Welcome to the Wetlands

Welcome to the Wetlands

The West Eugene Wetlands at Sundown

Compiled by the Environmental Leadership Program, Wetlands Team

University of Oregon

2008

Wetland Unit Description

The goal of this unit is to introduce students to the main components of a wetland. Some of the topics include:

• Species interactions and impacts on wetlands

• Differences between mechanical and natural filtration processes

• The uses of the West Eugene Wetlands and controversy surrounding those uses

• Climate change impacts on local wetlands

Table of Contents

1. Unit Description…………………………………………………………………...... …2

2. Lesson 1: Wetland Wonders...... 4

Step 1: Getting started…………………………………………………….…….....5

Step 2: Sharing artwork………………………………………………….……...... 5

Step 3: Wetland impacts discussion……………………………………………...... 6

Step 4: Gauging understanding of wetland components………………….....…….7

Step 5: Review key points…………………………………………….………...….7

Additional Resources…………………………………………………………...….8

List of Key Terms…………………………………………………………….....….8

Worksheet……………………………………………………………………..……9

3. Lesson 2: Filter Me In!...... 10

Step 1: Warm Up……………………………………………………………...... ….11

Step 2: The Activity…………………………………………………………...... 12

•Part 1: The Mechanical Method………………………………....…....…..12

•Part 2: Wetland’s Natural Filter……………………………………...... 13

Step 3: PowerPoint Supplement………………………………………………....…14

Step 4: Wrap up and Action……………………………………………….....….…14

Additional Resources………………………………………………………...... ….15

Worksheet…………………………………………………………………....…….16

4. Lesson 3: What’s Up With Wetlands?...... 17

Activity Descriptions……………………………………………………....…….…18

Step 1: Likes and Dislikes of How Wetlands Are Used………………...……….….18

Step 2: Role-Play……………………………………………………….....………..19

Step 3: Circle Poem…………………………………………………………...... ….20

Step 4: Wrap Up……………………………………………………………...... ….20

Wetland Wonders

Time:1 50-minute class period

Overview

This lesson introduces 9-12 graders to impacts on wetland ecology and species interactions using art to show what they already know/associate with wetlands and science to clarify/fill in knowledge gaps.Students will then reflect on their art, recognizing how their picture (their perception) might change with the new information about climate change, invasive, native, and non-native organisms discussed in class.

Benchmarks

Science (Life) -SC.CM.LS.03Diversity /Interdependence: Describe and analyze the effect of species, including humans, on an ecosystem.

Arts (Historical + Cultural Perspectives) -AR.CM.HC.03. Understand how the arts can reflect the environment and personal experiences within a society or culture, and apply to one's own work.

Learning Objectives

By the end of the lesson the students should be able to:

Identify the differences between invasive, native, and non-native species within the wetland environment.
Identify two climate change impacts on wetland ecosystems.

Materials Needed

Wetlands species index (Included)

Paper (for art work)

Crayons, markers, colored pencils, etc.

Historical photographs of Willamette wetlands (optional)

Large flip chart

Leaf specimens (Included)

Masking Tape

Key Term List (included)

Worksheet (included)

Required Reading

Article by: John Kusler

Can be located at:

Background Material

Wetlands are composed of three key components: hydrology (water), hydric soils (clays, silts, etc), and hydrophilic plants (plants with affinity to water). Wetlands are disappearing at an alarming rate with over 50% already gone, and less than ½ % of the original wetlands of the Willamette valley remain (West). This means that we must begin to alert future generations of their critical importance to the hydrological cycle, and its’ role as a habitat for plants and animals. Humans rely on wetlands for water run-off filtration, and for the intrinsic value that is gained from bio-diverse habitats for both annual residents and migratory species. Many birds use wetlands as breeding, feeding, and nesting grounds, and rely on them for sanctuaries when they are migrating. There are constant struggles within wetlands between native, non-native, and invasive species, many vying for the same resources. A strong push should be made to eradicate invasive species and reintroduce native ones, in order to preserve the natural ecosystem.

Most wetlands in the United States are restored ones, which mean that they were constructed by humans (West). These constructed wetlands were a response to the overdevelopment of wetland areas across the US, and are supposed to mitigate the problems associated with wetland loss. The West Eugene Wetlands are a perfect example of these reclaimed plots of land, and have shown that even human constructed wetlands can be successful. The idea of restoration is to create a wetland that closely resembles natural wetlands of the past.

Climate change experts expect a 2-3 degree Celsius change in temperature in the Oregon area, which will have major impacts on Oregon’s ecosystems (Bridgham). This raise in temperature will have the greatest effect on the hydrology (water), which will stem from a loss in snow pack in the region. Snow pack is the main supply of fresh water in Oregon, so a reduction in snow pack means that there will be less water in the area. This will negatively affect wetlands by drying them out, which will destroy important habitats for plants and animals. This will mean a reduction in biodiversity, which will interrupt the food-web and eliminate species that inhabit the area (Bridgham). Precipitation will also be affected by climate change producing more rain in the winter, and longer dry seasons in the summer. This is problematic because we already have wet winters, and more precipitation will not be absorbed into the ground and will create more pollution run-off.

Activity Description

Step 1. Getting Started (10-15 min)

Introduction to project and the learning objectives.
Pass out paper, art materials, and worksheet to students for art project.
Ask students to illustrate their knowledge/ideas about what a wetland consists of including plants, animals, and natural cycles.
This is to give the teacher a gauge on what the students already know about a wetland ecosystem.

Step 2. Sharing Art Work (10-15 min)

Have students place their pictures on a wall so that everyone in the class can see.
Use the masking tape to hang the pictures.
Note key differences/similarities in each student’s art.
Ask students, “What are similarities and what are differences between the pictures?”
Some students may have coastal pictures, while others may draw swamps
This is okay, because wetlands occur in many different forms.
“Brainstorm” session on components of wetland ecosystem that were exhibited in artwork.
Ask students to come up with a list of wetland components.
Use the provided species list to make sure plants and animals are listed.
Write the responses during the brainstorm session on the large flip chart so that everyone can see what has been mentioned.
Be sure to fill in knowledge gaps that were not discussed in the “Brainstorm”.
Making sure to mention that there are enormous amounts of biodiversity within a wetland ecosystem.
Ask students, “If they lived in a house with 10 other people with 1 bathroom what might be some of the conflicts that arise?”
The answer will most likely be, “everyone is trying to get to the bathroom first and there will be conflict.”
Tie this into the conflicts between native and invasive plants, and the competition for the same resources.
Ask students what might be some possible conflicts within the wetlands.
Include human interaction, as well as conflicts between plants and animals.
Important conflicts include:
Climate change impacts caused by the CO2 production by humans (see background).
Introduction of invasive and non-native species by humans.
Competition between native, non-native, and invasive plants for the same nutrients and sunlight.
When the issue of competition between plants is raised, please inform the students that there are different types of plants (invasive, non-native, and native) that all compete.

Step 3. Wetland Impacts Discussion (20-25 min)

Define, discuss, and compare native, non-native, and invasive species within a wetland ecosystem.
Use the key term list provided for definitions.
Pass around the included leaf specimens at this point.
Note that there does not seem to be any major physical differences between native, non-native, and invasive species
Which means it may be hard to determine one from another, just by sight alone.
This means that we should not pick any plants when we visit the wetlands.
Guide discussion towards importance for biodiversity, niches, and interdependency (relationships), and how each term would be affected by non-native and invasive species. Also not the difference between invasive and non-native plants.
Invasive species out compete native species in the same niche for the same resources, which means the native species usually disappears.
Many native animals rely on native plants for various reasons so the relationships between them are altered when invasive species move into a wetland.
Hard to eradicate because they are so good at reproducing themselves in an area and it is hard to get rid of all seeds and roots systems.
Ask how might an invasive species be introduced into an area?
Humans intentionally, unintentionally, seeds in the wind.
Invasive and non-native plants are not the only things that impact a wetland negatively; climate change can also do this.
Discuss projected climate change impacts on wetlands, and their inhabitants by explaining the impacts of climate change on a wetland to the students.
Use the required reading as a base for the students knowledge about the subject
Explain that the 2-3 Celsius degree change in temperature will result in higher precipitation levels in the winter, and less in the summer.
This will cause the wetlands to dry up in the summer, for longer periods of time.
This means that there will be less habitat for plants and animals that require wetlands
Examples of plants and animals are: migratory birds, cattails, frogs (amphibians).
This habitat loss also affects the food-web, because certain animals will be displaced.
E.g. if there are no more mink, then the fox will be affected.
At this point, ask your students if they have any questions on the material just covered.

Step 4. Gauging understanding of wetland components (10-15 min)

Ask students to reflect on the new information they just discussed about wetland impacts caused by biotic invasions, and climate change impacts.
Ask students how this new information would change their initial art project.
Would they change their picture to include more or less species?
What would a wetland ecosystem that is affected by climate change look like?
How do humans fit into the situation?
The goal in this section is to have students realize that there are many different components within an ecosystem, and that the wetland environment will be heavily affected by biotic invasions and the changing climate.

Step 5. Review Key points (5 min)

Review key points
Different conceptions of wetlands.
Native, non-native, invasive species.
Climate change impacts on wetlands.

Additional Resources:

West Eugene Wetlands Eudcation Center. 2006. Willamette Resource Education Network. 16 Mar. 2008.

Kusler, John. “Climate Change in Wetland Areas Part I: Potential Wetland Impacts and Interactions.” Acclimations. May-June 1999. 16 March 2008.

Bridgham, Scott. Personal Interview. 6 Feb. 2008.

Developed by:Nathan Brennan and A.J. Fisher

Wetland Wonders Key Terms

Biodiversity: The variety and abundance of species, their genetic composition, and the natural communities, ecosystems, and landscapes in which they occur.

Ecosystem: The study of interrelationships of organisms and their environment.

Food Web: The interconnected feeding relationships in an ecosystem.

Hydrological Cycle: The cycle by which water evaporates from soils, vegetation, oceans and other bodies of water; accumulates as water vapor in clouds; returns to the Earth, oceans and other bodies of water as rain and snow; and runs off as river flow, through the soil or an aquifer.

Invasive Species: Non-native species of plants or animals that out-compete native species in a specific habitat. They heavily colonize a certain area, making it a monoculture landscaped. Adversely affect the former habitants.

Native Species: A species that occurs naturally in an area (is not introduced).

Niche (Ecological Niche): The role an organism plays within the structure and functions of an ecosystem, and the way it interacts with other living things and with its physical environment.

Non-native Species: Introduced species not native or endemic to the area in question.

Wetland: Land areas that are wet due to a close relationship to a body of water or groundwater, or land areas that are flooded seasonally; they consist of 3 components: hydric soil (soils that are sufficiently wet in the upper part to develop anaerobic conditions during the growing season), water, and hydrophilic plants (plants with an affinity for water).

Wetland Wonders

Name:______

Date:______

Please fill in the questions below, and hand in at the end of class.

1.)What are invasive species?

2.)What are two impacts of climate change on wetland ecosystems?

3.)What is the difference between native and non-native species?

4.)Why is it hard to eradicate invasive species?

5.)How might an invasive or non-native species enter an ecosystem like the wetland?

6.)List 2 conflicts within a wetland environment.

7.)How do human’s fit in the wetland?

Filter me in!

A look at Natural vs. Mechanical Water Filtration

Time:1 50-minute period

Overview

9th-12th grade students are introduced to aspects and issues of water quality through filtration experiments contrasting the natural filtration of wetlands and the mechanical methods often used by water treatment facilities. The lesson concludes by examining the way that local wetlands might be affected by climate change.

Benchmarks addressed

SC.CM.LS.03.02 Explain how humans and other species can impact an ecosystem.
SS.CM.SA.04 Analyze an event, issue, problem, or phenomenon from varied or opposed perspectives or points of view.

Learning Objectives

Identify one aspect of how a water treatment facility works (shown through a short video).
Describe how wetlands work to filter water naturally.

Materials Needed

Part 1.

Computer and screen or TV to project video

Part 2.

25 ml each of gravel, sand, soil

Water (about 1 gallon)

Crushed leaves, grass, (“garbage” particles if you want—like plastic)

Glitter (represents chemical pollutants in water invisible to the naked eye)

Old kitchen knife

1 clear glass container (like a pitcher) to pour water over wetland

Jar or other instrument used in pouring the water from the bucket into the pitcher

1 long, shallow observational pan – depth to which surface of sod will be even

One clear plastic tub/basin to view runoff

Piece of sod, cut to fit snugly in one of the pans

Books or device to tilt the pan

Background Information

(Teacher summarize to entire group) Many impurities – sewage, dissolved minerals, and toxic chemicals – make their way to rivers and lakes, travel through wetlands, and to the ocean. Treatment plants (like the one seen in the following video) utilize various water-purification methods, including biological treatment, during which microorganisms digest certain impurities. Lane County Oregon is no stranger to these same processes. Fortunately, for us living in the Willamette Valley, we have been rated as having some of the best tap water in the nation.

(Supplementary information for teacher) Water can be filtered and purified naturally to some extent in wetlands. Many wetlands lie in depressions or basins in the land. When runoff collects there, it has a chance to stop and “rest” before it is slowly released to ground water or an adjacent waterway. While the water is being held in the wetland, particles of soil and other pollutants have a chance to settle to the bottom as sediment. This water moves on without this sediment. Over time, the solid particles that collect will build up the wetland (WOW 2006).

Activity Description

Step 1. Warm up (5-10 minutes)

Hand out worksheet and tell students that they will need to answer the questions by following along with the experiment.

Questions to ask students as you get started:

What are the three main components of a wetland?

Water – This lesson plan is focusing on the water component of a wetland
Soil
Plants

Where does the water in wetlands come from?

Water in the West Eugene Wetlands probably originates from the headwaters of the Long Tom River in the forested Coast Range Mountains. This is also known as the Long Tom Watershed and it flows through foothills before it reaches small farms, ranches, rural and urban areas to Fern Ridge Reservoir, and then larger farms until it joins the Willamette River (2003 Long Tom Watershed Council).

How would you describe a watershed?

According to the EPA, “A watershed is the area of land where all of the water that is under it or drains off of it goes into the same place.”

Go to first slide on PowerPoint after intro slide—Long Tom Watershed image:

1. Point out the path of the Long Tom River (follow numbers)

2. Point out the large Fern Ridge Reservoir (#5), Eugene, and Veneta.

3. Show about where we are in the West Eugene Wetlands (East of Eugene)

Remind the students that the healthier the wetland this water flows through, the cleaner it will be. Note: If you have access to a projector and computer, the original website () offers a virtual tour with photographs of the valley.

Background on Long Tom Watershed

Past: The Long Tom Watershed before 1850 was inhabited by the Kalapuya Native Americans prior to and during the early stages of white settlement. The land provided a bounty of food and was managed by the Indians through regular burning of the prairies. This practice maintained the lush growth that greeted white settlers arriving in the Valley in the early 1800's. The early landscape of the Willamette Valley was soon changed as settlers altered the historic fire regime, and began farming, introducing cattle, pigs and sheep, and grain crops.