Applied Wetlands Science - Chapter 14 potx

RippleCONTENTS School System RequirementsScience CurriculumScience Content StandardsMultidisciplinary UnitsStudent Action ProjectsService Learning CreditsWetland Program Features Importa

CHAPTER 14 Wetland EducationKaren L Ripple

CONTENTS

School System RequirementsScience CurriculumScience Content StandardsMultidisciplinary UnitsStudent Action ProjectsService Learning CreditsWetland Program Features Important to EducatorsLesson Plan Format

Instructional ObjectivesMultiple IntelligencesHands-On LearningCooperative LearningPerformance-Based InstructionEvaluating Wetland Programs and ActivitiesWetland Educational Programs for Grades K–12National Education Programs

WOW!: The Wonders of Wetlands

Project WILD Aquatic Education Activity Guide

Children’s Groundwater Festival

Discover Wetlands

A World in Our Backyard: A Wetlands Education and Stewardship Program

Wading into Wetlands

Student Wetlands Action ProjectsSchoolyard Habitats Program

Wicked Big Puddles: A Guide to the Study and Certification of

University Continuing EducationIndependent Professional Training

Environmental Concern IncWetland Training InstituteRichard Chinn Environmental TrainingInstitute for Wetland and Environmental Education and Research

Membership OrganizationsReferences

In the United States, public perception of wetlands as wastelands is slowlyevolving into recognition of wetlands as productive, valuable natural resources(Tiner, 1998) Laws and regulations passed in the last three decades are beginning

to curb wetland destruction previously encouraged through Congressional SwampLand Acts (Kusler and Opheim, 1996) Wetland education is slowly evolving inresponse to changing attitudes

During the 1960s, college level ecology courses included wetland studies.Wetland education materials for students in grades kindergarten through twelve(K–12), however, were developed much later Wetland activities within the newlydeveloped environmental study units, and isolated wetland activities connected toregional issues, gradually appeared in classrooms As the value of wetlands tosociety increased, the need to include wetland material within our educationalprograms was finally recognized and acted upon in the late 1980s Now the field

of wetland education is rapidly expanding, and resources of all kinds are readilyavailable to educators

This chapter discusses educational approaches and programs applicable to K–12wetland educators and identifies key elements of their success Educational optionsfor wetland professionals are also considered The chapter reviews national educationprograms containing activities that can easily be integrated into current K–12 curric-ula The programs require minimal teacher preparation Current educational emphasis

on developing student problem-solving skills leads naturally to programs encouragingthe creation, restoration, enhancement, and monitoring of schoolyard wetlands Thesenewer programs are also reviewed Model programs for student participation inwetland certification are examined next, as students learn to take action to protectour vanishing wetlands Some funding sources for wetland education projects and

teacher training are discussed as well as organizations that effectively disseminateinformation on wetlands Finally, professional courses for those seeking to improvetheir techniques, skills, and knowledge in relation to wetlands are examined Ways

of staying abreast of issues, methods, and information in the field of wetlands arealso suggested

Undergraduate education and graduate research programs on wetlands, whileimportant to increasing our wetland knowledge base, are not discussed herein.Colleges and universities can more readily supply current information on availablecourses and programs if contacted directly Methods of disseminating knowledgeare constantly evolving While research generates knowledge through experimenta-tion and exploration, applied science refines the techniques and tools The fruits ofboth research and applied science are transmitted to college students through acombination of lecture and laboratory work While the lecture/laboratory approach

to teaching has been traditionally linked to college courses and college bound studentprograms, this approach is not always effective Younger students, and those notcollege bound, tend to respond to more active educational approaches that havepractical applications to their own lives

Primary and secondary school students may not understand the relationshipbetween wetlands and their lives Alternatively, they may feel wetland losses are toolarge a problem with which to cope Consequently, teaching techniques must becontinually developed and refined to better fit the capabilities, interests, and needs

of younger students as well as the broader community Those outside the educationfield may not realize the importance of meeting the educational requirements ofschool systems as well as the needs of individual educators Both are important togain acceptance for a wetland program or activity Providing something that youngstudents like is not enough to gain access to the classroom

