps showing us how to get somewhere on
Earth, but there are many types of maps.
Climate maps give general information about the climate and precipitation (rain and
snow) of a region. Economic or resource maps feature the type of natural resources or
economic activity that dominates an area. For example, oranges on a map of Florida tell
you oranges are grown there. Physical maps illustrate the physical features of an area,
such as the mountains, rivers and lakes. Political maps do not show physical features.
Instead, they indicate state and national boundaries and capitals and major cities. A
capital city usually is marked with a star within a circle. Road maps show major, and
some minor, highways and roads, airports, railroad tracks, cities and other points of
interest in an area. People use road maps to plan trips and for driving directions.
Topographic maps include contour lines to show the shape and elevation of an area
(http://www.factmonster.com/world/geography/types-maps.html).
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Cartographers make maps. You are a cartographer if you draw someone a map to give
them directions to your house or to show a new kid at school where the lunch room is. In
their simplest form, maps show how things relate to each other in a space. People have
been making maps for thousands of years.
Definitions:
Compass – an instrument for determining directions, as by means of a freely rotating

magnetized needle that indicates magnetic north
Compass rose – a symbol on a compass or map that is circular with graded points for the
directions
Map Key or Map Legend – explanatory table of symbols used on a map or chart
Cartographer – A person who draws or makes maps or charts
Departure city – The city one leaves when departing on a trip
Destination city – The city a traveler ultimately seeks to visit
Advance Preparation
1. Print a compass rose worksheet for every student.
2. Have wall map hanging where entire class can see it.
3. Make copies of the trip cards. Each group of three students should have at least
two trip cards.
Procedure
Part 1 –
1. Hold up a compass in front of the class and ask the following questions:
a. Does anyone know what this is?
b. Do you know what it does? (shows direction)
c. Do you know how it works? (needle is a magnet attracted to magnetic
north pole)
d. What would this mean for a person who is lost in the woods? (N points
north, could use compass to figure out what direction you need to go)
2. Pass out compasses and Part 1 of the student worksheet, “Using a Compass and a
Compass Rose.” Allow students to examine the compasses while you discuss
directional points and compass symbols.
a. The compass directional points are north (N), south (S), east (E), west
(W), northeast (NE), northwest (NW), southeast (SE) and southwest (SW).
3. Ask students to point in the appropriate directions as you call them out. Then,
using a wall map, review the directions as they are seen on the map by having
students call out the directions as you point to them on a large map hanging in the
front of the room.
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4. Ask the students basic questions about directions using a wall map of the world.
Have them fill out the “Using a Compass” portion of the student worksheet.
5. Discuss with the students that maps have their own compass written on them,
called a compass rose. It shows where north is on the map. Point to the compass
rose on the world map in the classroom.
6. Have the students fill out the “Using a Compass Rose” section of the student
worksheet.
Part 2 –
1. Place student in groups of three.
2. Tell students there are wetlands all over Louisiana, not just along the coast, and
that today they will be planning a day trip to a wetland habitat in Louisiana.
3. Using the General Wetlands Information in the front of the curriculum binder,
explain to the students the various types of wetland habitats.
4. Give the students time to go to the library or to use a computer to do research on a
wetland habitat in Louisiana they would like to visit. A good place for students to
start is by looking at the state parks Web site (http://www.crt.state.la.us/parks/)
and the list of National Wildlife Refuges in Louisiana
(http://www.fws.gov/refuges/profiles/ByState.cfm?state=LA). Examples of
habitats the students could consider include:
Salt Marsh at Rockefeller Wildlife Refuge
Mangroves at Port Fourchon
Cypress Swamps at Chicot State Park
Freshwater Marsh at North Toledo Bend State Park
5. When the students are done with their research, have them go around the room
and say where they are planning to go on their day trip.
6. Pass highlighters, blank index cards, a ruler and the “Part 2 – Planning a Wetland
Day Trip” student worksheet out to each group.
7. Using the wall map, review the important symbols on a map, such as the title,
legend, scale and north arrow, to name a few.
8. Ask each group to highlight the mileage scale on their map. Tell students that the
mileage scale is there to help them estimate distance, and show them how to do
this using their ruler.
9. Tell the students that before they plan a trip to their wetland site they will practice
measuring distance using the “Trip Destinations” on the worksheet. Ask students
if they know what a departure city and destination city are, and go over
definitions of these terms.
10. Students will write the route they will take in the space provided on the student
worksheet. They should write down the highways they will travel on, direction of
travel on each highway (north, south, east or west), the total distance between
cities and a list of cities encountered en route. Students may use other maps of
Louisiana to assist with this portion of the project.
11. Once the students have filled out the “Trip Destinations” sections of the student
worksheet have them plan their trip and fill out the “Planning a Wetland Day
Trip” section of the student worksheet.
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Extensions
• Once students have completed both activities, break them up into groups of five
to find a hidden treasure in the classroom or in the schoolyard. This can be done
by creating directions for students to use their compasses to find a hidden
treasure, such as candy or school supplies.
1. Examples of directions:
a. Start at the classroom door.
b. Go approximately 50 feet west down hall.
c. Stop and turn north. Continue north for another 50 feet.
d. Stop and head east for 20 feet.
e. Go southeast for 10 feet.
f. Stop and look to the east. Find a tall pecan tree.
g. Your treasure is hidden at the base of the tree.
• Have students draw maps or write directions to popular landmarks around the
school or around town.
Blackline Masters
1. Using a Compass and Compass Rose
2. Planning a Wetland Day Trip
References:
BTNEP Barataria Terrebonne National Estuary program. “Haunted Waters Fragile
Lands, Oh! What Tales to Tell,” 4-6 video guide.
Compass Rose Worksheet. Enchanted Learning. Accessed August 9, 2009.

http://www.enchantedlearning.com/geography/
Maps 4 Kids. Accessed August 9, 2009. http://www.maps4kids.com/
NETSTATE.COM. Louisiana Highway Map. http://www.netstate.com/states/index.html
What Direction Should I Go? National Geographic Xpeditions. Accessed August 1,

2009. http://www.nationalgeographic.com/xpeditions/lessons/02/g35/direction.html
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Wetland Day Trip
Name
Using a Compass and a Compass Rose
Using the compasses provided and a map of the world, please answer the following questions with the correct
directions:
a. From what direction does the sun rise?
b. In which direction does the sun set?
c. New York City is _________ of Chicago.
d. Miami is ________ of Denver.
e. London, England, is ________ of Paris, France.
f. Brazil is ________ of Peru and ________ of Venezuela.
g. Australia is ________ of New Zealand.
h. India is ________ of China.
A compass rose is a design on a map that shows directions. On the compass rose below, only north is filled in.
Fill in the rest of the directions on the compass rose, using the standard abbreviations – N = North, S = South,
E = East, W = West, NE = Northeast, SE = Southeast, NW = Northwest and SW = Southwest.

355
Wetland Day Trip
Name
Planning a Wetland Day Trip
Directions: Use this map to answer the trip questions on the next sheet, as well as to plan your wetland day trip.
Before you begin, please do the following:
1. Highlight the mileage scale.

2. Highlight the latitude and longitude closest to your city.

356
Wetland Day Trip
Name
(continued)
Instructions – For each of the trip descriptions below, please identify the two cities on the map and write the fol-
lowing in the spaces provided: what highways you will travel on, direction of travel on each highway (N, S, E or
W), the total distance between cities and a list of cities encountered en route.
Trip A
Your departure city is Alexandria, Louisiana. You will travel to Lake Pontchartrain in New
Orleans, Louisiana, for a fishing trip!
Trip B
Your departure city is Shreveport, Louisiana. You will travel to Cameron, Louisiana, to
collect alligator eggs!
Trip C
Your departure city is Lafayette, Louisiana. You will travel to Houma, Louisiana, to catch
oysters!
Trip D
Your departure city is Baton Rouge, Louisiana (the capital). You will travel to Houma,
Louisiana, to collect Alligator Gar living in the bayous.

357
Wetland Day Trip
Name
(continued)
1. Today we will be traveling from ______________________, Louisiana , to
_________________________, Louisiana, to see the wetlands.
2. On the map provided, please highlight the route you plan to take.
3. In the space below, please identify the following: what highways you will travel on, di-
rection of travel on each highway (N, S, E or W), the total distance between cities and a list of
cities encountered en route.
4. In the space provided, please write one or two paragraphs describing what you did in
the wetlands once you got to your destination.

