Program Title: Diversity of Living Things: Wetland
Grade level: Recommended for Grade 6/7
Availability: September-October* and May-June
Program Description:
Meets various expectations for Grade 6 Diversity of Living Things; Grade 7 Interactions within Ecosystems.
What species have returned to Cootes Paradise after a disappearing for two or more decades, and why? What are the differences between a pond, marsh and stream? Why do our cormorants live on an island of dying trees? Where do wetland species over-winter? How have human influences affected Cootes Paradise? Why are cattails essential to a marsh? Students answer these and other questions as they discover the interrelationships of living things using nets and magnifiers. As part of the study, students conduct water quality tests (pH, dissolved oxygen), identify, classify and describe adaptations of organisms, and learn the importance of maintaining wetland areas.
*Pond dipping may not be available in October due to low water levels. Alternative activities are provided.
Expectations
Life Systems: Diversity of Living Things
Overall Expectations
By the end of Grade 6, students will:
- Demonstrate an understanding of ways in which classification systems are used to understand the diversity of living things and the interrelationships among living things
- Investigate classification systems and some of the processes of life common to all animals describe ways in which classification systems can be used in everyday life.
Specific Expectations
Understanding Basic Concepts
By the end of Grade 6, students will:
- Recognize that the essential difference between cold- and warm-blooded animals lies in different means of regulating body temperature
- Identify and describe the characteristics of vertebrates, and use these characteristics to classify vertebrates as mammals, birds, amphibians, reptiles, and fish (the five main classes)
- Identify and describe the characteristics of invertebrates, and classify invertebrates into phyla
- Describe microscopic living things using appropriate tools to assist them with their observations describe ways in which micro-organisms meet their basic needs
Developing Skills of Inquiry, Design, and Communication
By the end of Grade 6, students will:
- Use appropriate vocabulary, including correct science and technology terminology, in describing their investigations and observations.
- Compile data gathered through investigation in order to record and present results, using charts, tables, labelled graphs, and scatter plots produced by hand or with a computer.
Relating Science and Technology to the World Outside the School
By the end of Grade 6, students will:
- Explain why characteristics related to physical appearance or behaviour are not suitable attributes for classifying living things
- Identify various kinds of plant or animal organisms in a given plot using commercially produced biological or classification keys
- Describe specific characteristics or adaptations that enable each group of vertebrates to live in its particular habitat
- Explain the importance of maintaining that habitat for the survival of the species
Life Systems: Grade 7 - Interactions Within Ecosystems
Overall Expectations
By the end of Grade 7, students will:
- Demonstrate an understanding of the interactions of plants, animals, fungi, and micro- organisms in an ecosystem
- Investigate the interactions in an ecosystem, and identify factors that affect the balance among the components of an ecosystem
- Demonstrate an understanding of the effects of human activities and technological innovations, as well as the effects of changes that take place naturally, on the sustainability of ecosystems.
Specific Expectations
Understanding Basic Concepts
By the end of Grade 7, students will:
- Identify living (biotic) and non-living (abiotic) elements in an ecosystem
- Identify populations of organisms within an ecosystem and the factors that contribute to their survival in that ecosystem
- Identify and explain the roles of producers, consumers, and decomposers in food chains and their effects on the environment
- Explain the importance of microorganisms in recycling organic matter
- Interpret food webs that show the transfer of energy among several food chains, and evaluate the effects of the elimination or weakening of any part of the food web
- Investigate ways in which natural communities within ecosystems can change, and explain how such changes can affect animal and plant populations
- Identify signs of ecological succession in a local ecosystem
Developing Skills of Inquiry, Design, and Communication
By the end of Grade 7, students will:
- Formulate questions about and identify the needs of various living things in an ecosystem
- Explore possible answers to these questions and ways of meeting these needs using appropriate vocabulary, including correct science and technology terminology, to communicate ideas, procedures, and results
Relating Science and Technology to the World Outside the School
By the end of Grade 7, students will:
- Investigate the impact of the use of technology on the environment
- Explain the importance of plants as sources of energy as producers of carbohydrates and as habitats for wildlife
- Describe the conditions in an ecosystem that are essential to the growth and reproduction of plants and micro-organisms, and show the connection between these conditions and various aspects of the food supply for humans
- Explain the long-term effects of the loss of natural habitats and the extinction of species (e.g., loss of diversity of genetic material.)
Program Outline
Indoor Component
Interaction #1
Students will watch a video of Cootes Paradise
Interaction #2
Students will participate in a "lap sit" game, representing that all living things depend on basic items, food, water, shelter, air and space.
Outdoor Component
Pond
Interaction #3: Plants:
Students will learn the 3 types of aquatic plants, submergent, emergent, floating. They will also learn how plants get their food, photosynthesis.
Interaction #4: Abiotic Test: Dissolved Oxygen or pH Test
Students will be able to distunguish between biotic and abiotic factors. Students will learn about what acid and acid rain are. They will also learn about what is neutral or alkaline. Students will be able to test the pond water for pH. They will also test for dissolved oxygen.
Interaction #5: Invertebrates
Students will classify pond life using the reference chart. Students will be able to demonstrate pond dipping techniques. They will be able to record their findings.
Interaction #6: Animals and Birds
Students will discuss what variables make an animal an animal and a bird a bird. Students will discuss the difference between cold blooded and warm blooded animals.
Marsh - Cootes Paradise
Interaction #1: Plants
Students will learn what a marsh is and the components that make up a marsh. They will learn why plants are so important in the marsh.
Interaction #2: Abiotic Test
Students will discover the different acid levels in the marsh as compared to the pond.
Interaction #3: Water Clarity Abiotic Testing
Students will demonstrate the use of a secchi disk. They will be able to test the water clarity of the marsh and discuss reasons why it is the way it is.
Interaction #4: Animals: Mammals, Amphibians, Reptiles and Birds
Students will demonstrate an understanding of the food chain, producers, consumers, and decomposers. Students will learn about the fish in the marsh. They will learn what makes a fish a fish, how a fish swims, adaptations fish have and how you can tell the age of a fish. Students will learn what adaptive features mammals have in order to survive in the wetlands.
Pre-visit Activities:
These activities and resources will help your class to prepare for their visit to RBG:
Post-visit Activities:
These activities and resources will help in following up after your visit: