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Students identify the animals and plants of the salt marsh, recall the benefits of it and assess the ecosystem components. In this salt marsh activity students get to see the ecosystem firsthand and conduct population estimates of snails and apply it to how scientists conduct experiments.
Sixth graders continue their examination of the state of Connecticut. After taking a field trip, they identify the types of birds, plants, invertebrates and vertebrates who make their home in the salt marshes. In groups, they identify the types of organisms that cannot live or function without the presence of another organism. They research ways humans are destroying the marshland and compare aerial photographs and topographical maps.
Middle schoolers are introduced to the various organisms that live in a salt marsh. They recognize adaptations of organisms that live in the salt marsh. Pupils review concepts of the ecosystem and niche. Students explain the different roles in an ecosystem using the example of a salt marsh. They demonstrate how abiotic factors such as wind, sun, water and oxygen affect biotic factors in an ecosystem.
Students identify the different functions of a wetland system and why the system is important to the St. Mary's River ecosystem and the environment. They play a migration game and write a journal about the salt marsh periwinkle and how wetlands and marshes are important to its survival.
Students investigate the ecosystem of the salt marshes. This is done in order to develop an appreciation for this type of environment. They conduct research using a variety of resources. Students are given samples of different organisms found in the salt marshes and then they are discussed at the lab stations.
In this salt march plant and animals activity, students read descriptions of animals, then match each to its picture. Students then read about tidal animals and choose which animals in picture are most likely to be in a salt march at low tide and high tide. Students further read about spartina grass and its adaptations.
Although the lesson is specifically about the San Francisco Bay area, it's good enough to be adapted to any local region. Children research what the landscape in San Francisco was like prior to settlement, they consider the types of animals that lived there, and what their life was like. They each receive an animal information card, which they will use as they write a mock journal entry from the perspective of that animal. It's a day in the life of an animal prior to European contact, neat!