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Wetland Day Trip in the T-3 Format

Hold a compass up in front Students will observe the
of the class and stand in compass.
front of a map of the world.
Ask the students: Give the students time to Answer the questions posed
a. Does anyone know what respond. to them by the teacher.
this is?
b. Do you know what it
does? (shows direction)
c. Do you know how it
works? (needle is a
magnet attracted to
magnetic north pole)
d. What would this mean
for a person who was
lost in the woods? (N
points north; you could
use the compass to find
what direction you
needed to go)
Pass out compasses and Part Allow students to examine Students will examine the
1 of the student worksheet, the compasses while you compass and discuss what
“Using a Compass and a discuss directional points they know about it and how
Compass Rose.” and compass symbols. to use it.
I will point to various Point to various directions Students will tell you if you
locations. Use the compass around the classroom. are pointing north, south,
to tell me what direction I east, west, northwest,
am pointing. southwest, northeast or
southwest.
Please fill out the “Using a Students will fill out the
Compass “portion of the worksheet.
student worksheet.
Maps have their own Point to the compass rose

compass written on them, on the world map in the
called a “compass rose.” It classroom.
shows where north is on the
map.
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Please fill out the “compass Students will fill out the
rose” section of your compass rose section of Part
worksheet. 1 of the worksheet.
Tell students to get into Place students in groups of Students will get into
groups of three. three. Give them groups of three.
highlighters and the Part 2
section of the student
worksheet.
There are different types of Use the General Wetlands

wetlands all over Louisiana, Information in the front of
not just along the coast. the curriculum binder to
Today you will be planning explain to the students the
a day trip to a wetland various types of wetland
habitat in Louisiana. habitats found in Louisiana.
Your group is going to plan Let the students do research Students will research what
a trip to a wetland in at the library or on the wetland area they want to
Louisiana. I will give you a computer. travel to in Louisiana.
little time to do research and
pick a wetland location you
want to travel to.
Check the “Procedure”

section of the lesson for
helpful Web sites and
examples of trip locations.
Now that you are done with Students will tell where
your research, we’re going they plan to travel.
to go around the room and
hear where you are planning
to go on your day trips.
Pass out rulers and make

sure everyone still has
highlighters and Part 2 of
the student worksheet.
Tell the students to Show the students where to Students will highlight the
highlight the mileage scale locate the mileage scale on mileage scale on their maps.
on their maps and the their maps.
latitude and longitude
measurements closest to
your city.
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Before you plan a trip to Do an example for them on Students will listen to
your wetland site, you will an extra map to show how directions and then fill out
practice measuring distance to follow the route. the “Trip Destinations”
using the “Trip section of the student
Destinations” on the worksheet.
worksheet. Ask students if
they know what a departure
city and destination city are
and go over definitions of
these terms.
Now that you have filled Students will draw their

out the “Trip Destinations” route on the map, then
sections of the student record and plan the trip on
worksheet, fill out the the index card. They will
“Planning a Wetland Day write down the highways
Trip” section of the student they will travel on, direction
worksheet. of travel on each highway
(N, S, E, W) and the
distance between cities.
Then they will write a
couple paragraphs about the
trip they took.
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Wetland Players

Students will watch a wetland education video and do research to Upper Elementary
help increase wetland knowledge. Students will then write a short Junior High
skit outlining why wetlands are important and what we can do to High School
protect and restore them.
Duration
Three Class Periods
Learning Objectives
Increase their overall knowledge of wetland conservation The classroom
Gain skills in public speaking
Learn about the dramatic arts by preparing a skit about Vocabulary
wetlands Wetland
Playwriting vocabulary
Materials List
Pencils
Paper See GLE table in the
index
Wet Works 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).
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 looses wetlands the size of one football 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
362
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 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 and the brown pelican are the best known recovering species that live in the
wetland, but there are others, including several species 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.
363
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?
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. Information Sheet on How to Write a Play (this can be printed and handed out to the
groups or just read to the class by the teacher).
364
2. Playwriting Vocabulary List
3. Planning a Wetland Skit
Resources
Standard facts about the wetlands
http://dnr.louisiana.gov/crm/coastalfacts.asp
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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Name
Wetland Players
Information Sheet on 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
interesting. 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 Cast
Every 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/Script
Dialogue 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 Simple
Remember you only have a few minutes to get your point across. You don’t want to confuse your
audience.

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Name
Wetland Players
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.

367
Name
Wetland Players
Planning a Wetland Skit
Follow 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?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
__________________________

368
Name
Wetland Players
(continued)
7. Jot 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.

369
Name
Wetland Players
(continued)
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 memo-
rizing it so you can perform for the class!

370
Wetland Players in the T-3 Format

Louisiana’s wetlands have Review the “General
been degrading rapidly since Wetland Information”
the early 1900s. Problems section in the front of the
such as lack of sediment curriculum binder for more
going into the wetlands information.
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
looses wetlands the size of a
football field every 38
minutes.
What do you know about Students will engage in a
Louisiana’s wetlands and discussion about Louisiana’s
why they are degrading? 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 Put on one or all segments of Watch the “Wet Work”
about different careers that the “Wet Work” DVD DVD.
people participate in that help
with wetland conservation.
Today you will be writing a Break the class into groups of Student will get in their
skit on wetland conservation. four to six students each. groups.
You will be divided into
groups to accomplish this
task.
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.
Distribute the playwriting

worksheets to the students.
371
Now you will take time to do Give the students a day or a Students will do research in
research and begin writing class period to do research groups and find a topic
your play. Pick an aspect of and begin writing. related to wetland
wetland conservation you conservation they find
find interesting and begin interesting.
outlining your play.
Let’s go around the room to Call on each group to tell you Explain what they found in
each group and see what you what the play they are writing their research and what their
discovered. is about. play will be about.
Please come forward and tell

us what your play is about.
Record what each group’s
play will be about.
Now you will take time and Fill out the “Planning a
fill out the “Planning a Wetland Skit” worksheet and
Wetland Skit” worksheet. finish writing their plays.
Continue to write out your

