EcoVenture Class: Utah’s Wetlands
th
4 Grade Teacher Guide
Overview and Resource Materials
For more information contact:
Allyson Bennett
School Programs On-site Manager
725 East 10600 South
Sandy, UT 84094
(801) 355-FISH (3474) ext. 206
Fax: (801) 495-4449
[email protected]
Or visit our website
http://www.thelivingplanet.com
What’s below the surface?
Why have an aquarium in the desert?………….…….…..…..3
EcoVenture Class Overview….………….…………………….……4
Teacher’s checklist………………………………..………….………...5
Location of The Living Planet Aquarium.…....……………....6
Layout map of The Living Planet Aquarium………….….…..7
Teacher Outline and Core Connections…….................8 - 9
Pre-visit resources...................................................10 - 19
Post–visit lesson materials......................................20 - 27
Thank you!.....................................................................28
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Why Have an Aquarium in a Desert?
After all, where else in the world is water so valued and respected? It’s a precious resource
that defines how we live in Utah. Because we’re not surrounded by oceans and immense
water habitats, we have fewer opportunities to experience, understand and appreciate the
water environments that cover more than 70 percent of our planet. The Living Planet
Aquarium brings animals to people who might not have the chance to see them or their
water-based ecosystems in a natural setting.
Our children are the future custodians of the environment. Yet, the majority of today’s
young people don’t have the opportunity to understand the ocean nor their own waterdependent environments. The Living Planet Aquarium provides a “living classroom,”
educating us all about our interdependence on the living planet’s fragile ecosystems.
The Living Planet Aquarium is a world-class organization that enriches lives through
education outreach, dynamic exhibits and programs.
The Living Planet Aquarium provides an entertaining learning experience and hands-on
educational opportunities to help individuals understand and appreciate the water
environments encompassing our planet, leading to an enriched personal life. Having this
aquarium provides us with countless opportunities to understand and respect this precious
resource and the living habitats it supports, both in Utah and in our planet’s oceans.
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School Visit Overview
Thank you for choosing The Living Planet Aquarium for a school visit. We look forward to your
arrival!
This section of the Teacher Guide provides an overview of your visit and a checklist of things to
accomplish before, during and after your experience with us.
Utah State Core Connections
Our on-site programs are designed to be an exciting complement to what you are teaching in the
classroom. Our education team examined the Intended Learning Outcomes and Core Standards for
each grade and created our presentation and activities to reinforce the ILOs and Standards. You will
find a list of related ILOs and Standards later on in this document.
EcoVenture Classes
Each EcoVenture Class lasts approximately 20-35 minutes. While the class is separate from your
general aquarium visit, there is not an additional cost for the classes. To provide a quality and
interactive experience for your students, we allow a maximum of 35 students per class. This means,
we can present the same program several times back-to-back to accommodate larger groups.
The EcoVenture Classes take place in our Sunken Ship classroom with one or two Education
Presenters, depending on the class. There are also Education Presenters located throughout the
aquarium to answer any questions you or your students may have.
EcoVenture Start Times
The contact teacher will receive an e-mail with a confirmation sheet. This confirmation sheet will
list the school’s arrival time and each group’s EcoVenture Class start time. Please remind the
chaperones to arrive promptly to the Sunken Ship classroom at their designated start time to allow
the group to have the full classroom experience.
"Give people facts and you feed their
minds for an hour.
Awaken curiosity and they feed their
own minds for a lifetime."
(Ian Russell)
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School Visit Checklist
The Living Planet Aquarium
Pre-Visit
Download from our website:
_____This document (Teacher Guide)
_____Student Research Document(s) for you to copy and bring with you on your visit
Many of our documents are saved in PDF format. They require Adobe Acrobat Reader to open.
If you do not have Acrobat Reader, you can download the program for free at:
http://www.adobe.com/products/reader/
Please
_____Educate the students and chaperones on behavior expectations; then sign the School Groups
Behavior Expectations document and send it via e-mail: [email protected] or fax:
(801) 495-4449; Attention: Allyson Bennett.
_____Divide your students into smaller groups and assign each group a chaperone.
_____Supply each adult chaperone with a Chaperone Guide. This guide includes the rules, tips to
facilitate learning and an aquarium map.
Day of
_____ Bring Student Research Documents if you would like your students to use them during their
aquarium visit (optional).
