DOCUMENT RESUME

ED 249 070 SE 045 075

TITLE Freshwater Marsh. Habitat Pac.INSTITUTION Fish and Wildlife Service (Dept. of Interior),

Washington, D.C.PUB DATE 84NOTE 27p.; Poster has not been filmed due to size. For

other packets in this series, see SE 045 073-078.AVAILABLE FROM National Institute for Urban Wildlife, 10921 Trotting

Ridge Way, Columbia, MD 21044 ($5.00). Packetincludes poster.

PUB TYPE Guides - Classroom Use Guides (For Teachers) (052)

EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS.DESCRIPTORS *Ecology; *Environmental Education; Intermediate

Grades; Junior High Schools; *Learning Activities;Outdoor Activities; *Water Resources; *Wildlife;Wildlife Management

IDENTIFIERS *Freshwater Marshes

ABSTRACTThe materials in this educational packet are designed

for use with students in grades 4 through 7. They consist of anoverview, three lesson plans and student data sheets, and a poster.The overview describes how the freshwater marsh is an importantnatural resource for plant, animal, and human populations and how thedestruction of marshes causes a wide network of ecological problems(from decline in water quality to loss of plant and, animal species).A glossary and list of reference materials are included. The lessonplans provide a list of learning outcomes, instructional strategies,a list of materials needed, and a quiz (with answers). The activitiesin the lessons involve: (1) studying marsh organisms and successionin marshes; (2) playing the role of early settlers (while learningabout food webs); and (3) building a model.of a marsh. The posterhighlights many animals and plants found in a freshwater marsh andmarsh succession. A puzzle dealing with a simple food web is alsoincluded. (JN)

***********************************************************************Reproductions supplied by EDRS are the best that can be made

from the original document.***********************************************************************

Freshwater Habitat Pac

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U.S. DEPARTMENT OF EDUCATIONNATIONAL INSTITUTE OF EDUCATION1UCATIONAL RESOURCES INFORMATION

CEN1ER {ERIC/

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A MessageTo Educators

The Fish and Wildlife Servicemanages millions of acres ofland, conducts wildlife research,raises fish for restocking de-pleted waters, and performshundreds of other tasks designedto benefit fish and wildlife re-sources. However, as importantas these activities are, we realizethat in the long run an informed,motivated, and involved publiccan do more to benefit wildlifethan all of our managementactivities.

This education package rep-resents an important step in ourefforts to provide teachers andother educators with factualinformation about wildlife,habitat, and resource manage-ment. We hope that you findthese materials useful and thatyou will encourage your stu-dents to learn more aboutAmerica's wildlife heritage.

Robert A. JantzenDirectorU.S. Fish and Wildlife Service

These materials are designedfor use with students in gradesfour through seven.

Contents

Habitat OverviewThis presents the freshwatermarsh as an important naturalresource for plant, animal, andhuman populations. The destruc-tion of marshes causes a widenetwork of ecological problems,from decline in water quality toloss of plant and animal species.Bold face words are explained inthe Glossary; additional mate-rials are listed under Resources.

Poster: Side 1This beautiful painting highlightsmany animals and plants foundin a freshwater marsh. The posterintroduces the subject as part ofa colorful display.

Poster: Side 2Marshes change and this pos-ter depicts the succession of themarsh, from an early, open stateto a mature, filled area withalmost no water,

Student Page:Food Web PuzzleStudents will enjoy solvingthis simple food web.

Lesson Plan 1:Marsh SuccessionOn a field trip, students will really"get their feet wet" as theysample the soil and organisms inand around the marsh. This exer-cise teaches scientific samplingmethods and allows students toinvestigate the rich variety ofmarsh creatures and explorenatural changes in the animals'communities.

Lesson Plan 2:Marsh SettlersHere students imagine they aresettlers from days gone by, look-ing for cabin sites and foodsources in the marsh terrain.They learn about food webs.

Lesson Plan 3:A Model MarshThis indoor lesson reinforces thefield trip activities by having thestudent build a model marsh.Instructions include methods toillustrate water- holding proper-ties of marshes, and "planting"the marsh according to the stu-dents' outdoor observations.

U.S. Fish and Wildlife Service Regions

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rV6 II III Department of the Interior

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U.S. Fish and Wildlife Service

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The mission of the National Institutefor Urban Wildlife is to be a respon-sible and effective scientific andeducational organization advocatingthe enhancement of urban wildlifevalues and habitat and the wise useof all natural resources for thebenefit of people in cities, suburbs,and developing areas.

The Institute is the only privatenational conservation organizationwith programs dealing almost ex-clusively with fish and wildlife in

National Institute for Urban Wildlife

urban and other disturbed areas.Funded through private and corpo-rate contributions, grants andcontracts, it is filling some of theglaring gaps in information andmethodologies needed for the man-agement and enjoyment of wildlifeand wildlife habitats in urban areas.