skits.
Be prepared to put on your
skits tomorrow.
Each group will put on their Present their wetland skits.
play.
372
Louisiana
Grade Level
Expectations
Table
373
Wet Soils and Water Loving Plants – GLE/Grade Table
Lesson 4th 5th 6th 7th 8th H.S.
The Dirt on Science
Soil 1 (SI-E-A1) 1 (SI-M-A1) 4 (PS-M-A3) 8 (LS-M-A4) 15 (ESS-M-A4)
2 (SI-E-A1) 2 (SI-M-A1) 47 (SE-M-A8) 20 (ESS-M-A8)
3 (SI-E-A2) 3 (SI-M-A1)
4 (SI-E-A2) 4 (SI-M-A2)
7 (SI-E-A3) 22 (SI-M-A7)
17 (SI-E-B1) 23 (SI-M-A8)
55 (ESS-E-A1) 30 (ESS-M-A4)
56 (ESS-E-A1) 30 (ESS-M-A7)
62 (ESS-E-A5)
English Language Arts
374
7 (ELA-1-E5) 1 (ELA-1-M1) 1 (ELA-1-M1) 1 (ELA-1-M1) 1 (ELA-1-M1)
33 (ELA-4-M1) 32 (ELA-4-M1) 29 (ELA-4-M1) 38 (ELA-4-M6)
34 (ELA-4-M2) 33 (ELA-4-M2) 30 (ELA-4-M2)
38 (ELA-4-M4) 34 (ELA-4-M2) 31 (ELA-4-M2)
41 (ELA-4-M6) 37 (ELA-4-M4) 38 (ELA-4-M6)
40 (ELA-4-M6)
Getting to Science
Know a 12(SI-E-A6) 1(SI-M-A1)
Plant 1(SI-E-A1) 3(SI-M-A1)
2(SI-E-A1) 7(SI-M-A3)
40(LS-E-A3) 8(SI-M-A3)
Getting to 4th 5th 6th 7th 8th H.S.
Know a 41(LS-E-A3 19(LS-M-A4)
Plant –
cont. 42(LS-E-A5) 51(SE-M-A7)
45(LS-E-A1) 22 (LS-M-C1)
46(LS-E-A1) 29 (LS-M-D1)
47(LS-E-A1)
48 (LS-E-B2)
1(ELA-1-E1) 1(ELA-1-M1) 1(ELA-1-M1)
2(ELA-1-E1) 4(ELA-1-M1) 3(ELA-1-M1)
21(ELA-2-E1) 19(ELA-2-M1) 11(ELA-7-M1)
26(ELA-2-E6) 20(ELA-2-M2) 18(ELA-2-M1)
27(ELA-3-E1) 26(ELA-3-M2) 19(ELA-2-M2)
28(ELA-3-E2 27(ELA-3-M2 24(ELA-2-M6)
375
44(ELA-5-E3) 28(ELA-3-M3) 25(ELA-3-M2)
50(ELA-E6) 29(ELA-3-M4) 26(ELA-3-M2)
7 (ELA-1-E5) 31(ELA-3-M5) 27(ELA-3-M4)
8 (ELA-1-E6) 28(ELA-3-M4)
35 (ELA-4-E2) 29(ELA-3-M5)
37 (ELA-4-E5) 30(ELA-3-M5)
38 (ELA-4-E5) 6 (ELA-1-M3)
31 (ELA-4-M1)
32 (ELA-4-M1)
33 (ELA-4-M2)
34 (ELA-4-M2)
37 (ELA-4-M4)
40 (ELA-4-M6)
Losing Science
Ground: 1 (SI-E-A1) 11 (SI-M-A4) 45 (SE-M-A6) 32 (D-2-M) 23 (ESS-M-A10) 1 (SI-H-AI)
Subsidence 7 (SI-E-A1) 19 (SI-M-A7) 46 (SE-M-A6) 35 (SE-M-A1) 24 (ESS-M-A10) 6 (SI-H-A3)
3 (SI-E-A2) 50 (SE-M-A4) 47 (SE-M-A8) 39 (SE-M-A4) 20 (ESS-M-A8) 11(SI-H-BI)
14(SI-E-B1) 33 (ESS-M-A7) 27 (LS-H-DH)
27 (SE-H-A7)
7 (ELA-1-E5) 1 (ELA-1-M1) 1 (ELA-1-M1) 1 (ELA-1-M1) 1 (ELA-1-M1) 1 (ELA-1-H1)
376
34 (ELA-4-M2) 33 (ELA-4-M2) 30 (ELA-4-M2) 32 (ELA-4-H4)
41 (ELA-4-M6) 37 (ELA-4-M4) 38 (ELA-4-M6)
40 (ELA-4-M6) 43 (ELA-5-MI)
41 (ELA-5-MI) 40 (ELA-5-M2)
Social Studies
3 (G-1A-E2) 3 (G-1A-M2) 1 (G-IA-M2) 2 (G-1A-M2)
5 (G-1B-E3) 4 (G-1A-M2) 4 (G-1A-M2)
6 (G-1B-E1) 4 (G-1A-M2) 7 (G-1B-M3)
19 (G-1D-E4) 7 (G-1A-A1)
10 (G-1B-H1)
Spanish Science
Moss 38 (E-1A-E5) 50 (SE-M-A4) 46 (SE-M-A6) 38 (SE-M-A2) 53 (SE-M-A10) 10 (SE-H-A9)
46 (E-1B-E1) 47 (SE-M-A8) 39 (SE-M-A4) 20 (ESS-M-A8) 26 (SE-H-D4)
52 (LS-E-C2) 45 (SE-M-A6) 51 (SE-M-A4) 35 (SE-M-A4)
Spanish 4th 5th 6th 7th 8th H.S.
Moss 35 (SE-M-A1) 39 (SE-M-A4)
– cont. 27 (LS-H-DH)
27 (SE-H-A7)
16 (SE-H-B5)
33 (ELA-4-M1) 32 (ELA-4-M1) 29 (ELA-4-M1) 38 (ELA-4-M6) 30 (ELA-4-H2)
41 (ELA-4-M6) 37 (ELA-4-M4) 38 (ELA-4-M6)
377
40 (ELA-4-M6)
Social Studies
19 (C-1A-M5) 41 (E-1A-M9) 14 (E-1A-H5)
52 (E-1B-M1)
7 (G-1B-MS)
14 (G-1D-M1)
15 (G-1D-M2)
Watersheds Science
1 (SI-E-A1) 1 (SI-M-A1) 46 (SE-M-A6) 39 (SE-M-A4) 21 (ESS-M-A9) 37 (SE-H-A7)
2 (SI-E-A1) 3 (SI-M-A1) 43 (ELA-5-M3) 12 (SE-H-A11)
3 (SI-E-A2) 49 (SE-M-A3) 20 (ESS-M-A8) 16 (SE-H-B4)
4 (SI-E-A2) 50 (SE-M-A4) 21 (ESS-M-A9) 16 (SE-H-B5)
7 (SI-E-A3) 11 (SI-M-A4) 50 (SE-M-A3) 19 (SE-H-C1)
10 (SI-E-A5) 14 (SI-M-A5) 51 (SE-M-A4) 20 (SE-H-C2)
10 (SI-E-B40) 19 (SI-M-A7) 25 (SE-H-D2)
Watersheds 4th 5th 6th 7th 8th H.S.
– cont. 12 (SI-E-A6) 32 (ESS-M-A7) 25 (SE-H-D3)
26 (SE-H-D4)
27 (LS-H-D4)
27 (SE-H-A7)
7 (ELA-1-E5) 1 (ELA-1-M1) 41 (ELA-5-MI) 1 (ELA-1-M1) 1 (ELA-1-M1) 1 (ELA-1-H1)
50 (ELA-5-E6) 33 (ELA-4-M1) 31 (ELA-4-M1) 29 (ELA-4-M1) 38 (ELA-4-M6) 30 (EAL-4-H2)
41 (ELA-4-M6) 34 (ELA-4-M2) 38 (ELA-4-M6)
378
42 (ELA-5-MI) 37 (ELA-4-M4) 43 (ELA-5-MI)
40 (ELA-4-M6) 40 (ELA-5-M2)
Social Studies
8 (G-1B-E3) 3 (G-1A-M2) 5(G-1C-M3) 2 (G-1A-M2) 9 (G-1B-H1)
10 (G-1C-E1) 4 (G-1A-M2) 1 (G-IA-M2) 6 (G-1B-M2) 10 (G-1B-H1)
14 (G-1C-E5) 5 (G-1A-M3) 7 (G-1B-M3) 11 (G-1B-H1)
16 (G-1D-E1) 8 (G-1B-M3) 12 (G-1B-H2)
18 (G-1D-E4) 14 (G-1D-M1) 14 (G-1B-H3)
3 (G-1A-E2) 15 (G-1D-M2) 24 (G-1C-H1)
5 (G-1B-E3) 16 (G-1D-M3) 38 (G-1D-H1)
6 (G-1B-E1) 17 (G-1D-M4) 39 (G-1D-H2)
19 (G-1D-E4) 4 (G-IA-M2) 40 (G-1D-H2)
3 (G-IA-HI) 45 (G-1D-H3)
4 (G-IA-M2)
7 (G-IB-M3)
Watersheds 4th 5th 6th 7th 8th H.S.
– cont. 2 (G-IA-HI)
3 (G-IA-HI)
5 (G-IA-HI)
6 (G-IA-HI)
7 (G-IA-AI)
10 (G-IB-HI)
12 (G-IB-H2)
Math
36 (D-2-E) 28 (G-2-M) 32 (D-2-M)
36 (D-I-E)
33 (G-6-E)
39 (D-3-E)
39 (D-4-E)
Wonders of Science
379
Wetlands 1 (SI-E-A1) 1 (SI-M-A1) 26 (LS-M-C3) 35 (SE-M-A1) 53 (SE-M-A10) 1 (SI-H-A1)
2 (SI-E-A1) 2 (SI-M-A1) 45 (SE-M-A6) 39 (SE-M-A4) 20 (ESS-M-A8) 2 (SI-H-A2)
3 (SI-E-A2) 3 (SI-M-A1) 46 (SE-M-A6) 3 (SI-H-A2)
4 (SI-E-A2) 4 (SI-M-A2) 47 (SE-M-A8) 9 (SI-H-A6/A2)
6 (SI-E-A2) 7 (SI-M-A3) 15 (SI-H-B4)
7 (SI-E-A3) 8 (SI-M-A3) 19 (SE-H-C1)
18 (SI-E-B4) 11 (SI-M-A4 20 (SE-H-C2)
19 (SI-E-B5) 12 (SI-M-A4) 27 (LS-H-DH)
21 (SI-E-B6) 13 (SI-M-A4) 27 (SE-H-A7)
25 (PS-E-A5) 16 (SI-M-A5) 12 (SE-H-A11)
40 (LS-E-A3) 19 (SI-M-A7)
52 (LS-E-C2) 20 (SI-M-A7)
53 (LS-E-C2) 22 (SI-M-A7)
48 (SE-M-A2)
49 (SE-M-A3)
Wonders of 4th 5th 6th 7th 8th H.S.
Wetlands 50 (SE-M-A4)
– cont. English Language Arts
37 (ELA-4-E5) 32 (ELA-4-M1) 32 (ELA-4-M1) 31 (ELA 4-M2) 23 (ELA-3-M2) 29 (ELA-4-H2)
380
45 (ELA-5-M3) 11 (ELA-7-M1) 28 (ELA-4-H2)
1 (ELA-1-M1) 37 (ELA-4-M4)
4 (ELA-1-M1) 40 (ELA-4-M6)
12 (ELA-7-M1)
17 (ELA-7-M4)
Wetland Habitats – GLE/Grade Table
Article Science
Wetland 1 (SI-E-A1) 3 (SI-M-A1) 3 (SI-M-A1) 32 (LS-M-D2) 51 (SE-M-A4) 27 (LS-H-D4)
11 (SI-E-A5) 25 (SI-M-B1) 19 (SI-M-A7) 34 (LS-M-D2) 27 (SE-H-A7)
14 (SI-E-B1) 40 (SI-M-B7) 25 (SI-M-B1) 35 (SE-M-A1)
21 (SI-E-B6) 26 (LS-M-C3) 39 (SE-M-A4)
22 (SI-EB6) 43 (SE-M-A8)
20,21 (ELA-2-E1) 4 (ELA-1-M1) 3 (ELA-1-M1) 5 (ELA-1-M4) 5 (ELA-1-M4) 3 (ELA-1-H3)
23 (ELA-2-E3) 17 (ELA-7-M4) 7 (ELA-1-M4) 8 (ELA-6-M3) 9 (ELA-7-M1) 4,5 (ELA-1-H4)
24 (ELA-2-E4) 18,19 (ELA-2-M1) 10 (ELA-6-M3) 14 (ELA-7-M4) 14 (ELA-7-M4) 11 (ELA-7-H1)
27 (ELA-3-E1) 20 (ELA-2-M2) 16 (ELA-7-M4) 15,16 (ELA-2-M1) 15,16 (ELA-2-M1) 10 (ELA-7-H2)
381
28 (ELA-3-E2) 21 (ELA-2-M3) 17,18 (ELA-2-M1) 17 (ELA-2-M2) 17 (ELA-2-M2) 13-15 (ELA-7-H4)
30 (ELA-3-E3) 22 (ELA-2-M4) 19 (ELA-2-M2) 18 (ELA-2-M3) 18 (ELA-2-M3) 14-17 (ELA-2-H1)
23 (ELA-2-M4) 20 (ELA-2-M3) 22 (ELA-2-M6) 19,20 (ELA-2-M4) 15,18 (ELA-2-H2)
26 (ELA-3-M2) 25,26 (ELA-3-M2) 23 (ELA-3-M2) 23 (ELA-3-M2) 16,18,19 (ELA-2-H3)
27 (ELA-3-M2) 30 (ELA-3-M5) 24 (ELA-3-M3) 24 (ELA-3-M3) 17,19,20 (ELA-2-H4)
29 (ELA-3-M4) 32 (ELA-4-M1) 29 (ELA-4-M1) 28,29 (ELA-4-M1) 21-27 (ELA-3-H2)
31 (ELA-3-M5) 38 (ELA-4-M4) 32,33 (ELA-4-M3) 32 (ELA-4-M3) 24-26,28,29 (ELA-3-H3)
36 (ELA-4-M3) 41 (ELA-5-M1) 39 (ELA-5-M1) 39 (ELA-5-M1) 25,26,28,30,31 (ELA-4-H1)
43 (ELA-5-M2) 42 (ELA-5-M2) 40,41 (ELA-5-M2) 40 (ELA-5-M2) 27,28,32,33 (ELA-4-H2)
46 (ELA-5-M4) 42 (ELA-5-M3) 42 (ELA-5-M3) 31,34 (ELA-4-H3)
47 (ELA-5-M5) 45 (ELA-5-M5) 33,36 (ELA-4-H4)
34,37 (ELA-4-H5)
34,36,39 (ELA-5-H1)
35,37,38,40,41 (ELA-5-H2)
Article 4th 5th 6th 7th 8th H.S.
Wetland 42 (ELA-5-H3)
– cont. Social Studies
14 (G-1D-M1) 50 (G-1D-H5)
Habitat Science
Loss 26 (LS-M-C3) 20 (ESS-M-A8)
29 (LS-MC4) 51 (SE-M-A4)
32,34 (LS-M-D2) 53 (SE-M- A10)
37 (SE-M-A2)
39 (SE-M-A4)
43 (SE-M-A8)
14 (ELA-7-M4) 10,11 (ELA-7-M2)
22 (ELA-2-M6) 23 (ELA-3-M2)
23 (ELA-3-M2) 28,29 (ELA-4-M1)
382
30 (ELA-4-M2) 30 (ELA-4-M2)
39 (ELA-5-M1) 37 (ELA-4-M5)
42 (ELA-5-M3)
Social Studies
14 (G-1D-M1)
Marsh Science
Movers 1,2 (SI-E-A1) 26 (LS-M-C3) 3 (SI-M-A1)
4 (SI-E-A2) 29 (LS-M-D1) 19 (SI-M-A7)
11 (SI-E-A5) 32 (ELA-4-M1)
50 (LS-E-C1) 33 (ELA-4-M2)
71 (SE-EA2)