_____ Remind the students and chaperones of the behavior expectations.
_____ Remind the chaperones of their EcoVenture Class start time and location.
_____ All groups must pay in one lump sum. Bring payment if your school is not a sponsored Title 1 or
Head Start school. If your visit is sponsored, you do not pay for your students, but please
remember the chaperone-to-student ratio. Any additional adults will be asked to pay.
_____Have FUN and enjoy learning at the Living Planet Aquarium!
Post-Visit
This document contains post-visit materials. Other materials may become available as separate
downloads in the future, so check our website often.
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Location of Living Planet Aquarium
725 East 10600 South, Sandy Utah 84094
Phone: (801) 495-4448
Directions:
 From 1-15, take exit 293
 Head east on 10600 S. (approx. 1 mile)
 The Living Planet Aquarium is on the northeast corner of 10600 S. and 700 E.
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Layout of Living Planet Aquarium
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Teacher Outline
Utah’s Wetlands
Duration of School Visit
EcoVenture Classes (35 students max) are scheduled in 45-minute increments unless otherwise
noted on your confirmation sheet. However, each EcoVenture Class is approximately 30 minutes.
Please allow your group 2 hours for a three-class visit, or 2 hours and 45 minutes for a four-class
visit.
Currently, our facility does not have space for school groups to eat lunch. If weather permits, we
recommend bringing your group to Lone Peak Park at 10140 S 700 E, Sandy, UT 84094. This park is
5 blocks north of the aquarium on 700 East and offers covered picnic tables, grassy areas, and a
playground.
Background for Teachers
The Living Planet Aquarium is a wonderful place to teach concepts about water since it and its
inhabitants form the backbone of what we are all about. Our interactive display about Utah’s wetlands
provides a wonderful teaching tool for multiple learning styles.
Wetlands make up only 1% of Utah habitat, yet 80% of all our wildlife make use of wetlands in one way
or another. Great Salt Lake and its wetland environments play a vital role as host to thousands of
migrating birds on their way to various parts of the globe as well as many species that remain here all
year.
Intended Learning Outcomes/Measurable Objectives
Students will be exposed to the objectives listed from the Core Standards, and by the end of the
experience be able to articulate in oral review an understanding of the concepts taught. Also,
through use of a written worksheet, the students will demonstrate skills of visual observation,
reading, and listening by answering questions relating to the Core Standards for their grade level.
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Connecting
to the
Core Standards
Here’s where your EcoVenture Class connects with the Utah State Core Curriculum.
The main intent of science instruction in Utah is that students will value
and use science as a process of obtaining knowledge based upon
observable evidence.
Science-4th Grade
Standard V: Students will understand the physical characteristics of Utah’s wetlands, forests, and deserts and
identify common organisms for each environment.
Objective 1: Describe the physical characteristics of Utah's wetlands, forests, and deserts.
a. Compare the physical characteristics (e.g., precipitation, temperature, and surface terrain) of
Utah's wetlands.
b. Describe Utah’s wetlands (e.g., river, lake, stream, and marsh areas where water is a major
feature of the environment)
Objective 2: Describe the common plants and animals found in Utah wetlands and how these organisms have
adapted to the environment in which they live.
a. Identify common plants and animals that inhabit Utah's forests, wetlands, and deserts.
b. Cite examples of physical features that allow particular plants and animals to live in specific
environments (e.g., a duck has webbed feet, a cactus has waxy coating).
c. Describe some of the interactions between animals and plants of a given environment (e.g.,
woodpecker eats insects that live on trees of a forest, brine shrimp of the Great Salt Lake
eat algae and birds feed on brine shrimp, also influences migration).
e. Find examples of endangered Utah plants and animals and describe steps being taken to
protect them.
Objective 3: Use a simple scheme to classify Utah plants and animals.
a. Explain how scientists use classification schemes.
b. Use a simple classification system to classify unfamiliar Utah plants or animals (e.g.,
fish/amphibians/reptile/bird/mammal, invertebrate/vertebrate, tree/shrub/grass,
deciduous/conifers).
Science language students should use:
wetland, desert, adaptation, invertebrate, vertebrate, bird, amphibian, reptile, fish, mammal, insect, migration
Common animals: red fox, coyote, moose, deer mouse, kangaroo rat, muskrat, beaver,
gopher snake, lizard, frog, salamander, owl, lark, trout, catfish, grasshopper
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Pre-Visit
Resources
The following pages offer pre-visit information you can use in the classroom before your visit to The
Living Planet Aquarium. These resources correlate with material that will be covered in your
EcoVenture Class or in post-visit materials. There may also be links to UEN’s website for additional
information. As a suggestion, if you have internet access for your class, you can visit our website to let
the children investigate what we have to offer. Here is the link: http://www.thelivingplanet.com
