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This hands-on activity is designed to help young students understand the importance of wetland ecosystems. Specific wetland functions are represented by a collection of common household items. For example a sponge is used to illustrate the ability of a wetland to prevent floods. Through the application of a variety of similar metaphors, students visualize in concrete terms how wetlands function and why we need to protect them.
It is recommended that this activity be used in conjunction with a field trip to a local wetland.
In this fun-filled activity, students learn to appreciate the many important contributions made by our wetlands. Using common household objects as symbols or metaphors for different wetland functions, teams of student compete in a relay-style race that requires their ability to match function to symbol.
This activity is designed in such away that it can be enjoyed indoors or out.
This activity provides a fun-filled way to introduce students to the important contributions made by our wetlands.
Teachers use common household objects to illustrate some of the important contributions these ecosystems perform. Following the demonstration & discussion, teams of students compete in a relay-style race that tests their ability to connect function to symbol.
This resource does not teach skills.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Good|
The activity includes discussion of different points of view in addressing the issues.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
This is a short lesson with emphasis on the environmental aspects of wetlands via metaphors and visualization. Other dimensions of problems and solutions are addressed through the discussion relating to the metaphor mystery container activity.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
Complexity of problems will emerge through discussion and discovering comparisons between wetlands and everyday objects.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Poor/Not considered|
This is more of a lesson to create awareness through use of metaphors of a wetland. It does not include authentic action experience.
|Acting on Learning: |
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Poor/Not considered|
This is not considered in the resource.
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Satisfactory|
The activity could take place in or outside the classroom. It is recommended this lesson be taught after a field trip to a wetland.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
If the effort is made to visit a local wetland. Also, the post activities- poetry writing and art- can help make the learning relevant to the lives of the learners.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Satisfactory|
A description is provided as background information of what a wetland is but a history of wetlands or a vision for the future are not included in this resource.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
This is provided through discussion and experimenting with the mystery metaphor container.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
Elements of Language Arts and Science are are incorporated into this resource along with drawing and painting in the extension activities.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
By using the mystery metaphor container students discover and make comparisons between wetlands and everyday objects.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
Students work in groups and the open-ended approach could provide for different learning styles.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning: |
Authentic learning experiences are provided
Students can work in groups during the mystery metaphor activity.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Satisfactory|
A copy of the wetland metaphors activity page is available for students and may be used as an evaluation tool.
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
This may occur during group work.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Poor/Not considered|
This is not considered in this resource.
|Case Studies: |
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control||Poor/Not considered|
This is not considered in the core activities of this resource.
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|