Grade : 5
Stage 1 - Desired Results
Describe the living and non-living components of a wetland ecosystem and the interactions within and among them. Students will gain an appreciation for the importance of wetlands.
Below is a pdf file identifying all of the ICT outcomes touched on throughout this project. Click on the file to download it to your computer.
Students will develop an appreciation for the important role wetlands play in our world, and an appreciation for the various forms of life found within our wetlands.
Why are wetlands important?
What are the roles that wetlands play in our world?
How does the condition of our wetlands mirror the condition of our environment?
Students will know and be able to:
-Describe one or more examples of wetland ecosystems found in the local area
-Describe the interaction between living and non-living things both in and around the water
-Describe some plants and animals found at a wetland site
-Understand and appreciate that all animals and plants have an important role in a wetland community
-Identify human actions that can threaten the abundance or survival of living things in the wetland ecosystems
-Identify individual and group actions that can be taken to preserve and enhance wetland habitats
-Recognize that changes in part of an environment have effects on the wetland environment
Stage 2 - Assessment Evidence
-The student will create a brochure outlining importants aspects of wetlands, including types of wetlands, roles wetlands play, types of life found in a wetland, things humans do to threaten wetlands, and things we can do to preserve and enhance wetlands
Other Evidence (Quizzes, test, etc)
-Teacher made test, teacher observation, oral presentations, questioning, diagrams, pond booklets
-Student assessment based on handout
Stage 3 - Learning Plan
Teaching and Learning Activities
What I know about Wetlands
- Mater #2 KWL chart (What I know and what I want to know)
Book: “Buried Moon” by Margaret Hodges
Master #3, 4 and 5
-Definition of Wetland
-model Venn diagram using ducks and frogs
-Use think, pair, share model to compare lakes to wetlands.
(Wetlands are generally defined as areas where the land is saturated with water long enough to have poorly drained soil. Water loving plants are associated with ecosystems.
-Five types of wetlands found in Alberta are: the bog(musket), fen, swamp, marsh (slough), and pond. Wetlands fall into two broad categories, those that are peatlands and those that are non-peatlands.
-ecosystem comes from the Greek words: eco - home and system - meaning a set of connected or interacting things.
-Wetland ecosystem means the intereaction of living and non-living things in their wetland home.
-Living things are defined as plants and animals
-Non-living things are defined as soil, air(wind), water, sunlight, and dead matter.
-Master #8 - ecosystem of a schoolyard (living - trees, grass, birds, insects and people/Non-living environment - soil, air sunlight/ without these non-living, plants and animals could not live.
-Master #9 - ecosystem of a wetland
Where - Students will know where they are going because of the rurbic and the instruction sheet. They will know they are headed there because the focus is to develop an understanding and appreciation for wetlands.
How - The students will be hooked by the role they will play in their project - They are the president of “Quacks Unlimited,” and they need to make a presentation to City Hall to Mayor E.Z. Street in hopes of stopping the construction of a road through the local wetland.
Experience - The role the students play and classroom discussions will help the students to experience the big idea of this unit. Gaining an appreciation of pond life through the use of a classroom pond will also assist in this area. The students will be equipped with the skills and knowledge through a pond visit, experiences gained by a classroom pond, discussions, classroom lessons, and a classroom visit by a pond expert.
Reflect and Rethink - Students will reflect and rethink when they complete a post-project evaluation - detailing what they learned, what was difficult, what they enjoyed, etc. The students will be guided in rehearsing, revising, and refining their work through teacher questioning, ongoing evaluation, and classroom lessons and games.
Exhibit and Self-Evaluate - Students will show their new skills, knowledge, and understandings through the creation of a brochure outlining important aspects of wetlands, through a presentation that will be made to a group of peers, through questioning, through a self-assessment sheet following the project, and simply through being able to defend a position on an important issue in any community - construction vs. wetlands.
1-Demonstration of the brochure template. Order of pages. (see instructions below)
2-Review how to use the tool bar to create designs and texts (shapes, table, fill-lines options, transparency). Look at Arrange menu (Forward, back, alignment, rotate)
3-Show how to insert pictures as objects: click on gray arrow of tool bar before pasting
4-Show how to create a text box in a WP document. Click on Text tool and option key. Drag.
5-Use one font for titles and an another for articles. Talk about continuity.
6-Drag in template and support doument. (see below)
7-Students will have 4X30minute periods to complete project.
Show hard copy samples. Discuss the effect of colour when printing in black and white.
Tip: To preview brochure, use the Slideshow function under Window.
Additional Teacher Resources
These are documents for teachers and/or students that were developed to support the project. Documents will always be available in pdf format as well as in the original format created (e.g. MS Word, AppleWorks, Inspiration, etc)
Click to download Rubric
The following exemplars represent an excellent, adequate and limited student samples. Please click on the exemplar to download a copy.