IOWA 4-9 SCIENCE PROJECT

TEACHERS GUIDE for: Tompkins Marsh Mike Tompkins
Marlene Gaston, editor
ECOLOGY.793 Grades 7-9


CONCEPT OBJECTIVE: Students will be able to evaluate the effects of different kinds of land use on wetland habitat.


PROCESS OBJECTIVE: The thinking skills developed in this cycle are observing, exploring, manipulating, observing, and inferring.


TEACHER BACKGROUND: Every human use of land effects wildlife habitat.


MATERIALS: These materials are needed for each group of three students: scissors, masking tape, paste or glue, paper(18x24 is best), one set of land use cutouts (attached), and one Tompkins Marsh cutout (see Wet and Wild book for sample). Also included are possible land use groups, special interests, that could be used with this activity if a teacher so chose. They also might come in handy for the groups that are having a tough time getting started.


EXPLORATION: Students, working in groups of three, will cut out land use pictures and the picture of Tompkins Marsh. The students will then be responsible for arranging the pictures in such a way as to "best" preserve the nature and beauty of the marsh. The students must use all of the pictures in their development but they may cut down the size of the park or the farm field. They may also choose to add any other land use they want to.

CONCEPT DEVELOPMENT: After the students have had an opportunity to work on their arrangements, discuss the various developments the students have arrived at. They must be able to defend their positions. As they discuss the various positions, make a list of pros and cons on the board and discuss the various positions as they relate to the beauty and health of the marsh. Look for the consequences of their proposed land use plan. After the discussion any group that would like to change their plan would be allowed to do so.

APPLICATION: Show the students a continuation of the marsh and Tompkins River that continues below their proposed development. Have them discuss the various possibilities that their development might have on habitat and people below their development. Does it make any differences in your choices of where to place things in your development? Brainstorm possible problems further downstream on the watershed. Make inferences and predictions about the possible consequences of these activities. End the activity with an emphasis on solutions rather than on the problems.

EVALUATION: Possible evaluations are built into this entire process. Some examples are the original pictures, the discussion, the revisions, and at the end you could have each group responsible for naming three things that people could do to reduce the damage to the marsh.

TOMPKINS MARSH WORKSHEET



GROCERY GAS STATION MIKE'S DRY CLEANERS





BABES RESTAURANT MYERS FARM FEED LOT HOUSE




HOUSE HOUSE HOUSE




HOUSE HOUSE FIRE STATION





FARM CORNFIELD BLEACH FACTORY




AVENUE OF THE SAINTS INTERSTATE




DEERWOOD PARK CONDOMINIUM