The Institute accomplishes its mis-sion by (1) conducting sound research on the relationship betweenman and wildlife under urban andurbanizing conditions; (2) discover-

ing and disseminating practical pro.cedures for maintaining, enhancingor controlling certain wildlifespecies in urban areas; and (3) bybuilding an appreciation for, andunderstanding of, wildlife and apositive conservation ethic at thelocal community and neighborhoodlevel, and illustrating how all seg-ments of our people have a vestedinterest in wildlife and the environ-ment we mutually share.

Developed by the U.S. FISH AND WILDLIFE SERVICE/DEPARTMENT OF INTERIORProduced by the NATIONAL INSTITUTE FOR URBAN WILDLIFE under a grant from

EXXON COMPANY, U.S.A.

Printed at no expense to the Feditrai relvommoint

Freshwater Marsh Habitats of the United States

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Freshwater Habitat Overview

Marsh

Few people realize the irr -portance of freshwater marsh re-sources to the early settling ofAmerica. Trappers in search ofbeavers and other furbearers thatwere abundant in marshes, map-ped rivers and founded outposts.These outposts later grew intocities such as Chicago, Detroit,and New Orleans. Settlers uti-lized the freshwater marshes'natural resources. Fish arid gameharvested there filled manytables. Marshes provided reedsfor caning and marginal grazingland for livestock.

Too often, though, marsheswere viewed as mosquito-infested wastelands to be usedfor dumping grounds or to be"irnproved"orained or filledfor agriculture or construction.Drainage had begun by GeorgeWashington's time, and aiter-ations of freshwater marshes andother wetlands have since beencarried out on a massive scale.

It is estimated that today theUnited States has already lost45 percent of its original wet-lands acreage.

During the past few decades,people have begun to realize theecological values and benefits offreshwater marshes. These valu-able functions were noticedwhen they were interrupted dueto wetland destruction.

One of the first values ob-served was the marshes' impor-tance as habitat for wildlife, par-ticularly waterfowl. As wetlandswere destroyed, populations ofducks and geese declined. By1956, the U.S. Fish and Wild-life Service had developed a wet-lands classification system basedon their value to wildlife andinstituted programs to protectwetlands. At first wetland preser-vation was focused in terms ofwildlife habitat. Now people arediscovering that wetland preser-vation can provide some alter-

native solutions to water supplyproblems (floodwater storage,groundwater recharge, waste-water filtering).

EcologyA freshwater marsh is an open

area, dominated by nonwoody,or herbaceous, plants. Often thevegetated areas are interspersedwith patches of open shallowwater. Marshes may be floodedfor all or only part of the year.However, they must be floodedenough to sustain herbaceousvegetation that is adapted to liv-ing in water-saturated soilsplants like cattails and bulrushes.

The freshwater marsh is oneof several kinds of wetlands.Other wetlands include bogs,swamps, and salt marshes. Theyare formed in low-lying areas onriver flood plains and coastalplains and in depressions formedby glaciers. Wetlands are morethan their name directly implies-

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more than just soggy earth, amere interface between land andwater. They are unique ecosys-tems, different from either landor water.

Freshwater marsh communi-ties include a variety of uniqueplants and animals. The exactspecies composition of any par-ticular marsh depends on manythings: geographic location,water chemistry, depth and dur-ation of flooding. season, aridclimate Most freshwater marshesare very productive habitatsThey produce inure plant matterper hectare (2.47 acres) eachyear than cropland: and marshesdon't need the addition c,fsupplemental fer ilizer.

Marsh animals feed on theplants and on each other in whatare biologically known as ''foodchains." Of course, few animalseat only one kind of food, sothese simple "food chains" arewoven together into a complex"food web." (See Student Page )

Marsh WildlifeFreshwater marshes are vital

wildlife habitats. Their high pro-ductivity supports a variety ofcreatures. During the breedingseason, marshes provide cover.food, and nesting areas. Themyriad voices of the spring cho-rus of frogs and toads reflect

1. E' Ihird F roci

this abundance of creatures. Sal-amanders congregate briefly tolay eggs. The newly spawnedfry of sunfish, bass, and bull-heads hide among the plants.Birdssongbirds. shorebirds,

and waterfowlraise their broodsin nests among the reeds andcattails. During migration and inthe winter, birds use marshes forfeeding and resting areas. Manymammals, such as deer, and fur-bearers like the muskrat. live onthe marsh or visit it to feed

Changing MarshesMarshes are constantly chang-

ing, gradually filling in and be-coming land. This takes placethrough the natural inflow of soiland organic matter from the sur-rounding area, and through thebuildup of dead plant material.As the water becomes shallower,cattails will grow farther out intothe open water of the marsh. Asthe edges of the marsh becomedrier, the marsh slowly turns intoa sedge meadow and may even-tually become a forest. This grad-ual process is known as succes-sion, normally occurring over aperiod of hundreds or thousandsof years.

