Lesson Plan 5

UNIT TITLE: WETLANDS

LESSON TITLE: WETLAND METAPHORS

OBJECTIVES: Students will be able to:

  1. describe the characteristics of wetlands
  2. demonstrate their understanding of the importance of wetlands to wildlife and humans.

RATIONALE: Wetlands are many different things to many different people. Some people have never heard or thought about wetlands. Others are working actively to protect wetlands because of their importance. Wetlands are uniquely important to plants, animals, humans and the total environment. Because of the abundance of food, vegetative cover, a and water found there, most wetlands are rich with diverse wildlife species. Wetlands are often referred to as "nurseries" because they provide critical breeding and rearing habitats for countless numbers and kinds of wildlife. Wetlands have a unique ability to purify the environment. They act as natural filtering systems. They can trap and neutralize sewage waste, allow silt to settle, and promote the decomposition of many toxic substances. Their destruction and abuse can have devastating effects on wildlife, humans and overall environment quality. For these reasons, it is extremely important for the public to be educated about wetlands.

PURPOSE: The major purpose of this activity is for students to develop an appreciation and understanding of wetlands through the power of metaphor, linking the characteristics and natural functions of wetlands to the familiar realm of everyday life.

PROCEDURES:

  1. Prepare a "mystery metaphor container: (pillow case, bag or box). It should be possible for a student to put his or her hand into the container and pull out an object. You may want to collect as many as one metaphoric object per student, but at least have enough for one per group of four students. Put the container aside to use later.
  2. Discuss the variety of wetlands found in your local area, state, country, etc. Then invite the student to sit quietly and close their eyes. Play a tape recording of natural sounds from wetlands. Ask them to picture a wetland. Have them examine what it looks like. Have them look carefully at the plants and animals, including insects and small creatures. What does the air feel like? How does it smell?
  3. Invite the students to tell what they imagined. Compile a list of their offerings.
  4. Have students identify which plants and animals are actually most likely to be found in a wetland. Have them classify the plants and animals according to the kind of wetland in which they would be found.
  5. Provide the students with background information to serve as an overview of the basic ecological activities that characterize the wetland habitat. For example:
  6. Now bring out the "mystery metaphor container". Tell the students that everything in the container has something to do with a wetland. Have the students divide into groups of four. Announce that when it is their turn, you want a representative of each group to draw an object from the container. then, as a group, they must figure out how the object could represent what a wetland is or does.
  7. Have the designated student reach into the container and withdraw one object. When each group has an object, ask them to work as a team to describe the relationships between their metaphoric object and the wetland.
  8. Have each group report to the class their ideas.
  9. Ask students to summarize the major roles that wetlands perform in contributing to habitat for wildlife. List the ways in which wetlands are important to humans. Why do humans convert wetlands to other uses? Ask them if their own attitudes about wetlands are different now. If yes, how? If not, why not?

MATERIALS:

A large pillowcase, bag, or box: sponge; small pillow; soap; eggbeater or mixer; small doll cradle; sieve or strainer; paper (coffee) filter; antacid tablets; small box of cereal; 3X5 cards with pictures that could be used to show other wetland metaphors (a zoo could represent the idea of wildlife diversity in a wetland, a lush vegetable garden could represent the idea of a productive wetland in which food is abundant, a vacation resort could represent the idea of a resting or wintering place for migrating waterfowl)

EVALUATION:

For Younger Students

  1. Draw a picture of a wetland and explain what you draw.
  2. Name three reasons why wetlands are important.
  3. Wetlands are sometimes called nurseries because so many young animals grow up in them. Name some animals that spend part of their lives in wetlands.
For Older Students
  1. Explain why wetlands are called one of the world's most productive ecosystems.
  2. Wetlands are important to a range of organisms in the animal kingdom, from zoo plankton to humans. Select five species of animals and describe how wetlands are important to each.

EXTENSIONS:

  1. Personally visit a wetland to verify the appropriateness of the metaphors explored in the classroom. Identify and discuss any limitations to the appropriateness of these metaphors. Identify what seem to be the most compelling attributes of the metaphors in helping you understand the characteristics and nature of the wetland. Expand on your understanding of these metaphors. Identify new and appropriate metaphors.

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