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A World in Our Backyard

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A World in Our Backyard A World in Our Backyard A Wetlands Education and Stewardship Program Distributed by Environmental Media Corporation 1102 11th Street Port Royal, SC 29935-2304 800.368.3382/843.986.9034 843.986.9093 FAX www.envmedia.com New England Interstate \Vater Pollution Control Commission Acknowledgements Written by: Stafford Madison, with Melissa Paly Graphic Design: Sarah Meltzer IUustration: Rebecca Leonard Contributors: Shirley Griffin, Bev Maffei, Cindy Thomashow Field Testing: Antioch New England Graduate School Wetlands Education Project The people who helped shape tbis project ill its early stages are: David Lyons, Jeremy Pirtle, Gus Gomes, Cathy Manwaring, Libby Hurland, Brian Lynn, Leslie Beaulieu, Barbara Waters, Randy Sorenson and Joan Hyde. 7be follotvillg i1zdividuals provided critical review of the fi1Zal draft guide: Ralph Abele, Cleti Cervoni, Bill Decker, Karen Dvornich, Liz Epstein, Alexander Goldowsky, Susan Higgins, Ellie Horowitz, Leo Kenney, Deb Mackie, Neil Maine, Jim Martin, Maria Pirie, Chuck Roth, Nancy Rugo, Matt Schweisberg, Will Snyder, Amanda Stone, Doug Thompson, Kathy Vandiver and Sally Zelinski. Special thanks to: Howard Hencke, lrvil Kear, and Dawn Stolfi for their tireless editing, proofreading, and support throughout the project. Front cover credits: Illustration by: Rebecca Leonard Photograph by: Melissa Paly Permission is given to reproduce portions of this publication for use in educational activities. Additional copies of this guide and videocassette are available from: Environmental Media Center, P.O. Box 1016, Chapel Hill, NC 27514 (800) ENV-EDUC I 363-3382 Developed by the New England Interstate Water Pollution Commission Grant funding provided by the U.S. Eo.vironmental Protection Agency- Region I. TABLE oF CoNTENTS Wetlands Education & Stewardship: An Introduction ............................. iii Chapter 1· Wetland Science ...................................................................... 1 What Are Wetlands? The Water Cycle: The Connection Between Wetlands & Watersheds Wetland Characteristics: Water, Soil & Plants Activities .................................................................................................................................... 8 Chapter II: Wetland Types ....................................................................... 23 Distinguishing Wetland Types . Coastal Wetlands: Salt Marshes, Tidal Brackish Marshes Inland Wetlands: Freshwater Ma:rshes, Wet Meadows, Forested Swamps, Shrub Swamps, Bogs, Fens, and Vernal Pools Guide to \X'etland Wildlife in New England Regional Wetland "Celebrities" Activities .................................................................................................................................. 43 Chapter Ill· Wetland Functions .............................................................. 51 Flood & Erosion Control Fish and \'Xfildlife Habitat & Food Webs Wetlands "Supern1arket" Recreation & Aesthetics Activities .................................................................................................................................. 57 Chapter IV: Threats to Wetlands .............................................................67 A History of Wetland Loss How Are Wetlands Lost? Consequences of Wetland Loss Activities .................................................................................................................................. 71 Chapter V· Find A Wetland to Stud_y & Adopt ........................................ 77 Student-Based Research Contact Local Officials & Others Look Around You Use Maps Activities .................................................................................................................................. 81 Chapter VI A Wetland Field Stud)' ......................................................... 89 Using Wetlands as Outdoor Classrobn1s Organizing the Field Study Securing the Interest of Your Students Activities .................................................................................................................................. 94 Chapter VII- Protect Your Wetlands ...................................................... 109 Activity 1: Create a Wetlands Awareness Program Protecting Wetlands Through the Regulatory Process Federal Programs State Protection Local Protection Activities 2, 3 and 4 ............................................................................................................... 116 Chapter VIII- How to Adopt a Wetland .................................................. 129 Application for Adopt-A-Wetland Certificate ......................._. ...................................................... 