Humans can accelerate theprocess of succession throughcarelessness. Marshes fill in bysedimentation when erosion re-sults from construction or farm-ing in the marsh's watershed.Fertilizer runoff from nearbyfarms and lawns can increaseplant growth in the marsh. Whenthe plants die, their decay robsthe water of oxygen necessaryfor fish and other aquatic or-ganisms to sustain life.

In some instances the pro-cess of succession is naturallyreversed, and new marshes areslowly created or old ones re-newed. Over long periods of time,changes in rainfall and the courseof rivers, the movements of gla-ciers, and the geological liftingof the land create new places forwetlands to form. Old, grown-inmarshes can be rejuvenatedwhen localized fires burningthrough the vegetation reopenwater pools. The fires releasenutrients stored in the dead veg-etation and thus contribute tothe maintenance of the marsh.

Animals also change wet-lands. Muskratscutting cattailsand bulrushes for food and to

Giant Water Bugs

build their houses--can controlthe abundance of marsh vegeta-tion. Muskrat "eat-outs" open updense marshes, making moresuitable habitat for ducks andfish that require some open waterfor swimming and feeding

Beavers are best known forcreating or changing marshes.Beaver dams, sometimes verylarge, cause flooding and createnew wetlands. Forests are "openedup" as trees are killed by thestanding water. In a few year:, thebeavers move on to build a newdam elsewhere, leaving a moistmeadow behind. This repetitivepattern was more common dur-ing the early settlement of thiscountry when beaver populationswere more widespread.

Water ResourcesFreshwater marshes have im-

portant water resource values.Flood control is a natural func-tion of marshes. Their soils andvegetation act as natural "sponges"that have a tremendous ability toabsorb and retain excess water.This storage capacity can savethe adjacent area from flooddamage. During severe floodingin eastern Pennsylvania in 1955.the only two bridges survivingundamaged were located belowa large cranberry bog. The pres-ence of wetlands along shoresand riverbanks also helps to

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Freshwater Marsh

Permeable Soil

FiltrationWater Table

Groundwater Recharge from a Fresh-water Marsh

protect these areas from erosion.The dense root systems of themarsh plants hold soil that wouldotherwise be washed away.

Some of the water stored inmarshes evaporates; some maybe fed out slowly into streams.Still more of the water may seepunderground to recharge thegroundwater table. Whether thisrecharge occurs depends on thesoil layers between the marshand the groundwater. Where thesoil is permeable, water will seepthrough. Recharge is important,especially where groundwater isbeing pumped out to supplyhuman needs. When marshes aredestroyed, rainwater, instead ofbeing stored and seeping backto the water table, runs off and isno longer available for use in thatarea. Many areas now faced withgroundwater depletion wouldhave less serious problems iftheir wetlands were intact.

Wetlands also function asfilters, removing pollution andsediments from water flowingthrough them. The slow rate offlow through marshes allowssolid particles such as sand,silt, and clay io settle out. Nu-trients in the water are brokendown by bacteria anJ other mi-crobes and absorbed by plants.

Purified Groundwater

When wetland areas are de-velopeddrained, dredged,fi lied,or channelizedwastes dis-charged there are no longer pur-ified by normal biological pro-cesses. This results in pollutionof the water supply. Wetlandscan provide this purifying func-tion only to a limited degree.Large amounts of pesticides orheavy metals, for instance, over-load the system and threaten allmarsh wildlife. Research is cur-rently being condelled on thecapacity of marshes tCtunctionas sewage treatment plants.Some marshes can process humanwaste with only minimal impactso long as nutrient loads are notexcessive and the contents nottoo toxic.

Pumpkinseed Sunfish

ManagementMost freshwater marsh man-

agement today is done by Stateand Federal agencies, privateconservation organizations, andgroups interested in huntingTraditional management programs have been based more on"common sense than on a realunderstanding of the function-ing of wetland systems. Intensiveresearch is being conducted onwetland ecology to provide abetter basis for making man-agement decisions.

Specific management tech-niques can be used to improvefreshwater marshes for wildlife.Building islands and sowing foodplants provide nesting areas andfood for marsh wildlife. Tech-niques can be used to increasenatural marsh plant populationswherever water levels can becontrolled. The water is "drawndown" in the spring, allowingplants to grow in areas wherewater was previously too deepThese areas are then refloodedin the fall to make the food avail-rIble to migrating waterfowl.

