Information for Teachers
This investigation is linked to the following Grade 5 Next Generation Science Standards.
LS2.A: Interdependent Relationships in Ecosystems
The food of almost any kind of animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Some organisms, such as fungi and bacteria, break down dead organisms (both plants or plants parts and animals) and therefore operate as “decomposers.” Decomposition eventually restores (recycles) some materials back to the soil. Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life. Newly introduced species can damage the balance of an ecosystem. (5-LS2-1)
LS2.C: Ecosystem Dynamics, Functioning, and Resilience
When the environment changes in ways that affect a place’s physical characteristics, temperature, or availability of resources, some organisms survive and reproduce, others move to new locations, yet others move into the transformed environment, and some die. (secondary to 3-LS4-4)
ESS2.C: The Roles of Water in Earth’s Surface Process
Nearly all of Earth’s available water is in the ocean. Most fresh water is in glaciers or underground; only a tiny fraction is in streams, lakes, wetlands, and the atmosphere (5-ESS2.2)
ESS3.C: Human Impacts on Earth Systems
Human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth’s resources and environments. (5-ESS3-1)
How to search the internet
1 Keep your request short
Fewer words will give a more accurate search.
2 Choose exactly what you want
For example: Arctic Circle Climate
3 Use quotes
Double quotes around a set of words tell the search engine to consider those exact words in that exact order without any change. For example: “Arctic Circle Climate”
4 Use the plus sign (+)
If you add a plus sign (+) between words, the internet will search for all the words. For example: migrate+birds+whales+mammal
5 Use the minus sign (–) to say what you don’t want
Use a minus sign (–) to show words you do not want to appear in your results. For example: if you search for burrowing animals and do not want mammals in your search, –mammals will exclude mammals. Note that you need to put a space before the minus sign for the word to be excluded.
6 Be very clear about what you don’t want
Ask questions and define problems
After reading Wetlands, you may have many questions about wetlands as complex ecosystems.
List your questions.
- Compare your list with questions that others have.
- Choose a question you would like to investigate.
- You can work alone, with a partner, or in a small group.
You may want to choose one or more of these questions to investigate
Q1. What important functions do wetlands perform?
Q2. How has human activity impacted severely on the health of wetlands and their wildlife?
Q3. Why are wetland ecosystems considered to be fragile?
Q4. What is being done to protect wetlands?Go to Part 2 Investigate →
Do searches in the internet or in books or talk to people who can help to find the information you are looking for.
Your teacher may suggest suitable websites for further information.Go to Part 3 Record data →
Find a way of recording your information that will allow you to see any patterns in the data.
Data Chart for wetlandsDownload Chart
Go to Part 4 Organize, analyze, and interpret data →
Organize, analyze, and interpret data
1. Look over the information you have gathered and the patterns you have found.
What do these wetland environments have in common?
Why are they fragile?
2. Search for other patterns.
What might happen to these environments in the future?
How can they be protected?
3. Makes notes about what you find.Go to Part 5 Present and share →