19 (ELA-7-E4) 4 (ELA-1-M1) 3 (ELA-1-M1)
Marsh 4th 5th 6th 7th 8th H.S.
Movers 34 (ELA-4-E1) 35,34 (ELA-4-M2) 33 (ELA-4-M2)
– cont. 37 (ELA-4-E5) 38 (ELA-4-M4)
Wetland Science
Metaphors 1 (SI-E-A1) 26 (LS-M-C3) 3 (SI-M-A1) 19 (SI-M-A7) 51 (SE-M-A4)
7 (SI-E-A3) 34 (LS-M-D2)
21 (SI-E-B6) 35 (SE-M-A1)
8 (ELA-1-E6) 38 (ELA-4-M4) 33 (ELA-4-M2) 29 (ELA-4-M1)
19 (ELA-7-E4) 30 (ELA-4-M2)
37 (ELA-4-E5)
Wetland Science
Red Rover 1,2 (SI-E-A1) 26 (LS-M-C3) 3 (SI-M-A1) 32,34 (LS-M-D2) 20 (ESS-M-A8)
22 (SI-EB6) 33 (ESS-M-A7) 39 (SE-M-A4) 50 (SE-M-A3)
383
60 (ESS-E-A4) 50 (SE-MA4) 43 (SE-M-A8) 51 (SE-M-A4)
63 (ESS-E-A1) 53 (SE-M-A10)
19 (ELA-7-E4) 34 (ELA-4-M2) 32 (ELA-4-M1) 29 (ELA-4-M1) 28,29 (ELA-4-M1)
37 (ELA-4-E5)
Physical Education
1-E-1.1 1-M-1.1
1-E-1.2 1-M-3.1
1-E-1.3 1-M-3.2
1-E-1.4 2-M-1.1
1-E-1.5 2-M-1.2
2-E-1.1 2-M-1.3
2-E-1.3 2-M-3.2
Wetland 4th 5th 6th 7th 8th H.S.
Red Rover 2-E-1.4 2-M-4.1
– cont. 3-E-2.3 2-M-4.2
5-E-1.2 4-M-1.3
5-E-2.3 5-M-1.3
5-E-2.5 5-M-2.2
5-E-3.1 5-M-3.1
6-E-1.3 5-M-3.2
7-E-3.1
Wetland Science
Taste Test 1,2 (SI-E-A1) 3 (SI-M-A1) 3 (SI-M-A1)
3 (SI-E-A2) 26 (LS-M-C3) 4 (SIM-A2)
7 (SI-E-A3) 7 (SI-M-A3)
18 (SI-E-B4) 19 (SI-M-A7)
37 (SI-M-B5)
384
7 (ELA-1-E5) 34 (ELA-4-M2) 3 (ELA-1-M1)
8 (ELA-1-E6) 11 (ELA-7-M1)
33 (ELA-4-M2)
Wetland Science
Webs 1,2 (SI-E-A1) 23-25 (LS-M-C2) 3 (SI-M-A1) 24 (LS-M-C2) 51 (SE-M-A4) 8 (SE-HA7)
41 (LS-E-A3) 26 (LS-M-C3) 26 (LS-M-C3) 8 (SE-H-A10)
50 (LS-E-C1) 28 (LS-M-C4) 27 (LS-M-C4) 24,25 (LS-H-D2)
71,72 (SE-EA2) 29 (LS-M-D1) 29 (LS-M-C4) 27,28 (ELA-4-H1)
48 (SE-M-A2) 30 (LS-M-D1)
32 (LS-M-D2)
34 (LS-M-D2)
37 (SE-M-A2)
39 (SE-M-A4)
Webs 40 (SE-M-A5)
– cont. English Language Arts
19 (ELA-7-E4) 32 (ELA-4-M1) 31,32 (ELA-4-M1) 29 (ELA-4-M1) 28,29 (ELA-4-M1) 14 (ELA-7-H4)
37 (ELA-4-E5) 38 (ELA-4-M4)
Social Studies
14 (G-1D-M1) 8 (E-1A-H2)
385
Water: Puts the Wet in Wetlands – GLE/Grade Table
Category 5 Science
1 (SI-E-A1) 4 (SI-M-A2) 20 (ESS-M-A8)
8 (SI-E-B4) 33 (ESS-M-A7) 25 (ESS-M-A11)
3 (SI-E-A2) 27 (ESS-M-A12)
4 (SI-E-A2) 29 (ESS-M-A12)
7 (SI-E-A3) 53 (ESS-M-A12)
12 (SI-E-A6)
57 (ESS-E-A2)
60 (ESS-E-A4)
English
386
32 (ELA-4-M1) 21 (ELA-2-M4) 22 (ELA-2-M6)
33 (ELA-4-M1) 24 (ELA-2-M6) 23 (ELA-3-M2)
34 (ELA-4-M2) 25 (ELA-3-M2) 24 (ELA-3-M3)
Category 5 4th 5th 6th 7th 8th H.S.
– cont. 38 (ELA-4-M4) 27 (ELA-3-M3) 34 (ELA-4-M4)
41 (ELA-4-M6)
Social Studies
14 (G-1C-E5) 16 (G-1D-M3) 7 (G-1B-M3) 24 (G-1C-H1)
17 (G-1D-E3) 8 (G-1B-M3)
14 (G-1D-M1)
15 (G-1D-M2)
16 (G-1D-M3)
Create Science
Your Own 2 (SI-E-A1) 1 (SI-M-A1) 1 (SI-M-A1) 1 (SI-M-A1) 1 (SI-M-A1) 37 (SE-H-A7)
Watershed 3 (SI-E-A2) 2 (SI-M-A1) 2 (SI-M-A2) 2 (SI-M-A2) 2 (SI-M-A2) 12 (SE-H-A11)
4 (SI-E-A2) 4 (SI-M-A2) 3 (SI-M-A1) 3 (SI-M-A1) 3 (SI-M-A1) 16 (SE-H-B4)
7 (SI-E-A3) 26 (LS-M-C3) 4 (SI-M-A2) 4 (SI-M-A2) 4 (SI-M-A2) 16 (SE-H-B5)
14 (SI-E-B1) 49 (SE-M-A3) 33 (S1-M-B4) 33 (S1-M-B4) 33 (S1-M-B4) 19 (SE-H-C1)
387
20 (SI-E-B6) 50 (SE-M-A4) 37 (S1-M-B5) 37 (S1-M-B5) 37 (S1-M-B5) 20 (SE-H-C2)
70 (SE-E-A2) 6 (PS-M-A6) 43 (SE-M-A6) 32 (LS-M-D2) 20 (ESS-M-A8) 25 (SE-H-D2)
46 (SE-M-A6) 34 (LS-M-D2) 21 (ESS-M-A9) 25 (SE-H-D3)
47 (SE-M-A8) 35 (SE-M-A1) 24 (ESS-M-A10) 26 (SE-H-D4)
39 (SE-M-A4) 50 (SE-M-A3)
43 (SE-M-A8) 51 (SE-M-A4)
53 (SE-M-A10)
English
34 (ELA-4-M2) 33 (ELA-4-M2) 30 (ELA-4-M2)
Create 4th 5th 6th 7th 8th H.S.
Your Own 38 (ELA-4-M4) 34 (ELA-4-M2) 31 (ELA-4-M2)
Watershed 41 (ELA-4-M6) 37 (ELA-4-M4) 38 (ELA-4-M6)
– cont. 40 (ELA-4-M6)
Social Studies
6 (G-1B-E1) 7 (G-1B-M2) 5(G-1C-M3) 2 (G-1A-M2) 9 (G-1B-H1)
8 (G-1B-E3) 16 (G-1D-M3) 6 (G-1B-M2) 10 (G-1B-H1)
10 (G-1C-E1) 7 (G-1B-M3) 11 (G-1B-H1)
14 (G-1C-E5) 8 (G-1B-M3) 12 (G-1B-H2)
16 (G-1D-E1) 14 (G-1D-M1) 14 (G-1B-H3)
18 (G-1D-E4) 15 (G-1D-M2) 24 (G-1C-H1)
16 (G-1D-M3) 38 (G-1D-H1)
17 (G-1D-M4) 39 (G-1D-H2)
79 (H-1D-M4) 40 (G-1D-H2)
45 (G-1D-H3)
388
Density Science
Dynamics 1 (SI-H-A1)
3 (SI-H-A2)
4 (SI-H-A2)
5 (SI-H-A3)
8 (SI-H-A5)
9 (SI-H-A6)
9 (SI-H-A2)
11 (SI-H-A1)
English
1 (ELA-1-H1)
3 (ELA-1-H3)
4 (ELA-1-H4)
10 (ELA-7-H2)
13 (ELA-7-H4)
Density 4th 5th 6th 7th 8th H.S.
Dynamics 14 (ELA-2-H1)
– cont. 15 (ELA-2-H2)
16 (ELA-2-H3)
21 (ELA-3-H2)
24 (ELA-3-H3)
27 (ELA-4-H2)
30 (ELA-4-H4)
35 (ELA-5-H2)
Social Studies
9 (G-1B-H1)
12 (G-1B-H2)
Ideal Filter Science
1 (SI-E-A1) 1 (SI-M-A1) 2 (PS-4-A1) 26 (LS-4-C3) 20 (ESS-M-A8) 1 (SI-H-A1)
2 (SI-E-A1) 2 (SI-M-A10 4 (PS-4-A3) 50 (SE-M-A3) 2 (SI-H-A2)
389
5 (SI-E-A2) 50 (SE-M-A4) 47 (SE-M-A8)
6 (SI-E-A2)
14 (SI-E-B1)
15 (SI-E-B1)
English
7 (ELA-1-E5) 4(ELA-1-M1) 31(ELA-4-M1) 30(ELA-4-M2) 1(ELA-1-M1) 1 (ELA-1-H1)