Blasting, flooding, and plantcutting are used to create openwater areas in very dense marshes.The feasibility of establishingmarsh vegetation in normally

drier areas is also being researchedwith some success. In manycases, the only management amarsh needs is preservation.

Marsh ValuesFreshwater marshes are too

valuable to be unthinkingly de-stroyed. Before signing themover for development, peoplemust consider the marshes' im-portance to the ecosystem. Themarshes' connection to thegroundwater and potential im-portance for flood control shouldbe determined. A scattering ofmarshes is important, providing"habitat islands" for wildlife.Marsh plants help maintain thebalance of gases in the air bytaking in carbon dioxide and re-leasing oxygen. Freshwatermarshes are valuable as openspace, recreation and historicsites, scientific study areas, andfor esthetic enjoyment.

Western Painted Turtle

Protecting Our MarshesAs people increasingly recog-

nize th.., importance of wetlands,laws are being enacted to protectthem. The Federal Clean WaterAct (Section 404) now requirespermits to be issued before dredg-ing or filling of wetlands. Execu-tive Order 11990 also providesfor wetland conservation so thatAmericans will "protect againstthe cumulative effects of reduc-ing our total wetlands acreage."

Despite these measures, theUnited States is still losing 300,000acres of wetlands every yearMore public support is still neededfor programs encouraging con-servation of freshwater marshes.

GlossarydredgingDeepening a water-way by digging up the bottom.erosionThe wearing away ofsoil by water or wind.freshwater marshA wetlandthat con.ains freshwater and isdominated by herbaceous veg-etation such as cattails andreeds.groundwater rechargeReplen-ishment of the undergroundwater supply.hectareMeasurement of areain the metric system: 1 hectare(10,000 m. ) = 2.471 acres.sedimentationThe process ofsuspended solid materials (e.g.,sand, silt, plant matter) settlingout of water.successionA gradual, naturalsequence of changes in the plantand animal communities occupy-ing a given area.watershed--The area of landthat drains into a particularbody of water.

ResourcesGeneral ReferencesEdible Wild Plants, Oliver P.Medsger. Macmillian Co., NewYork, 1962. (Food guide)Foxfire 3, Elliot Wigginton, ed.Anchor Press/Doubleday, NewYork, 1973. (Food guide)Life In and Around FreshwaterMarshes, Michael J. Ursin,Thomas Y. Crowell Co., NewYork, 1975. (Field guide)The Life of the Marsh, William J.Niering. McGraw-Hill, New York,1966.The New Field Book of Fresh-water Life, Elsie B. Klots. G.P.Putnam's Sons, New York, 1966.(Field guide)Our Nation's Wetlands, Councilon Environmental Quality. Gov-ernment Printing Office, Wash-ington, D.C., 20401, 1978.Stalking the Wild Asparagus,Euell Gibbons. McKay Co., Inc.,New York, 1962. (Food guide)VIII Waters, Alexandra Marshall.William Morrow and Co., Inc.,New York, 1978.

Department 01 trip Interws U S Fish and Wildlife Service 1980,)

For Young ReadersOf Men and Marshes, P.L.Errington. Iowa State UniversityPress, Ames, 1957.Pond Life, George K. Reid.Golden Press, New York, 1967.Tracking the UnearthlyCreatures of Marsh and Pond,Howard G. Smith. AbingdonPress, Nashville, 1972.Wetlands: Bogs, Marshes, andSwamps, Lewis Buck. ParentsMagazine Press, New York, 1974.Year on Muskrat Marsh, BernieceFreschet. Charles Schribner'sSons, New York, 1974.

Films and FilmstripsCry of the Marsh. A.C.I. Films,Inc., New York, 1969.The Everglades. National Geo-graphic Filmstrip, Washington,D.C., 1972.One Day at Teton Marsh. WaltDisney Productions, Burbank,California, 1966.

Freshwater Lesson Plan 1

Marsh

PurposeThis activity helps students

become familiar with some of theorganisms that live in the marshand with the gradual successionof marshes into dry land.

Learning OutcomesAfter completing this activity,

the students will be able to:A. Arrange several pictures ordescriptions of different stages ofmarsh succession in the correcttime sequence.B. Indicate on an attitude scalehow they feel about managementof marshes.C. Construct a transect sampleof a habitat.

OrganizationWho: Groups of 3 or 4Where: Freshwater marshWhen: Any season--spring ispreferredTime: 1 to 2 hoursSafety: This activity takes placenear open water: Caution stu-dents not to go far into openwater, add snake warning if ap-propriate for your area.