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Wetland Definition and Supplemental Information
(Reproduced with permission)
The wetland definition and supplemental information described below were created by the Utah
Wetlands Interpretive Network (UWIN) Education Committee. It was produced to assist 4th grade
teachers, as well as other educators in Utah, in teaching their students about wetlands. If you have
more questions about wetlands in Utah, feel free to contact any one of the UWIN partners. A list of
UWIN partners (and great resource materials in pdf format) can be found at www.utahwetlands.org.
WETLAND DEFINITION
Wetlands are ecosystems identified by the presence of water at some point during the
year, which creates a unique environment with hydric soils and specially adapted plants
and animals.
SUPPLEMENTAL INFORMATION
1. A Recipe for a Wetland
In order to define an area as a wetland, the following “ingredients” must be present:
A. Water
Water must be present in a wetland for at least part of the growing season. Wetland plants and
animals that have adapted to live in a wet environment require saturated soils or standing
water to grow and survive
B. Hydric Soils
Hydric soils are saturated long enough during the growing season to create an anaerobic state
in the soil horizon. This lack of available oxygen limits the number of plant species that can
survive there.
C. Hydrophytic Plants
Hydrophytic plants have adapted to thrive in wetlands despite the stresses of an anaerobic and
flooded environment.
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D. Bacteria and Animals
From bacteria to beavers, wetlands are both home and supermarket for myriad (large variety)
residents. Many animals are adapted to use wetlands for food, shelter, spawning, nesting, or
predatory opportunities.
2. Examples of Wetlands, Unusual Forms of Wetlands, and Other Aquatic Ecosystems
A. Wetland Examples
1. Marshes
Marshes are usually inundated (covered) with water – surface water levels generally vary
from a few inches to two or three feet. Marshes may be adjacent to lake fringes, pond edges,
river edges or they may end by feeding into the groundwater system (subsurface flow).
2. Wet Meadows
Wet meadows sometimes appear dry due to the heavy grassland associated with them. In
fact, for most of the year they don’t have standing water, but the soil is saturated due to the
high water table. Surface water is usually present only during the spring growing season.
Wet meadows can either be found on a slope (such as a slope angled toward a river), or on
the outside edge of a depression. For example, a pond may have a marshy area associated
with its edges, and outside of the marshy area may be a wet meadow.
3. Wet Lake Margins/Lacustrine fringe
These wetlands are along the edges of lakes or man-made reservoirs. The water level in the
fringe is maintained by the lake level. When the lake level is high, the fringe would be flooded
and as the lake level goes down, the fringe is saturated but has no surface water. In
Utah, wet lake margins may include
salt grass, bulrushes, and spikerush,
in addition to Phragmites and
cattails.
4. Playas
A playa is a depression with very little vegetation, no outlets to other water bodies, and a
high salinity. A playa has distinct wet and dry seasons. The depressions that form playas are
thought to be created either by wind or natural sinkholes in the ground. Playas are common
around the Great Salt Lake and in the Great Basin.
5. Mudflats/Saltflats
These wetlands are “flats” that may have outlets to other water bodies, and often will have no
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vegetation associated with them. They often occur on large, dry lake bottoms, such as Lake
Bonneville. They are only fed by precipitation.
6. Riparian wetlands
Not all riparian areas include wetlands. Those areas found along the edges of rivers or
streams that include wetland vegetation and hydric soil are wetlands. Where there is little
precipitation, such as in southern Utah, riparian wetlands are an oasis of life. Some riparian
wetlands may be parts of a river that were cut off long ago from the rest of the river (cutoff
meander, or old oxbow).
7. Ponds
These wetlands are depressions in the ground where water collects. Ponds are not as deep as
lakes – they must be less than 6 feet deep. Ponds can be found at any elevation, although
they can be formed in many different ways. Ponds at high elevations may be glacial potholes
(see unusual wetlands).
B. Unusual Wetlands
1. Potholes & Plungepools
These wetlands are found in southern Utah. A pothole is a depression in a rock where water
accumulates. They sometimes, but not often, have a soil substrate. They often will have
macroinvertebrates. Potholes are formed by rocks that grind a depression in a larger rock
when pushed around and around by water. Plungepools are similar to potholes, except that
they are found underneath an intermittent waterfall.
2. Hanging Gardens
Found in the rocks of southern Utah, hanging
gardens occur where water seeps through
cracks in the rocks along cliffs. The water
creates an alcove and deposits sediments on
or below the wall. Some plants grow there
that aren’t found anywhere else in Utah,
including some species of orchid, lily,
monkeyflower and primrose.
3. Glacial Potholes
These wetlands are ponds found in mountain areas. They were formed by mountain glaciers
