This project is designed to help students become engaged in wetland conservation as they take part throughout the school year in learning about and restoring a small wetland at the Tracy Aviary. WEST hopes that by allowing students to participate directly in the decision-making process, they will better understand their role in the natural world while learning science core concepts. Students will visit the Tracy Aviary wetland various times during the year and will be involved in collecting scientific data to compare with data from other wetlands in the state. With the help of WEST fellows, University of Utah scientists, aviary personnel and wetland conservation experts, students will develop a strategy for conservation that will eventually be implemented at this site. Although this module has been written for the Tracy Aviary site, most of the activities and lessons can be implemented in any wetland area or riparian corridor.
Dates: Early Fall (before leaves have dropped) and Spring
1) what wetlands are, what functions they serve and how they are threatened, and 2) how one goes about making good scientific observations.
Other front-loading information that is useful:
1) Learning about food webs 2) Learning about classification
Field Trips
1. Introductory Field Trip
The introductory field trip gives students their first chance to start exploring and observing the plants and animals found in the wetland area, learn about wetlands and bird adaptations including migration, practice some basic observation and mapping skills, and, most importantly, get excited about their part in this great long term project. This trip will have three stations, with one leader and a teacher at each station:
2. Follow-Up Field Trips (to be taken with smaller groups of students)
These field trips will allow students to practice taking scientific data that they can compare to their research on the plants, animals, etc. that live in pristine wetlands. Lessons can include:
1) Identification and classification of plants and animals in the wetlands (see Plant Collection Instructions). 2) Measurements of water quality (see Water Quality Testing Instructions). 3) Identification of microorganisms and macroinvertebrates found in wetlands (see Aquatic Invertebrate Collection Instructions). 4) GPS mapping of the wetlands and plants in the wetlands (contact WEST www.earth.utah.edu/west) for materials and resources. Time needed: 1.5-2 hrs per group
Classroom Follow-up
After the field trips, wetland biologists from the Dept. of Natural Resources will help students compare the Tracy Aviary wetland to other “pristine” wetlands. Together, classes can develop a conservation strategy they can be implemented in the future. Follow-up activities include:
After groups have compiled their data, they are ready to fill out the “wetland proposal worksheet” and the associated “making a plan of action worksheet” (helps with part 4 in the wetland proposal worksheet). After these are done, it is time for students to submit their proposals (in raw or compiled form) to a qualified professional (see resources below).
Resources 1. WEST (Water, Environment, Science, Teaching) http://www.earth.utah.edu/west 2. Dr. Nancy Keate, Utah Department of Natural Resources: nancykeate@utah.gov Content by: WEST Fellows Elliot Wilkinson, Elizabeth Jarrell and Chris Harbison, Tracy Aviary educational staff Brent Bardo, with input and material from Utah’s Wonderful Wetlands, Utah Wetlands Interpretive Network, Utah State Office of Education and Utah State University.