Materials: For Each GroupPond guide (1 per group,

if possible)Insect repellentString, 7 meters (20 feet)Scraper (cup)White pan or trayMagnifying glass or hand

lens (optional)

Materials: For Each StudentStudent Data SheetPencilClipboard (Masonite or stiff

cardboard with a paper clip orbinder clip)

Directions1. In the classroom, introducethe concept of succession byusing Side 2 of the poster.2. For the field trip, make surestudents dress properly. Theywill get their feet wet, so theyshould wear boots or change intoold sneakers that can get muddy.Form students into groups anddistribute all materials toeach group.3. At the marsh, go over safetyprecautions.4. Instruct each group of stu-dents to establish a transect lineat the edge of the marsh, usingthe 7-meter (20-ft) string. Oneend of the string should be staked1 to 2 meters (3-6 ft) inside themarsh depending on water depth.The other end should be stakedon dry land. The line should beat right angles (90°) to the marshedge, as shown in the diagram.5. Three sample plots of clip-board size should be taken alongthis line: plot #1-1 to 2 m (3-6 ft)inside marsh; plot #2at marshborder; plot #3at the uplandend of the line. The plots neednot be equidistant.

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Marsh Succession

6. Students should define thearea of their sample plots byholding their clipboards over theground or water next to the ap-propriate points on the line andmarking the corners with sticks.7. Students should then look forall the different kinds of organ-ismsboth plants and animalsthey can find within the plot. Besure they check plant leaves andlook under rocks. Along one edgethey should collect 2 to 3 cm(about 1 in) of soil, spread it inthe tray, and check carefully forliving things. On the Data Sheets,students should identify the or-ganismsdescribe, name (usingthe pond guide), or draw themand record the numbers of eachand where found (e.g., on a leaf,under the soil).

After they look for organismsin the soil, the students shouldexamine the soil itself. What is itstexturefine or coarse? Is it wetor dry? What does it seem to bemade of? Allow 20 to 30 minutesfor each of the three plots.

Marsh

Transect Line Diagram 0

8. After the students completeeach sample, they should replaceall rock, and logs before goingto their next plot. Through dis-cussion, point out that the habi-tat should be returned as nearlyas possible to its natural state sothat the organisms living theremay survive.9. Gather the students togetherto discuss their findings. Whatkinds of organisms did they findin each plot? Were the organismsvery similar? How were their hab-itats different? What signs werethere that succession is actual-ly occurring?

Discuss differences in soilamong the plots. The soft soilbeing accumulated among thewaterlilies, cattails, rushes,or sedges is the buildup of deadplant material and soil washed infrom the surrounding area. Whatwill happen as this buildup con-tinues? How do marshes changewith time? (In some cases, thebuildup of soil and plant materialwill slowly fill the marsh--seeHabitat Overview.)

FollowupNow that the students have

seen the natural process of changein a marsh, discuss some of thechanges that can be induced byhuman activities and manage-ment. What kould happen if de-velopment in the surroundingareas increased the amount ofsoil being washed into the marsh?(Increased sedimentation wouldcause the marsh to fill faster.)What would happen if the waterlevel were raised? (Some plantswould die and the marsh wouldbe opened up.) Discuss howsuch changes affect wildlife inthe marsh. (Higher water levelsmight open up the marsh andprovide better habitat for water-fowl. However, the loss of veg-etation might reduce muskratpopulations since they wouldhave less food.)

Soil-building Process In the Marsh

a. Water carrying eroded soil is slowedas it flows through heavily rooted basesof cattails and waterlines.

b. Soil settles out around plant roots.

c. Dead plant material falhng into thewater also builds soil

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Quiz Answers1. The correct sequence is: BCA. Usually, as a marsh growsolder, it fills in and becomesdrier. There is progressivelymore emerging vegetation andless open water.2, The students' drawings shouldbe similar to the one in the lessonplan. The transect line should cutthrough the different habitatzones. One sample plot shouldbe drawn in each zone. In thisway the sampling will show dif-ferent types of habitats and ofmarsh organis3. There is no correct answer forthis question. Student answerscan be used to develop a classdiscussion on the values ofmarshes. How are marshes ma-nipulated (managed)? What aresome values and/or problems as-sociated with that manipulation?4. Upland habitat: A-tree (redoak); F-earthworm.Marsh habitat: 6-cattail; C-turtle(Western painted turtle); D-bull-frog; E-rnuskrat.

Freshwater Marsh Lesson Plan 1

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Which one would you see first9

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Which one would you see last9

2. How would you take a transect sample of this area?Draw in your sampling line.

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3. Do you think that marshes should be left alone for naturalsuccession? Or, do you think that people should control successionin marshes?

Put an X in the box that shows how you feel,

Quiz

c.

All marshes shouldbe left alone.

Succession should becontrolled only inmarshes that are af-fected by people'sactions (increasederosion or fertilizer).