SCHOOL SYSTEM REQUIREMENTS

School systems establish the science curriculum based upon national sciencecontent standards or more stringent local standards Increasingly, curricula includemultidisciplinary units and student action projects In addition, some school systemsrequire students to earn service learning credits as a requirement for graduation Acloser look at these requirements and how they affect new wetland programs iswarranted

Science Curriculum

A science curriculum includes the science courses that will be available tostudents in a particular grade and what unit topics will be covered within thosecourses The curricula of a school system are set by the superintendent, the curric-ulum specialists (e.g., science supervisor etc.), and the school board Some systemsallow teacher input If a school system decides that wetland units will be taught inthe second and eighth grades, then wetland materials targeting sixth graders will notlikely be considered for use by that school system

State, county, district, city, or some combination of these bodies organizes schoolsystems To understand the science curriculum of a particular school system, begin

at the state level by determining what is mandated statewide, then contact appropriatelocal school boards to learn how state mandates are applied If wetland programs

or materials meet the state level curriculum criteria, they are more likely to beacceptable at the local level Table 1 provides one example of a school sciencecurriculum and the units covered in some courses

Table 1 An Example of Part of a District Science Curriculum Grade Course or Class Units or Topics

1 Science Seeds and plants

Earth, dinosaurs, and space Magnets

Schoolyard habitat

2 Science Animal classification

Weather Sink or float Wetlands

Earth Machines Forestry

Atmosphere Electricity Recycling

5 Science Soils and plants

Rocks and minerals Estuaries

Dangerous storms Light

Ecology

Astronomy Force and motion Environmental issues

Dynamic earth Acids and bases Global energy

9 Environmental Science Environmental concepts

Biomes of North America Terrestrial ecosystems Wetland ecosystems

9 Biology Classification

Human anatomy and physiology Plant structures and processes Ecosystems, populations, and communities

Science Content Standards

Science content includes scientific knowledge, understanding, and abilities—theessential material contained within the units of a science course Science contentstandards dictate the knowledge students should acquire through their sciencestudies

In 1995, the National Research Council of the National Academy of Sciencesdeveloped national science standards The standards are grouped into three gradelevels and eight categories, all of which might include some aspect of wetland science(Table 2) The three grade levels are K–4, 5–8, and 9–12 Standards in the first twocategories, Unifying Concepts and Processes and Science as Inquiry, are consistentacross all grade levels because these lifelong processes are basic for an understanding

of the natural world In the remaining six categories, the middle school standardsbuild on those of the primary grades, and the high school standards build on those

of the middle school level The categories of Physical Science, Life Science, and

Earth and Space Science focus on the facts, concepts, principles, theories, andmodels within each subject area The Science and Technology category links thenatural world and the designed world, with many parallels to the Science as Inquirycategory The category of Science in Personal and Social Perspectives concentrates

on decision-making skills in personal and social issues The final category, History and Nature of Science, reflects the change of science through time and the influence

of science on world cultures

These national standards have been adopted unchanged by many educationalsystems State and local school systems set their own standards, which usually aremore stringent and more detailed than the national standards, and often reflect localneeds and issues Designers of science programs, including those about wetlands,should consider cross-referencing the national standards with their activities, therebyrelieving educators of that necessity

Multidisciplinary Units

Multidisciplinary programs, projects, or study units incorporate more than onesubject or content area Currently in favor with school systems, this approach blendsboundaries between subjects and promotes teamwork among teachers Multidisci-plinary units also remind students that subject areas do not divide the world beyondthe school walls One intriguing aspect of wetlands is that it is not just a sciencetopic, although many treat it as such Wetlands and water can form a multidisciplinarytheme for an entire school or link activities within an entire grade level

