Jamie Anderson
EDCI 320
Title
A Day in the Wetlands
Primary Subject Area
Science/Ecology
Grade Level
5th ? 8th grade
Overview
We will be going on a simulated field trip into the wetlands to learn
about the classifications of wetlands, what plants and animals live in
them as well as where they are found. At the end they will take the Wetlands
Quiz on the software and report grade to teacher.
Approximate Duration
This will take one 50-minute class period consisting of six stations.
Each station will be 10 minutes in length. Then there will be an additional
three stations lasting 30 minutes each.
Montana Framework-Content Standards
This will meet Montana’s Content Standard 1 for Science: design, conduct,
evaluate and communicate scientific investigations
Interdisciplinary Connections
I will also incorporate Montana’s Content Standard 2 for Writing: apply
a range of skills and strategies in the writing process.
I will also incorporate Montana’s Content Standard 3 for Social Studies:
apply geographic knowledge and skills (e.g., location, place, human/environment,
and regions).
Educational Technology Standards (Grades 3rd ? 5th )
1. Use keyboards and other common input and output devices (including
adaptive devices when necessary) efficiently and effectively. (1)
2. Use technology resources (e.g., calculators, data collection
probes, videos, educational software) for problem-solving, self-directed
learning and extended learning activities. (5,6)
Objectives
The student will be able to:
1. Define what a wetland is (knowledge)
2. Identify the different wetlands (knowledge)
3. Recognize the various plants and animals within each wetland
(comprehension)
4. Describe the food chain within each wetland (comprehension)
5. Summarize what they have learned by writing a one page paper
(comprehension)
6. Design their own living ecosystem involving around a wetland (synthesis)
7. Compose their own presentation to show me they understand the
material (systhesis)
8. Evaluate their classmates presentation for a peer assessment (evaluation)
Lesson Materials and Resources
1. Tables/stations
2. Paper
3. Pencil
4. Lab monitor to help with stations
5. Books
6. chairs
Technology Tools and Materials
1. At least one computer per student
2. “The Digital Field Trip to The Wetlands” software for each computer
3. Microsoft Word on each computer
Background Information
The students should know the basic skills on how to operate a computer.
They should know what a wetland is, which we will discuss before this lesson.
Lesson Procedures
1. Install software to computers before students arrive to class.
2. Have students go to desk with computer
3. Station #1-Wetland Types (Intrapersonal/Naturalistic)
a. Learn the classifications of different wetlands
b. Take notes in science notebook
4. Station #2-Field Trip to the Bog (Interpersonal/Spatial)
a. Get into groups of three people each
b. Take a virtual field trip to a bog
i. Find out geographically where the bog is
ii. See the different life existing in bog
c. Take notes in science notebook
5. Station #3-Study of a Bog (Naturalistic/Intrapersonal)
a. Back on your own
b. Study of a Bog
c. Learn the food web
d. Learn about the adaptations in a bog
e. Explore plants and animals
f. Take notes in science notebook
6. Station #4-Our Endangered Wetlands (Naturalistic/Interpersonal)
a. Get into a different group of three people
b. Our Endangered Wetlands
c. Learn about habitats of all wetlands
d. Learn about what pollution is doing to the wetlands
i. Who is effected by the pollution
e. Take notes in science notebook
7. Station #5-Wetland Types (Linguistic/Naturalistic/Spatial)
a. Back on their own
b. Take quiz on what they just learned using notes they took
8. Station #6- Reflection (Linguistic)
a. Back at their desks
b. They will write a short paper (roughly one page) on their findings
9. Station #7-Project (Any Intelligence)
a. Finally, students will create a project to express what they
have learned from the software
b. It is up to them to pick a project that best suits their personality
c. Present project to class
10. Station #9- Synthesis (Spatial)
a. Create their own ecosystem involving
a wetland, plants, animals and a
way to prevent pollution from entering
their wetland.
Assessment Procedures
1. Each student will be assessed upon taking the quiz. Their score
will determine the points they receive but will not be a huge part of the
final grade
2. They will also be assessed by the notes they take during the
lesson. They should have enough notes to pass the quiz and be able to write
a decent paper. At the end of each station they will present me with their
notes to show that they did the work assigned.
3. There will be an assessment upon writing the rough draft of
their paper. This will be a pass/fail grade. They either did it or didn’t.
4. Finally they will receive a grade upon completion of their final
draft of the paper. I will be assessing their knowledge of what they studied.
Accommodations/Modifications
There are many modifications that can be made for exceptional needs
children. There is adjustable sound for hearing impaired students as well
as many pictures and writing on the screen. For the blind, there will be
an aide to translate what is on the screen as well as a Braille version
of the keyboard and quiz.
Reproducible Materials
Hand out describing what steps they will need to take and in what order
they need to take them.
Explorations and Extensions
Nature walks to a wetland, reading books, researching on
the Internet
Lesson Development Resources
“The Digital Field Trip to The Wetlands” software program copyrighted
1998 Digital Frog International, Inc., www.digitalfrog.com
Reflections
This is a very powerful piece of software that contains more information
than we explored in class. I will continue to use this software in later
lessons.