Succession should becontrolled in marsheswherever this controlmight increase wild-life populations.

Succession should becontrolled in marsheswherever possible.

14 Page 1

Freshwater Marsh Lesson Plan 1 Quiz

4. These pictures A, B, C, D, E,and F are of plants and animalsfound in or near a marsh.

Which ones would you expect tofind in the marsh habitat?Which ones would you expect tofind in the upland habitat?

Write MARSH or UPLAND undereach picture.

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Department of the Interior I) i Fish and Wildlife Service. 1980

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Freshwater Lesson Plan 2

Marsh

PurposeIn this activity students will

take a field trip to investigate afreshwater marsh from the pointof view of pioneers settling thearea. Students will learn aboutfood webs and their place inthem. They will evaluate themarsh as a source of foodand shelter.

Learning OutcomesAfter completing this activity,

the students will be able to:A. Identify the values of themarsh to humans.B. List two reasons why settlersmight not want to live near amarsh.C. Draw a food web containingat least five elements of whichthe student is one.D. Name two marsh plants thatpioneers might have usedfor food.

14

Marsh Settlers

OrganizationWho: Groups of 5 to 6Where: Freshwater marshWhen: Spring, summer, or fallTime: 1 to 2 hoursSafety: a. This activity takesplace near open water. Where thewater is deep, identify thenonswimmers; organize the classin a buddy system for watersafety. There should be at leastone adult for every 10 students.b. Wild food plants: Studentsmust not eat any plants they findas potential wild food sources.

Materials: For the GroupGuides to edible wild plantsFreshwater marsh field

guides (See Resources listed inthe Habitat Overview)

Insect repellent

Materials: For Each StudentStudent Data Sheets and pencilClipboard (Masonite or stiff

cardboard with a paper clip orbinder clip)

Edible tubers(duck potatoes)

...a...a,

Arrowhead

Directions1. Introduce the concept of thefood web. Using the poster, pointout different animals and discusswhat they eat. Stress the role ofplants as the primary producers.

Give examples of marsh plantsas food. (Consult a food guide,see Hesources.) Name somecommon ones that the studentsare very likely to see in the marsh.Examples:Cattails muskrats eat leaves,stems, and roots and use themfor building their lodges; humanseat the stems and flowers.Arrowheadsducks and hu, -3nseat the tubers.Bulrushes ducks eat the seeds.humans and muskrats eatthe routs

2. Distribute student materialsand caution the students to becareful around the marsh, espe-cially near open water. (Reviewsafety procedures.)3, At the site, the students are toimagine they are pioneers whohave chosen to settle near amarsh because of the food andother resources available there.They will evaluate places to buildcabins and find food sources.4. Assign each group a "cabinsite to evaluate, using the stu-dent data sheets, Try to choosesites that are different (e.g., onein a low spot: one in the nearbywoods; one on a point of land).

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5. After evaluating their cabinsites, students should look forthings the pioneers might haveeaten and list them on their datasheets. If they can't decidewhether something is edible, askthem how they think the pioneerswould have found out (eatsome; ask the Indians; compareit with similar plants they used intheir home countries). You mighttake on the role of an advisingIndian by using the food guide.After the students record whatpioneers would eat, they shouldalso record how these plantsand animals get their food.Caution: Students must bewarned not to eat anyplants they find on theirfield trip.

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Green flowersCc ok likebroccoli

Yellow pollenmix withpi.ncake flour

New sproutsboil or roast

iRoots grind into fine white flour

Cattail

6. Gather students together.Each group should discuss thepros and cons of their variousbuilding sites and tell what theyfound to eat. As they were sam-pling for food in the marsh, thestudents probably noticed othercreatures (namely insects) tryingto eat them. The insects havebeen annoying to the students,but they are important in themarsh food web. How many ofthe animals the students founddepend on insects for food?(Manyincluding some speciesof fish, frogs. turtles, birds, andother species.)

FollowupStudents used insect repel-

lent to avoid insect bites. Whatcould early settlers (and otheranimals) do to avoid insects?(Stay in breezy places; go intothe water: use "natural" insectrepellents, e.g.. pennyroyal mint.)

Students might also studyother early uses of freshwatermarsh resources (besides foodand shelter) such as:

Medicines from plantsChairs and mats woven from

cattails and reedsQuilts stuffed with cattail "fuzz"

(dry female flowers)clothing made from fur of

bea..iers, muskrats.

J':Great Blue Heron

t)

Quiz Answers1. 1-c; 2-d;3-b;4-a.2. Possible answers:

Flooding (pioneers tried tobuild their cabins on firm soilthat wouldn't flood)

Biting insectsKeeping farm animals out of

the marsh.3. Some ways of finding ediblethings are better than others; inthe marsh there are several pos-sibilities.