8 (ELA-1-E6) 34(ELA-4-M2) 45(ELA-5-M3) 38(ELA-4-M6) 30(ELA-4-M2) 4 (ELA-1-H4)
3(ELA-1-E1) 32 (ELA-4-M1) 11 (ELA-7-M1) 14 (ELA-7-M4) 28 (ELA-4-M1) 29 (ELA-4-H2)
27(ELA-3-E1) 33 (ELA-4-M1) 32 (ELA-4-M1) 28 (ELA-4-M1) 30 (ELA-4-M2) 30 (ELA-4-H2)
Ideal Filter 4th 5th 6th 7th 8th H.S.
– cont. 41 (ELA-4-M6) 34 (ELA-4-M2) 30 (ELA-4-M2) 35 (ELA-4-H6)
37 (ELA-4-M4) 31 (ELA-4-M2)
40 (ELA-4-M6) 38 (ELA-4-M6)
Social Studies
17(G-1D-E1) 14(G-1D-M1) 14(G-1D-M1) 9 (G-1B-H1)
16(G-1D-M3) 15(G-1D-M2) 12 (G-1B-H2)
46 (G-1D-H4)
Math
22 (M-2-E) 15 (M-1-M) 29 (D-1-M) 21 (M-4-M) 17 (M-1-M) 17 (M-1-H)
22 (M-1-E) 22 (M-4-M) 29 (D-2-M) 21 (M-1-M) 17 (G-1-M) 21 (D-4-H)
23 (M-2-E) 29 (A-3-M) 34(D-1-M) 21 (D-5-H)
23 (M-5-E) 31(D-2-M) 17 (D-1-H)
31 (M-2-M) 18 (D-1-H)
Water Science
390
Recycled 1 (SI-E-A1) 12 (PS-M-C3) 46 (SE-M-A6) 23 (ESS-M-A10) 4 (SI-H-A)
2 (SI-E-A1) 35 (ESS-M-A11) 24 (ESS-M-A10) 26 (SE-H-D4)
3 (SI-E-A2) 46 (ESS-M-A10) 25 (ESS-M-A11) 23 (SE-H-A6)
4 (SI-E-A2) 50 (SE-M-A4) 7 (SE-H-A6)
7 (SI-E-A3) 51 (SE-M-A7) 7 (LS-H-D1)
58 (ESS-E-A4)
57 (ESS-E-A2)
60 (ESS-E-A4)
English
3 (ELA-I-EI) 1 (ELA-1-M1) 1 (ELA-1-M1) 1 (ELA-1-M1) 1 (ELA-1-M1) 1 (ELA-1-H1)
38 (ELA-4-E5) 33 (ELA-4-M1) 32 (ELA-4-M1) 29 (ELA-4-M1) 38 (ELA-4-M6) 30 (EAL-4-H2)
Water 4th 5th 6th 7th 8th H.S.
Recycled 34 (ELA-4-M2) 33 (ELA-4-M2) 30 (ELA-4-M2) 32 (ELA-4-H4)
– cont. 38 (ELA-4-M4) 34 (ELA-4-M2) 31 (ELA-4-M2) 35 (ELA-4-H6)
41 (ELA-4-M6) 37 (ELA-4-M4) 38 (ELA-4-M6)
42 (ELA-5-MI) 40 (ELA-4-M6)
391
Wetlands Wildlife and Fisheries – GLE/Grade Table
Animal Science
Adaptations 1 (S1-E-A1) 26 (LS-M-C3)
7 (S1-E-A3) 29 (LS-M-D1)
41 (LS-E-A3)
51 (LS-E-C1)
52 (LS-E-C2)
53 (LS-E-C2)
7 (ELA-1-E5) 38 (ELA-4-M4) 37 (ELA-4-M4)
8 (ELA-1-E6) 41 (ELA-4-M6) 40 (ELA-4-M6)
35 (ELA-4-E2) 1 (ELA-1-M1) 1 (ELA-1-M1)
37 (ELA-4-E5) 4 (ELA-1-M1) 3 (ELA-1-M1)
392
38 (ELA-4-E5) 12 (ELA-7-M1) 6 (ELA-1-M3)
17 (ELA-7-M4) 11 (ELA-7-M1)
32 (ELA-4-M1) 31 (ELA-4-M1)
33 (ELA-4-M1) 32 (ELA-4-M1)
34 (ELA-4-M2) 33 (ELA-4-M2)
38 (ELA-4-M4) 34 (ELA-4-M2)
41 (ELA-4-M6) 37 (ELA-4-M4)
40 (ELA-4-M6)
Social Studies
16 (G-1D-M3)
Backdoor Science
Bioaccumul- 1 (S1-E-A1) 11 (SI-M-A4) 46 (SE-M-A6) 24 (LS-M-C2) 20 (ESS-M-A8) 8 (SE-H-A7)
ation 4 (S1-EA-2) 23 (LS-M-C2) 47 (SE-M-A8) 27 (LS-M-C4) 51 (SE-M-A4) 8 (SE-H-A10)
7 (S1-E-A3) 24 (LS-M-C2) 32 (LS-M-D2) 12 (SE-H-A11)
10 (SI-E-A5) 28 (LS-M-C4) 33 (LS-M-D2) 19 (SE-H-C1)
Backdoor 4th 5th 6th 7th 8th H.S.
Bioaccumu- 10 (SI-E-B4) 49 (SE-M-A4) 34 (LS-M-D2)
lation 48 (LS-E-B2) 50 (SE-M-A4) 39 (SE-M-A4)
– cont. 50 (LS-E-C1)
54 (LS-E-C3)
71 (SE-E-A2)
72 (SE-E-A2)
37 (ELA-4-E5) 34 (ELA-4-M2) 33 (ELA-4-MS) 1 (ELA-1-M1) 1 (ELA-1-M1) 15 (ELA-2-H1)
4 (ELA-1-M1) 11 (ELA-7-M1) 30 (ELA-4-M2)
393
12 (ELA-7-M1) 31 (ELA-4-M1) 31 (ELA-4-M2)
17 (ELA-7-M4) 32 (ELA-4-M1) 38 (ELA-4-M6)
32 (ELA-4-M1) 33 (ELA-4-M2)
33 (ELA-4-M1) 34 (ELA-4-M2)
34 (ELA-4-M2) 37 (ELA-4-M4)
38 (ELA-4-M4) 40 (ELA-4-M6)
41 (ELA-4-M6)
Social Studies
14 (G-1C-E5) 16 (G-1D-M3) 7 (G-1B-M3) 24 (G-1C-H1)
16 (G-1D-E1) 8 (G-1B-M3)
14 (G-1D-M1)
15 (G-1D-M2)
16 (G-1D-M3)
Math
36 (D-2-E) 28 (D-1-M) 30 (D-2-M) 33 (D-3-M) 34 (D-1-M) 15 (A-3-H)
Backdoor 4th 5th 6th 7th 8th H.S.
Bioaccumu- 36 (D-1-E) 28 (D-2-M) 32 (D-2-M) 37 (D-5-M) 39 (D-2-M) 15 (P-1-H)
lation 37 (D-2-E) 28 (P-3-M) 44 (D-5-M) 15 (P-2-H)
– cont. 37 (D-1-E) 28 (A-4-M)
29 (D-1-M)
Frog Science
Friendly 41 (LS-E-A3) 32(SI-M-B3) 47(SE-M-A8)
Habitat 4(SI-E-A2) 23(SI-M-A8) 45 (SE-M-A6)
14(SI-E-B1) 26(SI-M-B1)
22(SI-E-B6) 28(SI-M-B2)
51(LS-E-C1) 29(SI-M-B3)
70(SE-E-A1) 18 (LS-M-A3)
1 (ELA-1-E1) 1 (ELA-1-M1) 4 (ELA-1-M2)
7 (ELA-1-E5) 4 (ELA-1-M1) 1 (ELA-1-M1)
394
8 (ELA-1-E6) 5 (ELA-1-M2) 3 (ELA-1-M1)
10 (ELA-1-E7) 12 (ELA-7-M1) 6 (ELA-1-M3)
20 (ELA-2-E1) 17 (ELA-7-M4) 11 (ELA-7-M1)
30 (ELA-3-E3) 22 (ELA-2-M4) 18 (ELA-2-M1)
35 (ELA-4-E2) 27 (ELA-3-M2) 24 (ELA-2-M6)
37 (ELA-4-E5) 34 (ELA-4-M2) 31 (ELA-4-M1)
38 (ELA-4-E5) 32 (ELA-4-M1) 32 (ELA-4-M1)
50 (ELA-5-E6) 33 (ELA-4-M1) 33 (ELA-4-M2)
52 (LS-E-C2) 38 (ELA-4-M4) 34 (ELA-4-M2)
41 (ELA-4-M6) 37 (ELA-4-M4)
40 (ELA-4-M6)
48 (ELA-5-M6)
Social Studies
17(G-1D-E1) 16(G-1D-M3) 10(G-1D-M3)
4th 5th 6th 7th 8th H.S.
Gone Fishin' Science
1 (ELA-1-E1) 11 (SI-M-A4) 20 (PS-M-B4) 25 (G-3-M) 5 (N-4-M) 1 (ESS-H-A1)
11 (SI-E-A5) 32 (SI-M-B3) 45 (SE-M-A6) 26 (LS-M-C3) 19 (ESS-M-A7) 1 (SI-H-A1)
27 (ELA-3-E1) 47 (SE-M-A8) 35 (SE-M-A1) 20 (ESS-M-A8) 11 (G-2-H)
50 (LS-E-C1) 39 (SE-M-A4) 29 (G-5-M) 17 (D-1-H)
52 (LS-E-C2) 39 (P-1-M) 29 (A-5-M) 21 (M-2-H)
30 (ELA-4-M2) 21 (M-1-H)