that deposited large chunks of ice. Soil then filled in and around the ice chunk. As the ice
melted, the deep pothole filled with water.
4. Fens
Fens only occur in the mountains and high plateau areas in Utah (mountain /subalpine
wetlands). Buffered by the calcium in the air and sometimes the rocks, fens are non-acidic
peatlands.
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C. Other Aquatic Ecosystems
1. Lakes and Reservoirs
These ecosystems are not really wetlands, but are classified as “deep-water habitats”. They
are deeper than 6 feet, and therefore function much differently than wetlands do. However,
some lakes and reservoirs contain wetland areas (see wet lake margins above).
2. Rivers & Some Riparian Areas
Rivers are not considered wetlands because they have fast-moving water, creating an
ecosystem that is distinctly different than a wetland. Some riparian areas are not wet often
enough to be considered wetlands, and therefore function differently than typical wetlands.
However, some riparian areas contain wetlands (see riparian wetlands, above).
3. What Lives in a Wetland?
Plants, animals and bacteria live in a wetland. Many have specific adaptations that allow them to live in
a wetland environment. (Note: Plants and animals denoted by an asterisk (*) are non-native species).
A. Plants
1. Plant Adaptations
Wetland plants, called hydrophytes (hydro=water, phyte=plant), have developed several
adaptations that allow them to live in an aquatic environment. Wetland plants create oxygen
through the process of photosynthesis, but also need to obtain oxygen from the environment for
respiration through their roots. This presents a problem because wetland environments do not
have much oxygen in the water or soil. Some of the special adaptations hydrophytes have to
help them obtain oxygen for their roots in a low oxygen environment include:
a. Air spaces on stems or roots (aerenchyma): Some wetland plants have extra air spaces in
their roots and stems. These air spaces allow oxygen to diffuse from the above-water
stems down to their underwater roots.
b. Air spaces on leaves: Plants with these air spaces are called floaters because they float on
top of the water. The air spaces they have on the surface of their leaves take in oxygen.
A special pressure created by temperature and water vapor pushes this oxygen down into
the roots of the plant. Some wetland plants are presented with other challenges as well. Plants
found in salt marshes, or even those found in freshwater marshes where there is some salt, must
find ways to deal with that salt. Some plants have salt glands that excrete salt out onto the leaves
and stems of the plant. Other plants have a special chemical composition that keeps the salt out in
the first place.
2. Native and non-native(*) plants found in Utah wetlands
a. Woody plants (Trees and Shrubs):
alder, aspen, box elder, cottonwoods, dogwood, river birch, Russian olive*, tamarisk*, willows
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b. Non-woody plants (Grasses and Forbs):
alkali grass, arrowgrass, bistort, bluebells, blue vervain, bog orchid, bulrush, buttercup, cattail,
common reed (Phragmites), duckweed, elephanthead lousewort, hornwort, manna grass,
marsh marigold, milkweed, mint, monkshood, pickleweed, pondweed, reeds, rushes, salt grass,
sea blight, sedges, skunk cabbage, small burreed, tufted hairgrass, twinberry, vetch,
watercress*, wild iris (purple – native, yellow – non-native*)
c. Other groups:
Algae
B. Animals
There are both aquatic and semi-aquatic animals, and even terrestrial animals that use wetland
ecosystems. Aquatic animals have adaptations that allow them to live in water and a low-oxygen
environment.
1. Animal Adaptations
a. Mammals: Mammals that call wetlands home may have thick, oily fur, and webbed hind feet to
allow them to live in a watery environment. Beavers have a broad, flat tail for swimming.
Beavers and river otters can close their ears and nose when they swim underwater. They can also
stay underwater for long periods of time – river otters can hold their breath 3-4 minutes, and
beavers and muskrats can do this for up to 15 minutes!
b. Birds: Some birds have adaptations that allow them to live in a wetland environment. Ducks and
geese have webbed feet that allow them to paddle in the water and sometimes even swim
underwater. Most ducks and geese have rounded bills, which they use to dabble in the water for
plants and small invertebrates to eat. Shorebirds do not have webbed feet, but they do have long
legs, allowing them to wade in water. They also have long bills used for probing the mud for
invertebrates living there. Some birds, such as the marsh wren and red-winged and yellow-headed
blackbirds are adapted to nesting in wetland vegetation, such as cattails. In spring the blackbirds
are easily seen and heard in a wetland, as they are singing to try to find mates.
c. Reptiles: Reptiles that are native to Utah wetlands generally do not have any special adaptations
that allow them to live in that environment. Turtles are not native to Utah, but have been
introduced in some places by humans. Turtles have webbed feet, allowing them to swim in water.
d. Amphibians: Although adult amphibians mainly breathe through lungs, amphibians have moist,
permeable skin through which they also breathe. Amphibian larvae breathe in the water using
gills. Amphibians also have permeable eggs that allow oxygen into the egg from the
