Wetlands Poster - Grade School Activity

INTRODUCTION

People use wetlands in many ways, directly and indirectly. In this activity, students pretend to be archaeologists of the future and work in groups to examine a collection of "artifacts." They then create a short story or skit to explain how the "artifacts" relate to human uses of wetlands by the "ancient" people of the 20th century.

OBJECTIVE

After completing this activity, students will be able to:

1. Describe at least five ways people benefit from wetlands.
2. Discuss actions people can take to be sure that this diversity of use does not damage or destroy wetlands for future generations.

MATERIALS

TEACHER PREPARATION

Gather "artifacts." Label with numbers (optional).

PROCEDURE

1. Explain to students that this is the year 2100. They are fortunate that today a local archaeologist has left some artifacts from a study of the nearby (name a local) wetland for students to examine. Some artifacts were actually found in the wetlands and others were gathered during research on how people used wetlands 100 years ago. (The principal or a willing teacher or parent might want to role play the archaeologist.) Explain that students must handle each artifact carefully to try to figure out how the artifact is related to human use of the wetlands and how it got to the place where the archaeologist found it. Divide the class into groups of three to five (depending on the number of students and artifacts). Their assignment is to create a story or skit, using their artifacts, that explains how their artifacts relate to human uses of wetlands by "ancient" 20th-century people. Set a time limit of 1 0 minutes or so for the groups to develop their presentation.
2. Each group should present their story or skit about how the wetlands were used to the class. On the chalkboard, make a list of all the uses of wetlands that are mentioned. Ask the class if they can think of other uses of wetlands by people. Discuss the uses in terms of coexistence of people and wetlands: How can people use the wetlands in ways that ensure that the wetlands and the life within them will continue to thrive? Which uses need to be moderated so that the uses can continue indefinitely? Which uses would have to be stopped to avoid wetland destruction? Which uses would have to be altered to minimize their effect on the wetland and the wildlife that lives there? Is it possible for people and wetlands to coexist?

INTERPRETIVE QUESTIONS

1. Which uses would still continue in the year 2100 if people had used the wetlands wisely? Which artifacts would students find in the year 2200 (in another hundred years)?
2. Presuming that the students in the year 2100 are very conscientious about taking good care of wetlands, which artifacts would the students in the year 2200 likely not find?

EXTENSIONS

1. Students can think about the kind of information they would want future generations to know about wetlands. What are some important aspects of wetlands that they would want to express, and how would they communicate these aspects to the people of the future? Ask students to identify items related to wetlands to include in a time capsule that will be opened 20 years from now. Use items similar to those included in the time capsule to make a collage.
2. Visit a local wetlands Take along resource books for identification of the plants and animals that live in the wetlands