21 (M-3-H)
27 (LS-H-DH)
27 (SE-H-A7)
32 (LS-H-F1)
32 (LS-H-E3)
7 (ELA-1-E5) 3(ELA-1-M1) 8(ELA-6-M1) 1(ELA-1-M1) 5(ELA-1-M4) 14(ELA-7-H4)
395
8 (ELA-1-E6) 33(ELA-4-M1) 48(ELA-5-M6) 30(ELA-4-M2) 30(ELA-4-M2) 1(ELA-1-H1)
35 (ELA-4-E2) 1 (ELA-1-M1) 1 (ELA-1-M1) 1 (ELA-1-M1) 1 (ELA-1-M1) 4(ELA-1-H4)
38 (ELA-4-M4) 33 (ELA-4-M2) 30 (ELA-4-M2)
41 (ELA-4-M6) 34 (ELA-4-M2) 31 (ELA-4-M2)
37 (ELA-4-M4) 38 (ELA-4-M6)
40 (ELA-4-M6)
Social Studies
17 (G-1D-E1) 16 (G-1D-M3) 10 (G-1D-M3) 14 (G-1D-M1) 9 (G-1B-H1)
15 (G-1D-M1) 12 (G-1B-H2)
46 (G-1D-H4)
Gone Fishin’ 4th 5th 6th 7th 8th H.S.
– cont. Math
26 (M-3-E) 28 (D-1-M) 22 (M-2-M)
34 (D-1-E) 28 (D-2-M) 29 (D-1-M)
28 (P-3-M) 29 (D-2-M)
28 (A-4-M) 29 (A-3-M)
31 (D-2-M)
Math Science
Crabbing 1 (SI-E-A1) 1 (SI-M-A1)
41 (LS-E-A3) 29 (LS-M-D1)
52 (LS-E-C2)
53 (LS-E-C2)
Math
1 (N-1-M) 1 (N-1-M)
6 (N-4-M)
396
6 (N-5-M)
9 (N-6-M)
9 (N-2-M)
Wetlands Science
Creative 1 (SI-E-A1) 3 (SI-M-A1) 3 (SI-M-A1) 32 (LS-M-D2) 51 (SE-M-A4)
Writing 11 (SI-E-A5) 25 (SI-M-B1) 25 (SI-M-B1) 34 (LS-M-D2)
14 (SI-E-B1) 40 (SI-M-B7) 35 (SE-M-A1)
21 (SI-E-B6) 26 (LS-M-C3) 39 (SE-M-A4)
22 (SI-EB6) 43 (SE-M-A8)
14 (ELA-7-E1) 7 (ELA-1-M3) 16 (ELA-7-M4) 15,16 (ELA-2-M1) 15,16 (ELA-2-M1) 10 (ELA-7-H2)
Wetlands 4th 5th 6th 7th 8th H.S.
Creative 20 (ELA-2-E1) 12 (ELA-7-M1) 17,18 (ELA-2-M1) 17 (ELA-2-M2) 17 (ELA-2-M2) 13-15 (ELA-7-H4)
Writing 21 (ELA-2-E1) 17 (ELA-7-M4) 19 (ELA-2-M2) 18 (ELA-2-M3) 18 (ELA-2-M3) 14-17 (ELA-2-H1)
– cont. 23 (ELA-2-E3) 18 (ELA-2-M1) 20 (ELA-2-M3) 22 (ELA-2-M6) 23 (ELA-3-M2) 15,18 (ELA-2-H2)
24 (ELA-2-E4) 19 (ELA-2-M1) 25,26 (ELA-3-M2) 23 (ELA-3-M2) 24 (ELA-3-M3) 16,18,19 (ELA-2-H3)
27 (ELA-3-E1) 20 (ELA-2-M2) 30 (ELA-3-M5) 24 (ELA-3-M3) 27 (ELA-3-M5) 17,19,20 (ELA-2-H4)
28 (ELA-3-E2) 21 (ELA-2-M3) 31 (ELA-4-M1) 27 (ELA-3-M5) 28,29 (ELA-4-M1) 20 (ELA-2-H5)
31 (ELA-3-E4) 23 (ELA-2-M4) 41 (ELA-5-M1) 32,33 (ELA-4-M3) 39 (ELA-5-M1) 24-26,28,29 (ELA-3-H3)
34 (ELA-4-E1) 26 (ELA-3-M2) 42 (ELA-5-M2) 39 (ELA-5-M1) 40 (ELA-5-M2) 25,26,28,30,31 (ELA-4-H1)
35 (ELA-4-E2) 27 (ELA-3-M2) 46 (ELA-5-M4) 40,41 (ELA-5-M2) 42 (ELA-5-M3) 27,28,32,33 (ELA-4-H2)
38 (ELA-4-E5) 29 (ELA-3-M4) 33,36 (ELA-4-H4)
41 (ELA-5-E1) 31 (ELA-3-M5) 34,37 (ELA-4-H5)
42 (ELA-5-E1) 36 (ELA-4-M3) 34,36,39 (ELA-5-H1)
397
45 (ELA-5-E3) 43 (ELA-5-M2) 35,37,38,40,41 (ELA-5-H2)
48 (ELA-5-E5) 42 (ELA-5-H3)
Wetlands and You! – GLE/Grade Table
America's Science
Vanishing 14 (SI-H-B3) 27 (LS-H-D4)
Treasure
27 (SE-H-A7)
5 (ELA-1-H4)
11 (ELA-7-H1)
12 (ELA-7-H2)
14 (ELA-7-H4)
22-24, 27 (ELA-3-H2)
25,26,28 (ELA-3-H3)
32 (ELA-4-H4)
398
37 (ELA-5-H2)
Social Studies
14 (G-1D-M1) 50 (G-1D-H5)
To Build a Science
Levee or Not 32 (LS-M-D2) 20 (ESS-M-A8) 27 (LS-H-D4)
to Build a 35 (SE-M-A1) 51 (SE-M-A4) 27 (SE-H-A7)
Levee
39 (SE-M-A4) 53 (SE-M-A10) 20 (ESS-H-C3)
43 (SE-M-A8)
5 (ELA-1-M4) 8 (ELA-6-M3) 4 (ELA-1-H3)
8 (ELA-6-M3) 15 (ELA-2-M1) 11 (ELA-7-H1)
14 (ELA-7-M4) 17 (ELA-2-M2) 14 (ELA-7-H4)
15 (ELA-2-M1) 22 (ELA-2-M6) 17,18 (ELA-2-H2)
17 (ELA-2-M2) 23 (ELA-3-M2) 18,19 (ELA-2-H3)
To Build a 4th 5th 6th 7th 8th H.S.
Levee or Not 18 (ELA-2-M3) 25 (ELA-3-M4) 19,21 (ELA-2-H4)
to Build a 22 (ELA-2-M6) 27 (ELA-3-M5) 20 (ELA-2-H5)
Levee – cont. 23 (ELA-3-M2) 28 (ELA-4-M1) 21,24 (ELA-2-H6)
24 (ELA-3-M3) 30 (ELA-4-M2) 22-24,27 (ELA-3-H2)
25 (ELA-3-M4) 32 (ELA-4-M3) 25,26,28,29 (ELA-3-H3)
27 (ELA-3-M5) 39 (ELA-5-M1) 27,28 (ELA-4-H1)
29 (ELA-4-M1) 40 (ELA-5-M2) 31 (ELA-4-H3)
30 (ELA-4-M2) 33 (ELA-4-H4)
32 (ELA-4-M3) 37 (ELA-5-H2)
39 (ELA-5-M1)
40 (ELA-5-M2)
Social Studies
14 (G-1D-M1) 38 (G-1D-H1)
50 (G-1D-H5)
399
The Great Science
Marsh 35 (SE-M-A1) 20 (ESS-M-A8) 16 (SE-H-B4)
Dilemma 38 (SE-H-B3) 51 (SE-M-A4) 16 (SE-H-B5)
39 (SE-M-A4) 22 (SE-H-C4)
43 (SE-M-A8) 23 (SE-H-C5)
27 (SE-H-D4)
27 (LS-H-D4)
27 (SE-H-A7)
2 (ELA-1-M2) 14 (ELA-7-M4) 5 (ELA-1-H4)
5 (ELA-1-M4) 19 (ELA-2-M4) 11 (ELA-7-H1)
8 (ELA-6-M3) 22 (ELA-2-M6) 12 (ELA-7-H2)
14 (ELA-7-M4) 23 (ELA-3-M2) 14 (ELA-7-H4)
28,29 (ELA-4-
22 (ELA-2-M6) 27,28 (ELA-4-H1)
M1)
The Great 4th 5th 6th 7th 8th H.S.
Marsh 23 (ELA-3-M2) 30 (ELA-4-M2) 31 (ELA-4-H3)
Dilemma 29 (ELA-4-M1) 32 (ELA-4-M3) 32 (ELA-4-H4)
– cont 30 (ELA-4-M2) 38 (ELA-4-M6) 35 (ELA-4-H6)
32 (ELA-4-M3)
35 (ELA-4-M4)
39 (ELA-5-M1)
40 (ELA-5-M2)
42 (ELA-5-M3)
Social Studies
38 (G-1D-H1)
49 (G-1D-H5)
50 (G-1D-H5)
Levees - the Science
Good and the 1 (SI-E-A1) 26 (LS-M-C3) 3 (SI-M-A1)
400
Bad 4 (G-1B-M4) 33 (ESS-M-A7) 7 (SI-M-A3)
47 (SE-M-A8) 50 (SE-MA4) 19 (SI-M-A7)
14 (SI-E-B1) 33 (ELA-4-M2)
22 (SI-EB6)