water. Adult frogs have webbed feet to facilitate swimming.
e. Fish: Fish have gills, which they use to breathe in water. These gills have blood close to the
surface of the skin to facilitate the diffusion of oxygen from the water into their body. Fish have
streamlined bodies and fins that allow them to swim quickly in water.
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f. Invertebrates: There are many invertebrates that either live in the water their entire lives, or only
for the nymph, larval, or pupal stage. Invertebrates that live in the water have a few different
adaptations to get oxygen. Some have gills; for example, a mayfly nymph has gills on its
abdomen. Other invertebrates, such as diving beetles or water boatmen, carry air bubbles under
their wings or trapped in the hair on their abdomens. These organisms often either have a very
powerful heart, an increased density of blood vessels, or a very efficient circulatory system to be
able to live in a low oxygen environment. They will also sometimes decrease their activity level
when oxygen levels are extremely low. Many aquatic invertebrates have flattened, fin-like legs for
swimming, while others, such as the water strider, have paddle-like legs that allow the striders to
“skate” across the water surface.
2. Native and non-native(*) animals found in Utah wetlands
Animals that are on Utah’s Sensitive Species list (they are endangered, threatened, or sensitive
species) are in italics.
a. Mammals:
beaver, mink, moose, muskrat, northern raccoon, northern river otter, water shrew, water vole
b. Birds:
American avocet, American bittern, American coot, American wigeon, American white pelican,
bald eagle, belted kingfisher, black-bellied plover, black-crowned night heron, black-necked
stilt, bluewinged teal, bufflehead, California gull, Canada goose, canvasback, cattle egret*,
cinnamon teal, common goldeneye, common merganser, common yellowthroat, doublecrested cormorant, eared grebe, Forster’s tern, Franklin’s gull, gadwall, great blue heron,
greater yellowlegs, green-winged teal, killdeer, least sandpiper, lesser scaup, long-billed curlew,
long-billed dowitcher, mallard, marbled godwit, marsh wren, northern harrier, northern pintail,
northern shoveler, osprey, piedbilled grebe, redhead duck, red-winged blackbird, ring-billed
gull, ruddy duck, sanderling, snowy plover, song sparrow, sora, tundra swan, Virginia rail,
western grebe, white-faced ibis, willet, Wilson’s phalarope,yellow-headed blackbird
c. Reptiles:
black-necked gartersnake, common gartersnake, cornsnake, spiny softshell turtle*,
painted turtle*
d. Amphibians:
American bullfrog*, canyon tree frog, Columbia spotted frog, Great Basin, spadefoot
toad, northern leopard frog, tiger salamander, western (boreal) toad, western chorus frog,
green frog*, woodhouse’s toad
e. Fish:
black bullhead*, black crappie*, bluegill*, brown trout*, carp*, channel catfish*, fathead
minnow*, green sunfish*, largemouth bass*, longnose dace, redside shiner, speckled
dace, western mosquitofish*, white bass*, yellow perch*
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f. Invertebrates:
back swimmer, brine fly, caddisfly, crayfish*, damselfly, dragonfly, giant water bug,
horsefly, isopod, leech, mayfly, midge, mosquito, nematode, phantom midge, predaceous
diving beetle, scud, snail (some mollusks are on Utah’s sensitive species list), springtail,
water boatman, water flea, water mite, water scorpion, water strider, whirligig beetle,
worm
4. What Happens in a Wetland?
Several major processes occur in wetlands at different rates or greater complexity than in many
other ecosystems. The presence of water for at least part of the growing season promotes growth
and productivity in wetlands. Three major processes- soil formation, life cycles, and food websare
discussed in detail.
A. Soil Formation
During the growing season, wetland soils are saturated long enough to create an anaerobic (low
oxygen) state. These soils are referred to as “hydric”. This anaerobic condition limits the type
of plants that can grow here.
In some wetlands that are saturated for most of the year, soils consist primarily of organic
material. In these soils, dead plant matter accumulates faster than it can decompose. This
causes the soil layer to become thicker year after year. In these areas one would expect to find
mosses, cattails, manna grass, and other herbaceous emergent vegetation.
In areas that are saturated for only part of the growing season, different wetland soils are formed.
These soils are composed of sand, silt, and clay and have a high mineral content. They are found
in warm, wooded wetlands where decomposition of plant material is as fast as accumulation.
Some characteristics of hydric soils include:
1. Green, dark gray, brown, or black in color;
2. Soil that has a wet feel or oozes between the fingers;
3. Mottled coloring, red or black concentrations of color resulting from mineral staining;
4. Sulfurous smell (rotten egg).
B. Life Cycles
While many organisms use wetlands for only part of their lives, many plants and animals depend
upon wetlands for their entire life cycle. The abundant habitat that wetlands provide can be
important to animals during different stages of their lives. Some examples include:
1. Dragonfly larvae live in the water and feed on other insects. After a year or two, the