Thanks to innovative teachers and a supportive principal at Thomas JeffersonHigh School for Science and Technology in Fairfax, VA, students there have beenstudying natural wetlands during integrated freshman biology, language arts, andtechnology courses Recently, students began creating research wetlands within aschool courtyard and soon will determine effective ways to enhance nearby naturalwetlands Additional courses are expected to shift focus to the wetland and watertheme in the future, eventually involving the entire school body in wetland activities

Table 2 National Science Content Standards

Unifying Concepts and Processes

Systems, order, and

Abilities necessary to do scientific inquiry Understandings about

scientific inquiry

Understandings about scientific inquiry

Understandings about scientific inquiry

magnetism

Transfer of energy Chemical reactions

Motions and forces Conservation of energy and increase in disorder Interactions of energy and matter

Regulation and behavior Biological evolution

Populations and ecosystems Interdependence of

organisms Diversity and adaptations of

organisms

Matter, energy, and organization in living systems

Behavior of organisms

Earth and Space Science

Properties of earth materials Structure of the earth system Energy in the earth system Objects in the sky Earth’s history Geochemical cycles Changes in earth and sky Earth in the solar system Origin and evolution of the

earth system Origin and evolution of the universe

Student Action Projects

In some study units, students are encouraged, and sometimes required, to takeaction in a way that will make a positive difference in their school, community, orenvironment These are often called student action projects Wetland monitoring,protection, and creation are often the focus of these student environmental actionprojects Removing trash from a wetland, raising funds to purchase wetland plantsfor a restoration project, planting a degraded wetland, and stenciling storm drains

to indicate that they empty into a wetland are examples of student action projects(Figure 1)

Service Learning Credits

In an increasing number of states, students must participate in a minimumnumber of hours of community service as a requirement for high school graduation.Called service learning credits, students also reflect and communicate what was

Science and Technology

Abilities of technological

design

Abilities of technological design

Abilities of technological design

Understandings about

science and technology

Understandings about science and technology

Understandings about science and technology Abilities to distinguish

between natural objects and

objects made by humans

Science in Personal and Social Perspectives

Personal health Personal health Personal and community

health Characteristics and changes

in populations

Populations, resources, and environments

Population growth

Types of resources Natural hazards Natural resources

Changes in environments Risks and benefits Environmental quality Science and technology in

History and Nature of Science

Science as a human

endeavor

Science as a human endeavor

Science as a human endeavor

Nature of science Nature of scientific

knowledge History of science Historical perspectives Adapted from the National Research Council, 1995 With permission.

Table 2 (continued) National Science Content Standards

learned in providing the service A coordinator within the school system suggestsexisting community service activities available to students and coordinates newcommunity service projects Wetland restoration, creation, monitoring, and protec-tion projects usually provide opportunities for student service learning credits.

WETLAND PROGRAM FEATURES IMPORTANT TO EDUCATORS

What features do educators look for when they evaluate new programs? tors save precious time if activities are presented in a lesson plan format with clearlystated instructional objectives Activities that encourage use of multiple intelligencesand a variety of learning styles, such as hands-on learning, cooperative learning, orperformance-based instructional techniques, are favored over the lecture/laboratorytechnique often used by colleges A closer look at the needs of educators is necessary

Educa-to understand how effective wetland programs are designed The best programs willhave many of the features described next

Lesson Plan Format

A lesson plan indicates what an educator intends to accomplish with a lessonand how he or she intends to accomplish it Most school systems require teachers

to write detailed daily lesson plans before teaching a class and to have those plans

Figure 1 In student action projects, students make a positive difference in their school,

community, or environment Third grade students planting a small constructed wetland at Horsehead Wetland Center is but one example of the many possibilities for positive change that can empower our youth.

at hand during the lesson Many teachers are required to submit daily lesson plans

to a supervisor for approval before the lesson is taught Lesson plan formats varyfrom system to system, but minimally contain an objective, an activity and/orassignment, and some type of student assessment to determine if the objective wasaccomplished Programs that are organized with lesson plan formats are easier forteachers to incorporate into their plans

Instructional Objectives

Instructional objectives are statements expressing what the student is expected

to accomplish with an assignment and are an important part of the lesson plan.Statements of objectives, or learning outcomes, have two essential parts: the actionverb and the content The action verb indicates the skill to be achieved, such as

