You have probably heard of wetlands, but do you know exactly what they are? Have you ever wondered what purpose, if any, they serve? How do the decisions that we make every day impact these wetlands? You have probably heard of wetlands, but do you know exactly what they are? Have you ever wondered what purpose, if any, they serve? How do the decisions that we make every day impact these wetlands? Next Wonderful Wetlands Chesapeake Bay Wetlands Chesapeake Bay Wetlands by Craig Koppie, U.S. Fish and Wildlife Service Why are wetlands important to us?

Before beginning your research, you will make predictions on an anticipation guide. Then you will use the following digital resources to gather information about wetlands: – You will view a short video about wetlands. – You will read these resources on the United States Environmental Protection Agency’s (EPA) web site: Wetlands Overview Wetlands Overview Functions and Values of Wetlands Functions and Values of Wetlands Threats to Wetlands Threats to Wetlands After reading, you will work cooperatively to complete the Anticipation Guide, confirming or refuting your predictions Next

Begin by completing the “Before Research” part of this Wetlands Anticipation Guide independently. Wetlands Anticipation GuideWetlands Anticipation Guide Next, use the following resources to help you learn more about wetlands: – A video about wetlands. video – From the United States Environmental Protection Agency (EPA): Wetlands Overview Wetlands Overview Wetlands Overview Wetlands Overview Functions and Values of Wetlands Functions and Values of Wetlands Functions and Values of Wetlands Functions and Values of Wetlands Threats to Wetlands Threats to Wetlands Threats to Wetlands Threats to Wetlands Work with your group to discuss and complete the “After Research” and “Explanation/Justification” sections of the Anticipation Guide Next

Can you imagine what our world would be like without wetlands? Create a presentation to share what you have learned about the importance of wetlands. Be sure to include how they affect our lives, as well as what we can do to help preserve them. You may create a poster using Glogster or a comic strip using Make Beliefs Comix. GlogsterMake Beliefs ComixGlogsterMake Beliefs Comix Next "Sun setting behind trees in wetland with water plants" "Sun setting behind trees in wetland with water plants" by Steve Hillebrand, U.S. Fish and Wildlife Service

Learn about water pollution and the watershed approach as a solution, then complete a word search puzzle. word search word search Now that you have learned about wetlands, it’s time to take some action! Visit “What Can I Do?” to find out how. “What Can I Do?” “What Can I Do?” The information that you used for this assignment came from carefully selected, reliable internet sources. There is, however, a lot of information on the internet that is not so reliable. Click here to watch a video tutorial about how to evaluate websites. here Next Last update: November 2011 Created by Office of Library Information Services BCPS Research Module or Slam Dunk Model, Copyright 2005, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module available at “Children in Nature” “Children in Nature” by U. S. Department of Agriculture

Maryland State Curriculum Maryland State Curriculum Science, Grade 6 Maryland State Curriculum 6.B.1. Recognize and explain that human-caused changes have consequences for Maryland’s environment as well as for other places and future times. 6.B.1.c. Identify and describe that ecosystems can be impacted by human activities. Common Core State Standards Common Core State Standards Reading: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Writing: 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Standards for the 21 st Century Learner Standards for the 21 st Century Learner Read, view, and listen for information presented in any format (e.g. textual, visual, media, digital) in order to make inferences and gather meaning Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. Standards for the 21 st Century Learner Maryland Technology Literacy Standards for Students Maryland Technology Literacy Standards for Students 3.0 : Use a variety of technologies for learning and collaboration. Time Frame: The suggested time frame for this activity is two 50- minute periods. Differentiation: Students will work in heterogeneous groups for research. Students will work in heterogeneous groups for research. Kurzweil can be used to convert text to speech. Kurzweil can be used to convert text to speech. Students are given a choice of product. Students are given a choice of product. Learning Styles: Learning Styles: Visual, Auditory, Active, Reflective, Global, and Analytical AVID Strategies: Collaborative learning, Inquiry-based learning Notes to the teacher: Students can complete organizer either digitally or by printing out hard copies. If computer lab is unavailable, students may watch the video as a whole group and documents can be printed and distributed for use in the classroom. Last update: December 2011 Created by Sharon Murdoch BCPS Research Module or Slam Dunk Model, Copyright 2005, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module available at Murdochhttp://questioning.org/module2/quick.html