larvae climb up a plant stalk and emerge from their exoskeleton with wings and begin
to fly as adults. Eventually, the adults lay eggs underwater on wetland plants. The
eggs hatch into larvae and the cycle repeats itself. Some dragonflies may occupy the
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same wetland for several generations.
2. After hatching from eggs, tiger salamander larvae live in wetlands as they begin to
grow. In order to survive underwater, the tiger salamander larvae have external gills
and a fin-shaped tail for swimming. After a year or two, the larvae transform into
adults, at which point they leave the wetland. Adult tiger salamanders live mostly in
upland habitats, such as grasslands, meadows, and forests, and return to the wetlands
each spring to lay eggs on underwater vegetation.
3. Many species of waterfowl and shorebirds migrate south to spend their winter feeding
in wetlands. Once the winter is over, the birds fly north, where they build nests and lay
eggs in other wetlands. When the young birds hatch, they feed and take cover among
the wetland plants. Even though the birds may travel thousands of miles, they depend
upon wetlands for all stages of their life. For example, the American avocet winters on
coastal wetlands in Mexico, but nests on the shores of the Great Salt Lake in summer.
4. Beavers live in wetlands along the edges of streams and rivers. They feed on the bark
and twigs of trees such as aspen, birch, and alder and build dams from trees that they
cut down with their teeth. As a dam is constructed, the beavers build a lodge to live in,
where they raise their young. As a result of building dams, beavers often flood upland
areas and create more wetlands.
C. Food Webs
Food webs are made up of the organisms that live in a wetland and their interactions with each
other. Each organism that lives in a wetland is a producer, consumer, or decomposer. A food
web is often made up of several food chains. An example of a food chain is: the sun provides
energy to plants (producers), which are eaten by aquatic insects (primary consumers), which may
then be eaten by a shorebird such as a killdeer (secondary consumer). Once the killdeer dies,
bacteria and fungi (decomposers) feed on the killdeer and make nutrients available to other
organisms. Food webs often have a very complex set of interactions between all of the food
chains in an ecosystem.
5. Benefits of Wetlands
A. Habitat
Wetlands are among the most productive ecosystems in the world. Nationwide over 5,000
species of plants, 190 species of amphibians and 270 species of birds depend on wetlands for
food, shelter and space. Wetlands are important spawning and nursery areas for commercial and
recreational fish and shellfish industries, as well as feeding, nesting and shelter zones for fish and
migrant birds.
B. Climate Control
Many wetlands return over two-thirds of their annual water input to the atmosphere through
evapotranspiration, which act to moderate temperatures and humidity in adjacent uplands.
Also, wetlands store carbon within dead plant matter and soil, reducing the release of carbon
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dioxide into the atmosphere. Carbon dioxide is a greenhouse gas that may contribute to global
warming.
A. Decontamination
Wetland soils remove harmful phosphates, metals and agricultural runoff from surface and
ground water. Wetland plants take up and use the nutrients and chemicals carried in collected
sediments, which would otherwise contaminate rivers, lakes and groundwater supplies.
B. Flood Control and Water Storage
Wetlands control flooding by slowing down and spreading out fast moving water. They also
absorb water like giant sponges and slowly release it into downstream habitats and groundwater.
C. Nutrient Cycling
An abundance of decomposers in wetlands continuously break down materials into nutrients and
make them available to plants, fish and invertebrates. Wetland processes play an important role
in the cycling of carbon, nitrogen, phosphorus and sulfur, constantly transforming and releasing
them into the atmosphere. The abundance of aquatic and terrestrial plants in the world’s
wetlands contributes significantly to oxygen in the atmosphere.
D. Soil Conservation
Water flowing into wetlands loses speed, causing material eroded from upstream to accumulate
for use by plants and animals. Plants bind soil to help it stay in place. Wetlands capture
sediments and debris that could otherwise threaten life downstream by filling in deep areas,
covering eggs or clogging animals’ gills. Some wetlands remove up to 90% of sediments passing
through them.
E. Human Enrichment
Wetlands provide beauty, recreation and solitude to many.
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Now, you’re off to the Living Planet Aquarium
Remember to use your checklist to help you on this day.
You should take some time to share copies of the Chaperone Guide with each adult
leader as well as the aquarium layout map. Remember that teachers are free and you
get one additional adult free for every 10 students. Any adults above this 1:10 ratio will
need to pay a $6.00 fee upon arrival. All entrance fees must be paid in one lump sum.
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Post–Visit Resources
4th Grade
The following lesson materials are intended to help you extend learning from your field trip
back into the classroom.
Wonderful Wetlands
Life Skills:

Thinking & Reasoning

Social & Civic
Responsibility
Time Frame:
1 class period that runs 45
minutes.
Group Size:
Small Groups
Summary:
Creating a model of Utah wetlands allows students to observe this unique
environment that has important value to plants and animals.
Main Curriculum Tie:
Science - 4th Grade
Standard 5 Objective 1
Describe the physical characteristics of Utah's wetlands, forests, and deserts.
Career Connections:

Fish and Game Warden, Environmental Analyst
Materials:
For each student group:

Small aluminum foil pan

Clay (Enough to cover half the pan)

Sponges or indoor/outdoor carpet scraps

Small plastic water bottle filled with water

Cup of soil
For the entire class:

Research materials about the wetlands

Examples of wetlands plants
Background For Teachers:
It's difficult for most children, and some adults, to realize just by looking at
wetlands how important they are. Most have a negative first reaction to the
stinky mud and mosquitoes they think breed there. They don't realize how
wetlands help filter silt and pollutants from the water. Wetlands also
prevent soil erosion and are very helpful in reducing flood damage.
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When students make models of the physical characteristics of a wetland
environment and observe what happens when it rains, they begin to catch a
glimpse of the importance of wetlands as well as the consequences of
getting rid of them.
Student Prior Knowledge:
This activity should take place while students are learning about the physical
characteristics of a wetland.
Intended Learning Outcomes:
Observe simple objects and patterns and report their observations.
Make simple predictions and inferences based upon observations.
Use observations to construct a reasonable explanation.
Report observation with models.
Instructional Procedures:
Step 1. Provide each group with their materials and have them create their
wetland model. Following are directions for creating a wetland model:
1. On one half of the pan, the clay should make a hill that slopes downward
to the middle of the pan. This represents land. Students should make
sure the clay seals along the edges. They can also create little streams
that flow into the other side which is the "water."
2. Next to the clay, students should place their sponge or piece of carpet. It
also needs to fill the pan to the edges. This represents the wetlands.
3. Each group should then sprinkle the dirt on their land and use clear
water in the bottle as the "rain."
4. They are now ready to make observations of their wetland model.
Step 2. Review with students the characteristics of a wetland. Record their
answers on the board. Ask students if they think that the characteristics
they listed would apply to all wetlands.
Show students some pictures of different types of wetlands, including
freshwater and salt marshes, swamps, mangrove swamps, and bogs. Ask
them to think about all the different types as they investigate and observe.
Step 3. Have each group make it "rain" on their land and begin to
pour/sprinkle some water slowly at the top of their land. Discuss in groups
what happens. (The carpet or sponge should slow down the water as the
excess flows into their "lake.")
Ask the following questions:

Did all the dirt end up in the lake?
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
Where did it go?

How does a wetland help get the water clean? ( The plant roots in a
wetland help trap silt and pollutants.)
Step 4. Now have students remove their wetland (carpet/sponge). Pour out
the water left in the "lake" and try the investigation again without the
wetland. What happens? (Without a wetland, large amounts of silt and
pollutants can end up in larger water bodies causing problems.)
Pose the following questions:

How might this muddy, or polluted water affect the fish?

How would plants and animals be affected by this water?

Would pollutants and mud affect people in any way? (Affects water
supply, recreation such as swimming and fishing)

What happens when people decide to "get rid" of a wetland? (Depends
on what they do. If they drain it or pave over it, there will be problems
with flooding and pollution.)

What can students do to help prevent these undesirable effects?