The pioneers could have:Asked the natives (Indians)Checked a book (not available

to the very first explorers, butplants were recorded very early)

Found out by trial-and-error(sometimes the errors had direresults)

Watched what animals ate (notalways art accurate indicator forhumans)

Searched for things that lookedsimilar to what they ate in theirnative countries before theycame to America.4. Any marsh plant or animal isa valid element of the web. If astudent has connected things ina way that seems unlikely, checkyour field guide. (See diagramand Student Page puzzle.)

Freshwater Marsh Lesson Plan 2 Quiz

1. Draw lines to match the thingsfound in the marsh (Column A)with their values to people(Column B).

A. B.

1. Fish a. Baskets

2. Marshcreeks

3. Beavers

4. Reeds

b. Furs

c. Food

d. Watersupply

2. Pioneers lived near marshesfor many reasons. What are twoproblems they had to deal withwhen settling there'?

a

4. Draw a food web with at least five animals or plants. IncludeAyourself as one of the animals. You can use either pictures or names.

Be sure to draw arrows to show who eats whom.

b

3. If you were a pioneer settlingin a new area, how would youfind out what to eat? Can you listtwo ways?

b.

Department of the Interior. U S Fish arid Wildlife Servic.e 1980

Freshwater Lesson Plan 3

Marsh

PurposeUse this classroom activity to

reinforce the students' concept ofthe marsh's structure and to de-monstrate the marsh's water re-source values. This activity canbe used to follow up or lead intothe other lessons in this unit.

Learning OutcomesAfter completing this actk/-

ity, the students will be able to:A. Contrast the water-holdingproperties of a drained marshwith those of an undrained one.B. Choose from a map which oftwo towns they would prefer tolive in (based on the town's prox-imity to a marsh) and give threereasons for their preferences.C. Construct a working modelof a marsh.

A Model Marsh

OrganizationWho: Whole ClassWhere: ClassroomWhen: AnytimeTime: 3 to 4 hours

Model Marsh

Materials:Large shallow pan (e.g., green-

house germination flat)SandPeat, a large sponge, or other

absorbent material (florist's Sty-rofoam)

Variety of model-buildingmaterials:toothpicks claytwigs pipe cleanerscheesecloth dry grassmud other

Directions1. Drill a few small holes, 6 mil-limeters ('-4 in) in diameter, nearthe bottom at one end of the panto allow water to flow out. On theinside of the pan, cover the holeswith cheesecloth so that sand willnot fall out. Build an absorbentmarsh base by filling the pan witha sand/peat mixture or by puttingsand over a large dry sponge.2. The students construct a modelmarsh based on what they haveseen on their field trip (or onPoster, Side 2), including livingand nonliving things. A wide varietyof Materials can be used to simu-late plants and conditions in themarsh. They might mold ashallow, meandering streamchannel in the sand base andconstruct a beaver dam of sticksand mud.

Cattails can be made fromtoothpicks and clay. Rushes canbe simulated by using weedygrasses. Pay particular attentionthat the students "zone" theirplants as they have seen in theiroutdoor lessons and on the post-er. Students should also makemodels of animals (fish, birds,mammals) and place them wherethey would be found in the marsh.

Groundwater Recharge:Water filters through permeable soil.

3. Tilt the pan slightly with theholes at the lower end. Placeanother pan under the holes tocatch water. Slowly add slightlymuddied water to the marsh us-ing a cup. Emphasize that this isonly a simulation, but notice howthe marsh is able to hold water.Ask the students what would behappening to the water if thiswater were runoff from rain, or ifthe marsh were paved over. Ifthere were lots of water (rain),what might happen to areas down-stream? Discuss the value ofmarshes in flood prevention.

Keep adding water until it be-gins to flow from the holes at thebottom of the marsh. Is it stilldirty? Discuss the value of thefreshwater marsh in water filtra-tion and pollution reduction.

Flood Reduction.Water storage. slowing of water flow

Water FiltrationMuddy water flowing into marsh

Water Filtration

Water Filtration'Purified water flowing out of marsh

1;)6

Discuss what happens when Noteswater is held in the marsh ratherthan draining away quickly. Letthe students visualize a ground-water reservoir under their marsh.Help them visualize impermeablesoil by imagining a plastic sheetbetween the marsh and thegroundwater. Will water in themarsh affect the groundwater?(Nowater cannot seep through.)How will the marsh water affectthis reservoir if the soil, as isusually the case, is permeableto water? What significancewill this have when the ground-water is being pumped for humanuse? (Water seeping down willreplace some of the water beingpumped out.)

