Marsh Teacher Resources

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Showing 21 - 40 of 801 resources
Learners study the habitat of the terrapin. In this terrapin lesson plan, students create a diorama of the habitat of the terrapin. Learners also simulate how it would look if people moved into the area and how predators can threaten terrapin babies.
Four lessons introduce elementary ecologists to salt marsh and sandy beach habitats. In the first lesson, they place shells and other materials in vinegar to determine if they contain calcium carbonate. In the second lesson, they read a mystery in which a blue crab has gone missing. The mystery is solved by the habitat clues that you provide. In the third lesson, learners make plankton models from playdough and experiment to see if different shapes float more readily. The final lesson prepares them for a field trip to the salt marsh.
Students build a model of an estuary. In this wetland lesson, students build a model estuary with a paint tray and modeling clay. They use the model to illustrate the impact of non-point pollution on the watershed.
In this wetlands worksheet, students complete a 31 question multiple choice on-line interactive quiz about wetlands. Included are questions about plants, animals and geography.
Water, currents, waves, salt marshes, and The Chesapeake Bay make up the categories for this Jeopardy-style game. In terms of functionality, it works well. However, it is unlikely that you focus on the Chesapeake Bay as part of your water unit. If you do, this PowerPoint is for you! If not, you could invest a little time in changing that category and the associated questions. This task would definitely be simpler than starting from scratch!
Learners 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.
Linear perspective, estuaries, and water ways converge in a science-inspired art project. The class uses what they've learned about eco-systems, estuaries, and the food chain to create scale models of a local marsh. While the instructional activity is intended for an art class, it would be best if taught during or after learners have been exposed to the concepts of habitat and water ecosystems.
Students visit the salt marsh. They work in groups to answer questions on their worksheets. Students also work in groups to collect information. They are given an introduction to the salt marsh. Students properly store and label their specimens.
Learners investigate natural organization of a wetland and the interrelationships between the wetland and the surrounding environment.
Learners observe populations of Lumbriculus to discover some of the adaptations that allow them to live successfully along the shores of ponds and marshes. They also design and perform experiments to test proposed hypotheses for these observed behaviors.
Students observe subsidence and the effect it has on wetlands with a classroom demonstration. They think about the impact of global warming and the sea level and how it affects the marsh.
Students research and investigate invasive species, with specific focus on the exotic plant Phargmites australis and its impact on Piermont Marsh near the community of Piermont, New York.
Middle schoolers engage in a lesson in order to develop the skill of observation in relation to birds. They observe common birds while taking a walk near a marsh. Students identify different species and describe physical adaptations that differentiate the water birds.
Fourth graders list three or more types of evidence of prehistoric cultures that encouraged archaeologists to investigate the marshes around the Great Salt Lake. They also explain why it is important not to disturb archaeological remains.
Third graders identify sources of salt water and fresh water that enter the Chesapeake Bay. They build a model watershed and describe how runoff enters the Bay.
In this salt march plant and animals worksheet, 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.
Third graders explore the interdependence among the plants and animals in natural communities.
Students explore the variety of salt marsh species and determine their classification in the food chain. After cutting out pictures of the organisms, they create a food chain placing them in the proper order. In addition, they answer questions about the species in the food web.
Ecology candidates culture pond water organisms over a few days time, then they experiment to find out how increasing nutrients affects the population. As part of a unit on water, this exploration gives your class an understanding of how important it is to protect freshwater bodies. This can be used as part of the water unit, or alone as a lesson on water pollution.
Small groups place sand and ice in a covered box, place the box in the sunlight, then observe as evaporation, condensation, and precipitation occur. These models serve as miniature water cycles and demonstrations of the three phases of matter that water is found in: solid, liquid, and gas.  If you can afford it, purchase a few plastic shoebox-sized tubs rather than trying to use aluminum-foil-lined cardboard boxes. The foil is certain to leak and soak the cardboard leading you to need to find a new set of boxes each school year, whereas plastic tubs can be reused. This lesson is part of a unit that provides tremendous teacher resources!

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