131 Evaluation Form ........................................................................................................................... 133 Appendix ............................................................................................. 137 Wetland Education Directory Wetland Education Resources Curricula Bibliography ........................................................................................ 143 Wetlands Education & Stewardship: An Introduction This guide and accompanying videocassette is a resource of inforn1ation about wetlands in New England for educators. It suggests ways of studying wetland_ characteristics, why wetlands are important, and how students and teachers can help to protect a local wetland resource. This guide is unique in that it encourages students to go beyond learning about wetlands by "adopting" one: to have them become fan1iliar with a local wetland and advocate its protection through stewardship activities. This guide aims to help students get to know the complexities of wetlands, discover wildlife, enjoy the experience of being outdoors, and learn how necessary wetlands are to the health of our environment. WHY STUDY WETIANDs? Wetlands are valuable for many reasons: they provide clean water, sources of food, habitat for wildlife, flood protection Awareness of Wetland Functions and recreational opportunities: The Most people don't understand the importance of wetlands to our everyday intimate connection we have with the lives make them a meaningful focus of ecological systems that support our daily study. Students drink water every day. lives. When students learn how The quality of their drinking water may intin1ately they are connect<;d to their be due in part to wetlands adjacent to environment, their perceptions of the their water source. world and the use of its resources will change. Wetlands are especially Wetlands are Accessible Study Sites vulnerable to destruction. The value of wetlands has been traditionally The wetland is an accessible laboratory. underrated: nearly half of the original Many communities in New England have 215 million acres of wetlands in the wetlands nearby, often located near United States have been degraded or school property. \X'hen students n1ake a destroyed. Wetlands continue to be strong connection to a local natural area, sacrificed for the development of they begin to feel a sense of housing areas, recreational sites, airports, responsibility and commitment to its etc. People fill them in and pollute them, well-being. Getting out and exploring a often unaware of their in1portant wetland can also be a lot of fun! functions. A World In Our Backyard Introduction Wetlauds Provide Opportunities for Steu,ardship How To UsE THIS GuiDE An integral part of the ·wetland "adoption" This guide provides background information for teachers to process is the involven1ent of students in use in conjunction with a variety of activities that introduce their protection. Stewardship activities go students to wetland science and stewardship. It outlines field beyond the a·wareness of wetlands and the trip ideas. It details ways students might participate in threats to then1. This guide suggests ways protecting wetland areas. of putting investigative research to good use. Students are encouraged to conduct Mostof the background information for the teacher is at an inventory of a local wetland and use the beginning of each chapter, not summarized with each their inforn1ation to help protect it. activity. The guide is targeted primarily for middle school teachers, A Multi-disciplinary Approach though some sections may be adapted for use in high to Education school, such as the chapter on wetland protection. The study of wetlands can incorporate This guide is not a prescribed curriculum; it has been:: disciplines other than science, such as de~ignedsuch•thatteacherstanuse\Vhatever inforrrt~tion n1ath, civics, English, music, art, and history. t~eyfindtiseful f~r their .• particular teaching situation. ~e guidebook can be useful even ·to:those teachers whg (j?n't wantto pursue t?e •'ad()ptionn process. Students .d()I1'; need to.k~ow allthe inf()rmation cont~ined in the guide t?. ~Fudy a local wetland. Like\Vise, teachers don't need a degr~e in \Vetland science toeff~ctively lead a class on a wetlan;d field.•~tt.lgy.··. :..- . :: ·. : .· ~ .·.·.·.·. ·.. ·.·. ··:· .. ·.. ·.·.· .• ·•• ·• . ·.. ·. ·. ·... ·.·.· ...· ·.. ·.·.• .. ·.•.· ·.·•· ·.. ·.··.·.• ·..· ·.··· ·. ·.. _.:._··.··.: :: . •• •.· ..·.. .· . ·.. : ::_· .·... ••• ·.. ·• .·. : -: :: .. :: .... --.. -.. :-- .. -. Jhis .guide 9an sexye a nufilf:>er oft~aching scenarios: .... _··:···:·:---.:·- ... _. ·. ·. :·---._.·.··-: -:._ .·_··.-_::_.: __ :·- __ :_ -_ ··_· .. 7 ~.\~ ~~.ff~#re···~ tirilt.1.~.I~~s~p~m might co.n§t·~*.t · and maintain a Y{~tl~f1d terr~ri~111 t() observe eve!)' qay. ···s·~·~~l1~.····fan .••••
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