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Wetlands
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Step
1 - State the Problem
Step 2 - Research,
and Hypothesize or Predict
Step 3 - Plan Experiment
and Gather Data
Step 4 - Analyze the
Data and Make a Conclusion
Step 5 - Take Action
Step 6 - Assessment
 More
information about this step
What does the scientist want to find out? In this case, the
main question is, how do wetlands remove possible harmful
pollutants from groundwater?
Have students explore some of the problems surrounding our
wetlands by watching the water segment of the WHAT'S UP IN
THE ENVIRONMENT video. Then answer the following questions using
the Web sites listed below, or books that you find listed
in the resource section of this site.
- What are wetlands? What is their function within the ecosystem?
- What are some of the different types of wetlands? What are
their characteristics?
- What are some of the problems caused by destruction of wetlands?
- What are some of the human and natural threats to wetlands?
- Where are the wetlands in your area and around the country?
Once you’ve done some initial research, take a field
trip to a local wetland to observe the plants and wildlife
there. Record your observations about the flora and fauna.
You may want to sketch some of the plants and animals you
see, take pictures, or make audio recordings of some of the animal
noises you hear. Once the materials are gathered, have your
students create a mural that incorporates what they learned
through their research and on their field trip.
The problem
Once students have a sense of the scope of the problem, tell them that they will be undertaking a project in which they build their own wetland and study it to learn how wetlands filter pollutants out of water.
Resources for step 1
Materials needed
- Access to the Internet on at least one computer
- For the mural (all optional) - camera, tape recorder,
posterboard, markers
Bookmark these Web sites for student
research
 More
information about this step
Research the value and function of wetlands
Ask students to research the following questions:
- How do wetlands help control erosion?
- How do wetlands contribute to the water supply?
- How do wetlands help protect against floods?
- How do wetlands help improve water quality?
- How do wetlands support wildlife?
You may also want to contact a local expert from a nearby
university or college to talk to your class about the function
and value of wetlands, or contact an expert online. Try the
Wetlands Helpline--http://www.epa.gov/OWOW/wetlands/wetline.html.
Hypothesis
Using your research, form a hypothesis for these questions:
How much does water change as it filters through a wetland?
What possible pollutants can be filtered out? How does this
benefit the wetland and the surrounding environment?
Resources for step 2
Materials needed
- Access to the Internet on at least one computer
Teacher tool Web sites
Bookmark these Web sites for student
research
 More
information about this step
Build your wetland
Now work as a class to do an experiment that will test the
hypothesis made in step 2.
First, find a location on your school grounds or a nearby
park where you can get permission to build a small shallow
marsh wetland. Check your proposed location during a rainstorm—the
wetland should be placed in a location where it will collect
runoff from a rooftop, parking lot, and/or playground.
Design a grading and planting plan so that the water will
enter the marshy ground and stay there for several hours to
several days. Marsh plants such as cattails are crucial to
help your wetland retain water, but make sure the plants you
pick are appropriate for a wetland in your area of the country.
When it rains, use water testing kits (see resources for
step 3) to test the quality of runoff from the parking lot
or roof as it enters the wetland. Once the water filters through
the wetland, test this outflow again to see what impurities
have been removed.
Groups of students can be assigned to work on various aspects
of the project:
- finding the site and getting approval
- designing the wetland
- finding marsh plants
- testing runoff before it goes through the wetland
- testing water after it filters through the wetland
Resources for step 3
Materials needed
The list will vary to suit your particular experiment design, but you will probably need the following:
- Water testing kit - try your local university or college; they may have kits that they can loan to you for free. If not, see Web sites listed below
Teacher tool Web sites
Bookmark these Web sites for student
research
- North Carolina State University: The Value of Wetlands
http://h2osparc.wq.ncsu.edu/info
/wetlands/ values.html #wq
This site contains in-depth information on how wetlands
improve water quality. Because the information is detailed
and complex, it is recommended that teachers review this
content first and then help students understand it.
 More
information about this step
By carefully looking at the results of the experiment, you
can analyze your data and draw a conclusion about whether
the hypothesis was proven.
Using Excel, you may want to graph your results in a bar
chart that compares the water quality before the wetland filtration
to the water quality after the wetland filtration. Answer
the following questions based on your findings:
- What contaminants were in the runoff before it filtered
through the wetland?
- What contaminants did you find in the water after it filtered
through the wetland?
- What conclusions can you make about how wetlands filter
pollutants from runoff water?
- Can you think of any ways the design of your wetland could
be improved?
Use the experiment data and answers to the above questions
to formulate a report about the wetland. Different groups
can write about various aspects of the project, such as the
design and testing.
Resources for step 4
Materials needed
Teacher tool Web site
Have students act on their findings by doing one or more
of the following activities:
- Invite school groups to visit your wetland. Give tours to
explain your project and how wetlands filter contaminants
to prevent them from reaching groundwater and other bodies
of water.
- Become e-pen pals with another school and explain your project
and encourage your pen pals to try it at their school. (See
Resources section below for e-pen pal information.)
- Encourage other students to build their own wetlands by
offering to give advice on your project. Create instructions
to recreate the project, or serve as student mentors to the
other students as they build their wetland. This can also
be done electronically by registering your project online,
and asking another class to participate. See the Schoolhouse
class project registry page to see how it can be done.
- Or, organize a trash clean-up at a local wetland to remove
bottles, plastic six-pack holders, and other debris that can
harm wetlands wildlife.
Resources
for step 5
Teacher tool Web sites
- EPA E-Pen Pals
http://www.epa.gov/region6/penpals/
This Pen Pals Partners Program is a classroom-to-classroom
collaborative learning experience that provides students
with the opportunity to connect with other students across
the country to discuss environmental issues.
- Global Schoolhouse Internet Project Registry Page
http://globalschoolhouse.org/pr/index.html
This site allows you to post a request for other classrooms
to collaborate with you. Or you can search existing projects
to see if data collection similar to yours is already being
done!
Throughout the project, encourage students to take pictures,
write articles, and interview environmentalists. Once the entire
project is complete, have students create an illustrated article,
scrapbook, Web site, or video that includes the following elements:
- Summary of project steps and what was learned in each step
from beginning to end. This part should include all the documents
created in the previous steps, as well as any photos, video
or audio clips, e-mails or letters from people in the field,
etc.
- A short analysis of what worked or didn't work in this project,
and why.
- A description of how the project could be improved upon for
next time.
- A reflection piece that notes what it felt like to undertake
this project.
If you choose to do a project that can be posted on the Web, send it to us and we'll post it on the WHAT'S UP IN THE ENVIRONMENT Web site! Make sure to consult our
guideline submissions for instructions on how to build and submit your project.
If possible, go back at a later date to check on your wetland.
Are students still maintaining and studying it? Is the wetland
you cleaned up still trash-free? Send us your results with
a Web site update.
Resources for step 6
Teacher tool Web sites
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