7 (ELA-1-E5) 34 (ELA-4-M2) 3 (ELA-1-M1)
8 (ELA-1-E6) 38 (ELA-4-M4) 4 (G-1B-M4)
19 (ELA-7-E4)
27 (ELA-3-E1)
Swamp
Science
Sweep
8 (SI-E-A4) 7 (SI-M-A3) 3 (SI-M-A1) 29 (LS-MC4) 20 (ESS-M-A8) 12 (SE-H-A11)
10 (SI-E-A5) 26 (LS-M-C3) 7 (SI-M-A3) 34 (LS-M-D2) 28 (ELA-4-M1) 24 (SE-H-D1)
Swamp 4th 5th 6th 7th 8th H.S.
Sweep – cont 10 (SI-E-B4) 49 (SE-M-A3) 19 (SI-M-A7) 39 (SI-M-A7) 51 (SE-M-A4) 25 (SE-H-D2)
50 (SE-MA4) 43 (SE-M-A8) 25 (SE-H-D3)
27 (LS-H-D4)
27 (SE-H-A7)
2 (PS-H-A1)
38 (ELA-4-M4) 30 (ELA-4-M2) 27,28 (ELA-4-H1)
Weaving Our Science

Economic 5 (SI-H-A3)
Web 15 (SI-H-B4)
18 (SE-H-B6)
401
27 (SE-H-D5)
27 (LS-H-D4)
27 (SE-H-A7)
12 (ELA-7-H2)
14 (ELA-7-H4)
22-24,27,27 (ELA-3-
H2)
Social Studies
11 (E-1A-H3)
49 (E-1C-H1)
50 (E-1C-H1)
Wetland Day Science
Trip 3 (SI-M-A1) 3 (SI-M-A1)
26 (LS-M-C3) 7 (SI-M-A3)
Wetland Day 4th 5th 6th 7th 8th H.S.
Trip – cont English Language Arts
7 (ELA-1-E5) 4 (ELA-1-M1) 3 (ELA-1-M1)
8 (ELA-1-E6) 7 (ELA-1-M3) 19 (ELA-2-M2)
19 (ELA-7-E4) 22 (ELA-2-M4) 20 (ELA-2-M3)
27 (ELA-3-E1) 31 (ELA-3-M5) 21 (ELA-2-M4)
28 (ELA-3-E2) 38 (ELA-4-M4) 25 (ELA-3-M2)
30 (ELA-3-E3) 42 (ELA-5-M1) 28 (ELA-3-M4)
42 (ELA-5-E1) 43 (ELA-5-M2) 41 (ELA-5-M1)
48 (ELA-5-M6) 48 (ELA-5-M6)
Wetland Science
Players 1 (SI-E-A1) 26 (LS-M-C3) 3 (SI-M-A1) 39 (SE-M-A4) 20 (ESS-M-A8) 27 (SE-H-D4)
22 (SI-EB6) 50 (SE-MA4) 19 (SI-M-A7) 51 (SE-M-A4) 27 (LS-H-D4)
27 (SE-H-A7)
402
5 (ELA-1-E4) 4 (ELA-1-M1) 3 (ELA-1-M1) 2 (ELA-1-M2) 14 (ELA-7-M4 5 (ELA-1-H4)
15,16 (ELA-2-
7 (ELA-1-E5) 5 (ELA-1-M2) 4 (ELA-1-M2) 5 (ELA-1-M4) 11 (ELA-7-H1)
M1)
25 (ELA-2-E5) 29 (ELA-3-M4) 32 (ELA-4-M1) 19 (ELA-2-M4) 28 (ELA-4-M1) 22-24,27 (ELA-3-H2)
26 (ELA-2-E6) 31 (ELA-3-M5) 35 (ELA-4-M3) 22 (ELA-2-M6) 30 (ELA-4-M2) 25,26,28,29 (ELA-3-H3)
31 (ELA-3-E4) 38 (ELA-4-M4) 27 (ELA-3-M5) 36 (ELA-5-H1)
Player s 34 (ELA-4-E1) 43 (ELA-5-M2) 29 (ELA-4-M1) 37 (ELA-5-H2)
– cont. 36 (ELA-4-E4) 44 (ELA-5-M3) 30 (ELA-4-M2)
37,38 (ELA-4-E5) 32 (ELA-4-M3)
41,42 (ELA-5-E1) 36 (ELA-4-M4)
45,46 (ELA-5-E3) 39 (ELA-5-M1)
40 (ELA-5-M2)
42 (ELA-5-M3)
Wetland Science
Promotions 35 (SE-M-A1) 51 (SE-M-A4) 20 (SE-H-C2)
27 (SE-H-D5)
5 (ELA-1-M4) 14 (ELA-7-M4) 5 (ELA-1-H4)
8 (ELA-6-M3) 15 (ELA-2-M1) 11 (ELA-7-H1)
14 (ELA-7-M4) 17 (ELA-2-M2) 12 (ELA-7-H2)
403
17 (ELA-2-M2) 18 (ELA-2-M3) 14 (ELA-7-H4)
18 (ELA-2-M3) 19 (ELA-2-M4) 16 (ELA-2-H1)
22 (ELA-2-M6) 20 (ELA-2-M4) 18,19 (ELA-2-H3)
23 (ELA-3-M2) 21 (ELA-2-M5) 19-21 (ELA-2-H4)
25 (ELA-3-M4) 22 (ELA-2-M6) 20 (ELA-2-H5)
27 (ELA-3-M5) 23 (ELA-3-M2) 21,24 (ELA-2-H6)
29 (ELA-4-M1) 25 (ELA-3-M4) 22-24, 27 (ELA-3-H2)
30 (ELA-4-M2) 27 (ELA-3-M5) 25,26 (ELA-3-H3)
32 (ELA-4-M3) 28 (ELA-4-M1) 27,28 (ELA-4-H1)
34 (ELA-4-M4) 30 (ELA-4-M2) 31 (ELA-4-H3)
39 (ELA-5-M1) 32 (ELA-4-M3) 32,33 (ELA-4-H4)
40 (ELA-5-M2) 37 (ELA-4-M5) 37 (ELA-5-H2)
Social Studies
14 (G-1D-M1) 8 (E-1A-H2)
404
405