Quiz Answers1. A freshwater marsh can pro-tect a town by:a. Storing water that might other-wise flood the town.b. Filtering its water supply,thereby preventing disease.c. Helping recharge ground-water, thereby ensuring watersupplies.2. b. is not correctfreshwatermarshes do not add pollutantsto water.3. Students should prefer toliveinTown A. Possible reasons:

Town A is less likely to flood.Town A might have a cleaner

water supply.Town A might have a more

constant groundwater supply.They can go to the marsh for

an outing (fish, picnic, etc.) andsee wildlife.4. False. Water seeps into ground-water reservoirs from the surface,so both the quality and quantit/'f groundwater can be affectedby surface conditions.

Freshwater Marsh Lesson Plan 3 Quiz

1. Tell how a freshwater marsh can help protect a town from anatural disaster.

2. Circle the answer that is not correct.a. Freshwater marshes help fight water pollution.b. Freshwater marshes can sometimes pollute the water supplies.c. Freshwater marshes sometimes filter groundwater.

3. This map shows two towns. Town A is located downstream from afreshwater marsh. Town B is built on a marsh that has been paved over.Which town would you prefer to live in? (Circle your answer.)

Town A Town B

Give three reasons why you chose that town to live in:

a. Map of Town A and Town B

b

2i

Department at tne Interior U S Fish and Wildlife Service. 1980

4. Underground water suppliescannot be affected by conditionson the land's surface.(Circle your answer.)

True False

Plot 1 Soil(color, moisture, texture)

Marsh

Plot 2 Soil(color, moisture, texture)

Edge

Plot 3 Soil(color, moisture, texture)

Upland

Organism(Plant or animal)

NumberFound

WhereFound

Organism(Plant or animal)

NumberFound

WhereFound

Organism(Plant or animal)

NumberFound

WhereFound

9 .,)23

:GWEN

Freshwater Marsh

Cabin Site #Lesson Plan 2 Data Sheet

Yes No

1. Is the soil firm?

2. Will the site flood in the spring? (What if a beaver builds a damin the creek nearby?)

3. Will your farm animals wander onto soft ground and becometrapped in mud?

4. Are there building materials nearby?

5. Is there transportation nearby? (A creek, maybe.)

6. Is water easily available and safe to drink? (Remember you have tocarry it in buckets.)

7. Can you get food easily?

8. Will bugs be a problem? (Will there be a lot of them around? Morethan in other places? Will you have a breeze to keep them away?)

9. Will winter winds be too cold?

10. Would you build your cabin here?

2'1

Page 1

Freshwater Marsh Lesson Plan 2

Name or describe 7 things in the marsh that pioneers might have eaten.Can you find these things in this area? Are these many or only a few ofeach? How do these things get their food?

Data Sheet

Something a Pioneer would eat: Are there many or few? How does it get its food?

1.

2.

3.

4.

5.

6.

7.

2 oDepartment of the Interior/U S Fish and Wildlife Service. 1980 Page 2

. Freshwater Marsh

Every creature has to eat.Some food comes from plantsand some from animals. Mostcreatures eat many differentthings. Plants and animals, in-cluding humans, are all linked ina "food web."

Here is a simplified food webfrom a freshwater marsh areawhere pioneers might have set-tled 200 years ago. Read theclues and see if you can work outthe web. Use the words below tofill in the correct numbered places.(Note: The arrows point awayfrom the "food" toward the crea-ture that eats it.)

A\ 461A11 y- ;

1,!i- L.

e: -3

-

mayfly snake

crayfish owl

heron bass(wading bird) (fish)

plants muskrat

mouse frog

human

Student Page Food Web Puzzle

Clues1. These living things use energyfrom the sun to make food. Theyprovide the most food in theentire world.

2. This small marsh rodent eatsplants and sometimes insects.

3. The larva of this flying insectfeeds on plants.

2 t;

4. This creature eats insects; itstays close to water but is some-times found on land.

5. This animal lives all its life inthe water and feeds on insectsand frogs.

6. This bird hunts at night forsnakes and mice.

7. This small mammal was huntedfor its fur; its meat was also eaten.It eats mostly plants.

8. This long-legged bird wadesamong plants in shallow water,looking for fish and frogs.

9. This creature can find manythings to eat in the marsh, includ-ing plants, fish, frogs, crayfish,and muskrats.

10. This long reptile hunts forfrogs and mice. It swallows itsprey whole.

11. This creature looks like asmall lobster and swims back-wards. It eats small dead fish, in-sect larvae, and plants.

ysilAuJo 11 'aleus 01uetunt4 6 uoiail 9 leiNsnui 'Imo 'SSUCI gboi' c *osnow e shield 1 siamsuv

Page 1

Freshwater Marsh Student Page Food Web Puzzle

Department of the Inten(i, U 5 Fish and Wildlife Service, 1980