“measure.” The content indicates the knowledge to be gained, such as “water perature.” Simple, specific wording of the objective allows students to clearly under-stand what is expected of them and eases teacher determination of whether theobjective has been accomplished For example, “students will appreciate wetlands”

tem-is a vague and immeasurable objective “Imitate the sounds or motions of yourfavorite wetland creature” is more specific, more measurable, and therefore moreuseful as a guide for both teachers and students

Bloom’s taxonomy is a hierarchy of instructional objectives that build upon eachother, extending from simple to complex thinking processes, and from concrete toabstract The basic levels of the hierarchy from simple to complex are knowledge,comprehension, application, analysis, synthesis, and evaluation (Bloom, 1956).Table 3 summarizes the objectives of each level, the type of thinking skill required

to achieve the objective, and action verbs consistent with those thinking skills

Table 3 Verbs for Instructional Objectives (Bloom, 1956)

Thinking Skill Level Objective

Action Verbs Consistent with

Objective

1 Knowledge Recall information Circle, define, designate, determine,

identify, label, list, mark, match, name, select, specify, state, underline

2 Comprehension Understand and

interpret material

Condense, describe, explain, interpret, outline, restate, rewrite, summarize, trace, translate

3 Application Use material in a new

situation

Build, construct, demonstrate, draw, illustrate, make, measure, model, operate, show, solve, use

4 Analysis Examine parts and

relationships

Analyze, classify, compare, contrast, debate, diagram, differentiate, explore, graph, organize, monitor, specify, test

5 Synthesis Rearrange parts to form

a new idea, plan, or relationship

Compose, construct, create, design, develop, establish, invent, plan, predict, produce, suggest, write

6 Evaluation Judge material based

on evidence

Assess, choose, compare, conclude, decide, evaluate, grade, judge, justify, rank, select, support, value

Within a study unit, action verbs used in the objective should reflect increasinglyhigher thinking levels as student skills develop For instance, when a topic is firstintroduced a student might be expected to “name the three parameters utilized inwetland delineation,” a level 1 skill After some study, the same student might beable to “describe six characteristics of hydric plants,” which is a level 2 skill Laterthe student could be expected to demonstrate a level 3 skill, for example, “illustrate

or list the hydric characteristics of a cattail.” A student who could “classify plants

as hydric or nonhydric” is using level 4 skills “Design a wetland planting plan”utilizes thinking skills of level 5, and to “assess the success of a restored wetland”would involve level 6 skills

Multiple Intelligences

Traditional IQ tests primarily measure language and logic Students weak inthese areas may excel in other aspects and still be creditable students Now recog-nized by educators are other types of intelligence (Lazear, 1999) Originally proposed

as a theory by Howard Gardner (1983), these multiple intelligences and their acteristics now include the eight intelligences summarized in Table 4

char-Recognizing these multiple intelligences, educators frequently provide for avariety of learning styles in programs and activities, thereby helping students morereadily achieve their objectives (Figure 2) Educators and their students readilyaccept wetland education programs that both allow, and encourage, students to useall of their talents

Hands-On Learning

Hands-on learning activities actively involve students in the learning process.Effective at all ages, this teaching technique works especially well with youngerstudents, hyperactive students, and those with short attention spans (Figure 3) Stu-dents handle and manipulate objects other than papers and pencils Usually studentsare out of their seats for at least part of the activity, which often occurs outdoors.This is an important way for many students to learn It has long been known ineducation that some knowledge is retained if it is simply heard, more is retained if

Table 4 Multiple Intelligences (Gardner, 1983)

Verbal/linguistic Use of words and language

Logical/mathematical Reasoning, use of numbers, relationship and pattern recognition,

analysis, problem solving Visual/spatial Use of art and imagination, creation of mental pictures

Musical/rhythmic Recognition of rhythmic and tonal patterns, sensitivity to sounds Bodily/kinesthetic Use of the body in physical motion