YWP Lessons 2010

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Wetlands Week

Paul D. Coreil, Ph.D.

Mark Tassin, Ph.D.

Kiki Fontenot, Ph.D.

A school enrichment curriculum provided by

Wet Soils and Water Loving Plants

The Dirt on Soil ....................................................................................................................33

Wetland Metaphors .............................................................................................................98

Water: Puts the Wet in Wetlands

Animal Adaptations .............................................................................................................218

Wetlands and YOU

Levees: The Good and the Bad ...........................................................................................288

Louisiana Grade Level Expectations Table.......................................................................374

Why Are Wetlands Important?

Northern Peat Lands

Tidal Marshes – Salt

Tidal Marshes – Fresh

Bottomland Hardwood Swamps (Forested Swamps)

Major Causes of Wetland Loss and Degradation

Human Actions Natural Threats

Loss of Wetlands Over Time:

Mississippi River Drainage

Formation of Coastal Louisiana

Mississippi River Delta

Primary Causes on Land Loss in Coastal Louisiana

2. Canals and Channels

3. Plants rapidly grow in the

No Sediment Input + Subsidence = Land Loss

Subsidence + Sea Level Rise = Increasing the Problems

Hurricane Impacts on Wetlands

Effects of Hurricanes Karina and

1. Wildlife and Fisheries

4. Oil and Gas Production

America’s WETLAND Foundation. www.americaswetland.com

The Ramsar Convention on Wetlands. “Wetlands Values and Functions.”

Environmental Protection Agency

The Biodiversity Partnership (for info on LA invasive species)

The Louisiana Department of Natural Resources

Barataria Terrebone National Estuary Program (BTNEP)

The Ramsar Convention on Wetlands

Louisiana Dept. of Wildlife and Fisheries Nutria Website

Activity 1 – Wetland Word Matchup

Activity 2 – Wetland Crossword Puzzle

Activity 3 – Wetland Art Project

Merriam-Webster Online – http://www.merriam-webster.com

Project WET Foundation Curriculum, Vocabulary List

WOW! Wonders of Wetlands Curriculum, Vocabulary List

Plants that have adapted to living in or

Containing a mix of fresh and salt

How many of a particular species an

A land form created by sediment

The mouth of a river where the fresh

Water which does not contain a

Water beneath the land surface

Youthh Wetlands Week

To put at risk of losing

Part of a cypress tree’s root system

A wetland characterized by soft, wet,

Indirect sources of pollution that enter

An approximately square or cubical

Youthh Wetlands Week

The process of reestablishing the

The degree of saltiness, usually

Thickness or opaqueness made by