Can learning about wetlands make students smarter when it comes to
finding solutions to environmental problems?
Step 5. Have a corner set up with many reference materials, as well as
"hands on" wetland items (such as cattails, bulrushes, sealed bag with
wetland mud,empty turtle shell, snake skin, etc.)
Have students research the different types of wetlands that are found in
Utah. Urban wetlands will have different characteristics from those
surrounding the Great Salt Lake. After investigating these, have groups
choose a specific type and create a model of it. If possible, have models of
plants and animals that will be found in the different areas.
Label each model according to its type and include at least five facts about
the wetland.
Extensions:
Encourage students to find opportunities to participate in community
projects that improve environments located near water sources such as
wetlands. Utilizing service learning is a great opportunity to practice
citizenship while using information they learned in the classroom.
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Assessment Plan:
Display wetland models in the classroom. Check for understanding of
individual types of wetlands in labels and sentences.
Ask students to write a letter to their parents explaining how wetlands help
us. Check the letters for factual accuracy.
Bibliography:
WOW! The Wonders of Wetlands, by Environmental Concern Inc. and The
Watercourse, 1995
Wading Into Wetlands, Ranger Rick's NatureScope, National Wildlife
Federation,1997.
Author:
Jennifer Edwards
Created Date :
Oct 01 2002 18:42 PM
A service of the Utah Education Network
www.uen.org
Comments, e-mail: [email protected]
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Web Sites for Fun
All links are suggested resources only. The Living Planet Aquarium does not specifically endorse any of
the following sites or organizations. If a link does not work you can try copying and pasting the URL
into your web browser.
Oceanography
http://www.onr.navy.mil/focus/ocean/
This site is packed with exciting ocean facts and information. From the Office of Naval Research.
Planet Ocean
http://school.discoveryeducation.com/schooladventures/planetocean/index.html
Discover what it takes for amazing ocean animals to survive this underwater world.
Secrets@Sea
http://www.secretsatsea.org/
Help track down ocean pollution in this mystery game. Designed for students in grades 4 to 7. Requires
Shockwave Flash and Java.
Virtual Utah
http://earth.gis.usu.edu/utah/
Site uses Global Information Tech. (satellite images and other data to show you Utah. Very interactive.)
Jason Project
www.jason.org
Visit this site to explore ocean facts
From the makers of the Blue Planet series of videos
http://www.bbc.co.uk/sn/
Wide array of resources not only on the ocean but on all areas of science. Also offers fun educational
online games.
Water Cycle
http://www.planetguide.net/book/chapter_2/water_cycle.html
Division of Water Resources . Water Education
1594 W. North Temple, Salt Lake City, UT 84116, 801-538-7230
www.watereducation.utah.gov
- Water information and ideas for educators
Utah Wetlands Interpretive Network
http://utahbotanicalcenter.org/htm/education/adults/uwin
- Provides information about wetlands of the Great Salt Lake Ecosytem
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Project Wet . Water education for teachers
http://www.projectwet.org/
USU Water Quality Extension
http://extension.usu.edu/waterquality/
EPA Environmental Kids Club
http://www.epa.gov/opp00001/kids/index.htm
EPA Wetlands Information
http://water.epa.gov/type/wetlands/index.cfm
Utah Wetland/Environmental Sites:
Bear River Migratory Bird Refuge (http://www.fws.gov/bearriver/)
Utah Botanical Center (http://utahbotanicalcenter.org/)
Farmington Bay Waterfowl Management area
(http://wildlife.utah.gov/habitat/farmington_bay.php)
Great Salt Lake Shorelands Preserve
(http://www.nature.org/ourinitiatives/regions/northamerica/unitedstates/utah/index.htm)
Provo River Restoration Project
(http://www.mitigationcommission.gov/prrp/prrp.html)
Utah Lake Wetlands Preserve
(http://www.mitigationcommission.gov/wetlands/wetlands_ulwp.html)
Water cycle songs
http://www.songsforteaching.com/curriculumrocks/watercycle.htm
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References
The following resources were used in the development of these materials and or field trip
presentations and were not among those cited in the text body.
Smithsonian Institution Press (1996) Sea Life – A Complete Guide to the Marine
Environment
Duxbury and Duxbury (1994) An introduction to the World's Oceans, Wm. C. Brown
Publishers,4th edition: Dubuque: Iowa.
Pinet, Paul (1998) Invitation to Oceanography, Jones and Bartlett Publishers: Sudbury,
Massachusetts.
Seafood Watch Program
http://www.mbayaq.org/cr/seafoodwatch.asp
Utah Native Fishes Viewer and Lesson Materials
http://water.usu.edu/utahfish/lessons.aspx
Utah wetlands resource materials
http://www.wildlife.utah.gov/wetlandsed/pdf/what_are_wetlands_2005.pdf
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Thank you for bringing your class.
We look forward to serving you again!
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