Interpersonal Communication person-to-person

Intrapersonal Use of self-knowledge

Naturalist Recognition of the parts of the natural environment

it is heard and seen, but when a student can manipulate the material in some fashion,then they usually own it For example, hearing someone talk about fishing can beinformative Watching a fisherman fish is more helpful, but actually fishing is hands-

on learning

Each person has a unique learning style Hands-on activities fit with manypersonal learning styles, and are effective with most students Wetlands activities,such as assessing habitat utilization by birds or amphibians, are often well suited tohands-on teaching techniques

Cooperative Learning

Students working together to complete an assignment in small learning groups

of mixed ability are practicing cooperative learning In this teaching technique,students assume a greater responsibility for learning and for helping each other toaccomplish the objectives of the activity (Kagan, 1997) The teacher allocates stu-dents to each group in a manner that will achieve a high level of heterogeneity Eachmember of the group is assigned a job, such as facilitator, reporter, or recorder(Figure 4) The number of jobs required to complete the task as a team determinesthe number of students per group The teacher either assigns jobs within a group or,

if students select their job, it must be different than during the last activity Teachersstructure the activity so that the objectives, and the steps to achieve the objective,are clear to students Cooperative procedures and skills are taught to group members

Figure 2 Educators use multiple intelligences to role-play salt marsh organisms during a

WOW!: The Wonders of Wetlands teacher training workshop Notice the rising tide, waving sea grasses, swimming fish, and a tubeworm in her black trash bag “tube.”

prior to the activity and then monitored while groups work on an assignment Eachmember of a group receives the same grade on an activity, so all benefit from workingtogether to achieve more than any one person could alone.

During a cooperative learning assignment, a four-member group might have afacilitator, a supply manager, a recorder, and a reporter The facilitator ensures thatthe group follows each step correctly and in sequence, stays on task, and meetsdeadlines The supply manager obtains the needed materials at the appropriate timeand returns them when and where appropriate The recorder writes data, observa-tions, or information collected by the group on the appropriate forms or in anappropriate format The reporter coordinates writing the group report This teachingtechnique requires much more preplanning by teachers but can be extremely effec-tive When the technique is successful, teachers may not appear to be busy during

an assignment, because in essence, they become consultants to their students.Team skills learned by students are directly applicable to the real job world andare skills valued by many employers Specifically, students focus on assignmentsand skills needed to successfully work together They take responsibility for them-selves and the success of their group, with students encouraging each other to thebenefit of all Ideally, with no group leader, leadership responsibilities are shared oralternated In practice, this is probably the most difficult aspect of cooperativelearning to achieve and the most important for team success Many wetland activitieseffectively use cooperative learning techniques

Figure 3 During hands-on learning, educators determine ground elevations along a transect

using meter sticks, string, and a line level The data gathered will be converted into a topographic map of the wetland site Use of both manual and intellectual skills in this learning technique can be much more effective than simply examining

a prepared topographic map.

Performance-Based Instruction

Performance-based instruction is a teaching technique in which students mustsolve problems and think critically by using basic knowledge and skills in real lifesituations (McTighe, 1996) This type of instruction cannot be assessed using typicalmultiple choice, true–false, fill in the blank, or short answer tests because there aremany possible correct answers Instead, a group of students solves a problem, such

as “design a one acre wetland suitable for frogs” (Figure 5) Some states, such asMaryland, grade schools through performance assessment tests of students Wetlandactivities can be a basis for performance-based instruction, especially many aspects

of creating and monitoring wetlands

EVALUATING WETLAND PROGRAMS AND ACTIVITIES

There are several potential questions to be asked in determining whether a wetlandprogram fulfills the needs of a school system or if a wetland activity is appropriatefor a particular group of students Is the program or activity suitable for the courseand grade level needs of the science curriculum? Does it satisfy the science content

Figure 4 With cooperative learning each group member has a role that contributes toward

group accomplishment of the task During this site survey by educators, there is one person holding the rod, one recorder writing the elevations measured on a data sheet, one instrument person sighting on the rod and stating the elevation observed, and two flaggers who have completed marking the area to be surveyed and are now learning the roles of recorder and instrument person Through coop- eration, the group accomplishes more than one person could working alone.

