1	Video Conferencing MSET Tools For Visualization Spring 2008 Angela Bender Instructor Herb Bell Presenter
2	"Subject- Environmental Science" Subject- Environmental Science Grade Level- 11^th and 12^th grade Topic- Ecology of the Estuary Objectives: Identify characteristics that determine wetland classification Define Estuary Name organisms inhabiting the estuary Explain the food web and organism interaction in the estuary Be introduced to the concept of bioaccumulation Discuss the factors that contribute to the pollution of the estuary
3	Pre-conferencing Activity Materials: Copies of Wetland Habitats Flow Chart* Copies of Habitat Cards* Pictures of wetlands (magazines, books, posters) Paper and pencils Map of the United States (optional) * To obtain copies of these documents, please refer to the Meadowlands Environment Center website. Procedure: As an anticipatory set, discuss the information regarding wetlands found in the Teacher Background Information section of the pre-visit packet. Define a wetland and the term habitat. Explain that students will use a flow chart to identify six wetlands types by the habitats they provide. Review the use of a flow chart and practice as a group with one of the pictures of a wetland. Have students, working individually, in pairs, or in threes, use the Wetlands Habitat Flow Chart to identify the six wetlands described on the Habitat Cards.
4	Hackensack Meadowlands The site where the video conferencing will occur. In the video conference, the students will explore a salt marsh estuary. The class will observe the marsh to study estuarine water chemistry and view representative samples of the fauna that commonly inhabit this community. The conference will conclude with a discussion of the lifestyles of each of the creatures collected to understand their values and functions in the salt marsh food web.
5	Technology
6	Video and Lecture Focus What types of animals live in an estuary? A plethora of organisms can be found in estuaries, organisms specially adapted to the "brackish" estuarine waters. These organisms can tolerate some salt in the water or salt spray in the air. Estuaries are home to unique aquatic plants and animals, such as marsh grass, aquatic turtles, several varieties of fish, shrimp, and crabs. Salt marshes that border estuaries are home to all kind of terrestrial or land-based plants and animals, such as herons, egrets, coniferous and deciduous trees and butterflies.
7	Assessment QUIZ Circle the correct answer for each statement. There is only one correct answer for each. 1) What are wetlands? a. habitats, b. lands that are often wet, c. homes to a variety of animals, d. all of the above 2) Which of these is/are an example of a freshwater wetland? a. swamp, b. freshwater marsh, c. bog, d. all of the above 3) True or False? The water level of a marsh usually stays about the same throughout the year. 4) True or False? A man who fell into a bog and died about 2000 years ago was found in the 1950s in an almost perfectly preserved state. He was even still wearing his hat! 5) Which life necessities do wetlands provide to animals? a. food, b. water, c. shelter, d. all of the above 6) Which three animals might be found in a wetland? a. beaver, duck, crab, b. snail, frog, dinosaur, c. deer, giraffe, mosquito, d. muskrat, spider, llama 7) True or False? During migration, birds like to “refuel” at wetlands while on their trek to their summer or winter homes. 8) True or False? Approx. 66 percent of the commercial fish catch taken along the Atlantic and Gulf Coasts in the US depend on wetlands for survival. 9) What is a crop that is sometimes grown in wetlands? a. wild rice, b. mint, c. cranberries, d. all of the above 10) How are wetlands important to people and to wildlife? a. they filter and clean water, b. they kill all vegetation in the area, c. wetlands are NOT important to people or to wildlife, d. all of the above
8	Educational Applications NJCCS: 3.2, 3.5, 4.1, 4.2, 4.4, 5.1, 5.3, 5.4, 5.5, 5.6, 5.8 & 5.10 Learning Styles: Concrete Random learner- will enjoy being relaxed and viewing a pleasing environment. He/she will enjoy sharing his/her opinions. Concrete Sequential learner- will like the practical application of this program. He/she enjoys the organized, step by step nature of the presentation. Abstract Random learner-will enjoy the variety of organisms observed. He/she enjoys learning through discovery. Abstract Sequential learner- will enjoy working independently. He/she enjoys making the connections on how things are related. They will be organizing and interpreting data. Multiple Intelligences: Naturalist- needs will be addressed in the sheer nature of this activity. Mathematical- will be interested in the calculations of the water salinity. Musical- can identify with the different calls of the marsh inhabitations. Kinesthetic- would love going to the observation sites in person. In this case, the video camera will have to be sufficient. Spatial- will enjoy the different sizes and shapes of the specimens observed. Linguistic- can share their observations and opinions. Intrapersonal- can identify with the sites and sounds of nature and inner reflection. Interpersonal- the students have the opportunity to interact. Existential- perfect for the student concerned with environmental issues; endangered species, habitat loss, and urbanization.
9	References http://www.epa.gov/OWOW/wetlands/vital/toc.html: EPA website with background information on the values of wetlands. http://www.epa.gov/owow/estuaries/about1.htm: EPA website with background information on the importance of estuaries. http://www.nmfs.noaa.gov/habitat/habitatprotection/wetlands.htm: NOAA website about coastal wetlands. GLOBAL WETLANDS OLD WORLD AND NEW, edited by William J. Mitsch, 1994, 992 pages, Published by Elsevier Science. DISCOVERING THE UNKNOWN LANDSCAPE: A History of America's Wetlands, by Ann Vileisis, 1997, 440 pages, Published by Island Press. WETLANDS: 3RD EDITION, by William J. Mitsch and James G. Gosselink, 2000, 936 pages, Published by John Wiley & Sons, Inc. ESTUARINE ECOLOGY, by John W. Day, Charles A. S. Hall, W. Michael Kemp, and Alejandro Yan\amez-Arancibia, 1989, Published by John Wiley & Sons, Inc.
10