Lesson 6: Our Important Wetlands and Uplands

During the 1930s and 1940s, large areas of swampy land in Florida were drained to make room for agriculture. At that time, wetlands were viewed as wastelands. Now we know the important role that wetlands play in the balance of nature. This lesson will help students view wetlands as a home to a variety of plant and animal species. They will also learn how wetlands help to cleanse water and provide a natural area for flood control.

1. Ask a student to read aloud the lesson’s title. Ask students if they think wetlands are important. Why or why not?

2. Have students read parts 1, 2 and 3 to find out why wetlands have so many names. Ask discussion questions:

(part 1)

• What are some of the names sometimes given to wetlands?

(part 2)

• Where do we usually find freshwater wetlands in Florida?
• Where do we usually find saltwater wetlands in Florida?

(part 3)

• How are forested swamps different from freshwater marshes?

3. Ask students to look at the drawing in part 1. Explain the “magnified view” concept shown in the circle. Have students name the various animals they see living in this freshwater marsh.

(See key 1.)

Remind students that they probably wouldn’t normally see all of these animals this close together in a freshwater marsh at one time because one species may frighten another species away.

4. Have students look at the drawing in part 3. Have students name the animals they see living there. (See key 2.) Ask students if they see any animals that may live in both a freshwater marsh and a saltwater marsh.

5. Have students read part 4 to find out how wetlands are useful. Ask discussion questions:

• What are the four main ways that wetlands are useful?
• Why did people drain water from wetlands many years ago?
• Why should we protect wetlands?

6. Have a student read aloud “Fast facts” in part 4 and discuss with class.

7. Have students read parts 5 and 6 to find out where water in a wetland comes from. Ask discussion questions:

(part 5)

What is an “upland”?

(part 6)

• How are uplands and wetlands interrelated?
• What would happen if man developed all of the upland areas?
• What would happen if man developed all of the wetland areas?

8. Have students look at the drawing in part 5. Have students name the animals they see living there. (See key 3.)

9. Have a student read aloud “Fast facts” in part 6 and discuss with class.

10. Have students read “Imagine that!” in part 6 and discuss what happened to all the wetlands.

Keys to images in student text

Key 1

A. white ibis
B. swallow-tailed kite
C. great egret
D. wood duck
E. raccoon
F. slider turtle
G. flagfish
H. shiner
I. crayfish
J. leopard frog
K. white-tailed deer

Key 2

A. short-eared owl
B. white-tailed deer
C. great blue heron
D. raccoon
E. great egret
F. king rail
G. fiddler crab
H. mussel
I. oysters
J. white shrimp K. blue crab
L. least killifish

Key 3

A. gopher turtle
B. black bear
C. tadpole
D. river frog
E. frog eggs

FCAT-style questions based on the content of Lesson 6 have been prepared to assist students in preparing for the Florida Comprehensive Assessment Test.

• Lesson 6 FCAT-Style Questions
• FCAT Reading Rubric
• Sample Responses

1. Pass out drawing paper to students and have them fold the paper into two sections. Have students draw a mural showing an upland on the left side of the page and a freshwater wetland on the right side of the page. Instruct students to draw animals living in their “correct” habitat. Remind students that some species will live in both areas. Have students show the flow of water from uplands to wetlands. (Land should slope.)

2. FCAT-Style Questions, Lesson 6 Online Quiz or Lesson 6 Quiz worksheets may be used.*

1. Have students navigate to the Lesson 6 Experiment, “Cleaned up by wetlands.”

2. Divide class into cooperative groups and have them read “What you will learn,” “What you will need” and “Here is what you do.”

3. Have each student begin the Make A Prediction lab report worksheet.

4. Have students do the experiment “Cleaned up by wetlands” and answer the questions.

5. Have students complete the Make A Prediction lab report worksheets and discuss.

6. Have students read and discuss “Make a difference!” Now that students understand the importance of wetlands, they should understand why wetlands may need to be protected by “adoption.” Have students discuss why growing cities and towns need to maintain some of the existing wetland areas.

7. Have students do the extra activity “Which type of wetland is it?” as a class assignment or as homework.

For more information on wetlands, download the St. Johns River Water Mangement District's wetlands fact sheet at: http://www.sjrwmd.com/publications/pdfs/fs_wetland.pdf.

Answers for the FCAT-style questions and the online and offline quizzes can be downloaded at answers.html. The quiz answer keys are password-protected. You can obtain the password by registering via a short form.