standards (national, state, or local—depending on the target audience)? Is the program

or activity multidisciplinary? Are student action projects included from which dents could potentially earn service learning credits? Are the activities in a lessonplan format? Are instructional objectives clear, and do they contain appropriate actionverbs? Do the activities allow use of multiple intelligences? Are teaching techniquessuch as hands-on learning, cooperative learning, or performance-based instructionutilized? Programs generating the greatest number of yes answers to these questionslikely will apply to a broader audience Many excellent, but specialized, programs,such as those focusing on action projects, may generate fewer yes answers becausethey are intended to fit within a larger program

stu-In the activity Water We Have Here? from WOW!: The Wonders of Wetlands

(Appendix 15-1 in Slattery and Kesselheim, 1995), students conduct a variety oftests on wetlands water to quantify physical characteristics, compare them to stan-dards, then form some conclusions about the water quality Using this activity as anexample, how would each of the aforementioned school system requirements, andfeatures important to educators, apply? Appropriate subject areas and grade levelsare listed in the shaded area of the first page, so fit within the curriculum is easilydetermined The summary and objective sections suggest which science contentstandards are supported by the activity, but the connection could be more explicit.The activity is multidisciplinary No service learning credit is identified However,the wrap-up and action section of the procedure section, and the extensions section,suggest student action projects that might provide opportunities for service learning

Figure 5 With performance-based instruction, students solve problems and think critically

using basic knowledge and skills in real life situations These educators are determining how much rainwater runoff from the roof will be available to support

a small constructed wetland.

credit The activity is in a lesson plan format, including objectives, procedures, andassessment The objectives are clear, contain the action verbs measure and monitor,and draw conclusions that are from several thinking skill levels Many intelligencesare utilized in this activity (e.g., verbal/linguistic, logical/mathematical, bodily/kines-thetic, interpersonal, and naturalist), but this can be ascertained only by readingthrough the activity The WOW! book indicates that all of the activities involve hands-

on learning Performance-based and cooperative learning techniques could also beutilized, but this is not stated Overall, this sample activity fulfills most school systemrequirements and contains many features important to educators Presumably, this

is the reason why curriculum guides containing this type of activity have been sosuccessful

WETLAND EDUCATIONAL PROGRAMS FOR GRADES K–12

Within every school there are unsung heroes and heroines, teachers who havepulled together bits and pieces of traditional programs in their own creative ways

to challenge their unique group of students to understand and appreciate wetlands.Teachers and a supportive PTA president in Newark, DE, are guiding the entiresecond grade at Brader Elementary School, not just in the study of wetlands, butalso in the enhancement of a schoolyard wetland by enlarging it and planting agreater variety of wetland plants All involved were delighted when a pair of mallardducks took up residence and raised a family in the wetland before it was dedicated!Success stories such as this often result from the efforts of small groups ofenthusiastic, dedicated educators motivated by the desire to share the knowledgeand problem-solving skills that students need to live in harmony with each otherand our environment How do success stories like this develop? What wetlandprograms do these teachers use? What wetland educational resources are available?Described below are a number of wetland educational programs Contacts are pro-vided in Table 5

National Education Programs

Many programs are available that focus on local wetland issues The followingprograms have been successful on a national scale This is not intended to be aninclusive list, but these popular programs are representative of those that are readilyavailable to educators Most were produced by nonprofit organizations and predatethe national science content standards discussed earlier

WOW!: The Wonders of Wetlands

WOW!: The Wonders of Wetlands (Slattery and Kesselheim, 1995) is a uniqueeducator’s guide that focuses entirely on wetlands WOW! provides hands-on activ-ities designed to excite and educate students, then illustrates that action can be taken.The original WOW! was written by Britt Eckhardt Slattery of Environmental ConcernInc in 1991 It contains original drawings and 44 hands-on wetland activities for