1. Wetlands

2. Swamps Dominated by trees 30% of area must be dominated by trees to be a swamp Reeds and grasses grow around edge pH levels 5-8 High groundwater levels Dissolved oxygen levels typically vary from 2 ppm to 9 ppm Magnolia Plantation Swamp

3. Freshwater Swamp in Florida http://upload.wikimedia.org/wikipedia/commons/0/0e/Belarus-Peat_Mining_near_Rudzensk-Swamp-2.jpg

4. Terraba-Sierpe Wetlands Costa Rica http://muchacostarica.com/media/8590/Mangroves.jpg

5. Marshes continually/frequently inundated wetland dominated by emergent, herbaceous vegetation shallow with few floating plants may form near surface water (such as a stream pH levels are 5 to 8 High groundwater, levels. Dissolved oxygen levels typically vary from 3 ppm to 10 ppm.

6. Bride Brook Salt Marsh in Connecticut

7. Tidal marsh along the Edisto River, South Carolina http://water.epa.gov/type/wetlands/images/marsh.jpg

8. The Great Egret (Casmerodius albus) winters in the tidal marshes along the Gulf Coast http://water.epa.gov/type/wetlands/images/egret_4.jpg

9. Elephants in Amboseli National Park in the great Rift Valley http://1.bp.blogspot.com/-Gv-Y-w4cukw/UhPS-f1ojiI/AAAAAAAADs8/lO6vpg1inTM/s400/ElephantsInMarsh.jpg

10. Bog a peat-accumulating wetland with no significant inflow or outflow of water High groundwater level. Low mineral content in soil and water. High level organic material (decomposing). Highly acidic (low pH) mostly from sulfuric acid. Thick masses of sphagnum moss may be present. Dissolved oxygen levels typically vary from ND (nondetectable) to 6 ppm.

11. Black Moshannon Bog Natural Area at Black Moshannon State Park, near Phillipsburg, Rush Township, Centre County, Pennsylvania, http://upload.wikimedia.org/wikipedia/commons/thumb/2/28/Black_Moshannon_Bog_June_panorama_2.j pg/800px-Black_Moshannon_Bog_June_panorama_2.jpg

12. Peat Bog in Ireland http://media.web.britannica.com/eb-media/74/90374-004-773B2FD2.jpg

13. Chickering Bog Natural Area Vermont http://www.nature.org/cs/groups/webcontent/@web/@vermont/documents/media/prd_018493.jpg

14. Fen a peat-accumulating wetland with drainage or connections to the groundwater supports marshlike vegetation high mineral content in water and soil that feeds the fen. high groundwater level, occupies a low point of relief. Rich in Ca, Mg, Ma, K. Low acidity (high pH). Marl may be present. Dissolved oxygen levels typically vary from 2 ppm to 8 ppm. Temperature ranges from 50 degrees F to 57 degrees F (because of groundwater contact).

15. Fen in Michigan

16. Fen in Canada http://www.ducks.ca/assets/2012/11/graminoidrichfen2-300x225.jpg

17. Prairie Fen http://nativeplants.msu.edu/uploads/images/homeImageFen2.jpg

18. Prairie potholes shallow marshlike ponds formed in glacial depressions (such as kettles and depressions near moraines). Range from New York to Montana. High groundwater levels. Dissolved oxygen levels typically vary from 3 ppm to 7 ppm. Temperature ranges from 50 degrees F to 57 degrees F (if fed by groundwater).

19. The prairie potholes of Canada, Minnesota and North and South Dakota were formed by glaciers scraping over the landscape during the Pleistocene. http://water.epa.gov/type/wetlands/images/potpic1.jpg

20. Chase Lake Wetland Management District in south central North Dakota http://www.fws.gov/arrowwood/ChaseLake_WMD/aerial_potholes.jpg

21. Importance of Wetlands Biologic diversity (providing a home for specific plants and animals) Flood control Beauty Groundwater recharge A place to fish or hunt A place for migrating waterfowl A protected area or a park. filter and clean water

22. Building a wetland filter

23. Materials Cotton batting (comes in a roll, used in quilting, found with sewing supplies) Clay (can use natural clay or modeling clay) Topsoil or potting soil Pea-gravel or any small stones Vegetable oil 2-liter pitcher Large pan or box (plastic or metal).

24. Directions As a team, you must now decide how to build the wetland filter. The filter should represent what occurs in a real wetland. Each team must determine what each material represents in nature (e.g., what does the clay represent? the cotton batting?). This must be recorded on the team lab sheet Remember to only use one-half of the container for the wetland. The container must have one-fourth on each end for the water filtering. Notify your teacher when you have reached this step. Once all teams are at this point, each team will present their filter to the class and explain the order that was used. To test the filter, a designated team member will fill a 2-liter pitcher with 1 liter of tap water. Add a small amount of top soil and 2 capfuls of vegetable oil. Stir well. Prop up one end of the model so water will flow through the wetland. Slowly pour the contaminated water at the high end of the container. Record all observations What happened to the contaminated water? Which filter system worked best? Why? Which filter systems did not work well? Why? Using this filter model, why are wetlands important in today’s world? Why should we preserve wetland areas?