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Project GLADNorth Franklin School District-Washington

Freshwater EcosystemsLevel 5

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I. UNIT THEME: An ecosystem is a community of dependent and interdependent organisms. Pollutants can have a great effect on the balance among organisms and human cultures within an ecosystem.

II. FOCUS/MOTIVATION Observation Charts Inquiry Charts Realia Big Book CCD: Cognitive Content Dictionary Read aloud Super Scientist Awards

III. CLOSURE/ASSESSMENT Science Night Home school connections Science notebooks Processing all charts and learning logs Class/team social action plan

IV. CONCEPTS An ecosystem is a community of organisms and its interaction with its environment. Organisms can be categorized by the functions the serve in an ecosystem: producers,

consumers, or decomposers. Organisms in an ecosystem have dependent and interdependent relationships, which

can be illustrated by food webs. Factors that affect growth and reproduction of organisms in an ecosystem include light,

water, temperature, and soil. Natural and human-made events can “disturb” an ecosystem. Pollutant is anything that can harm living organisms when too much of it is released

into an ecosystem. Pollution is a condition that results when pollutants interact with the environment.

Pollutants can affect the stability of an ecosystem; solutions can be developed to minimize or alleviate the effects of pollutants.

Freshwater Ecosystems Level 5 WA 1Lisa Davis, Susan Finkbeiner, Jarra Scott, Will Syrie - Project G.L.A.D (07/07 JB)

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V. GLE STANDARDS – Grade 5 Reading:Component 2.1 Demonstrate evidence of reading comprehension.

2.1.3 Apply comprehension monitoring strategies before, during, and after reading: determine importance using theme, main idea and supporting details in grade-level informational/expository text and/or literary/narrative text. State the main idea of a passage and provide several text-based details supporting it. State the theme/message and supporting details in culturally relevant literary/narrative text. Organize main ideas and supporting details in a graphic organizer to enhance

comprehension. Select, from multiple choices, a title that best fits the selection and provide details from the

text to support the choice. Select, from multiple choices, a sentence that best states the theme or main idea of a story,

poem, or selection.

2.1.4 Apply comprehension monitoring strategies before, during, and after reading: use prior knowledge. Connect current issues, previous information and experiences to characters, events, and

information within and across culturally relevant text(s). Activate prior knowledge about a topic and organize information into a graphic organizer

to aid in comprehension of text.

2.1.5 Apply comprehension monitoring strategies before, during, and after reading: predict and infer from grade-level text. Make, confirm, and revise prediction based on prior knowledge and evidence from the text. Cite passages from text to confirm or defend predictions and inferences. Select, from multiple choices, a prediction, or inference from literary/narrative text (e.g.,

how a poet or author feels, how a character feels, what a character will do, what is likely to happen next or at the end of the story or poem).

Organize information to support a prediction or inference in a graphic organizer. Select, from multiple choices, a prediction or inference that could be made from the text.

2.1.6 Apply comprehension monitoring strategies to understand fiction, nonfiction, informational text, and task-oriented text: monitor for meaning, create mental images, and generate and answer questions. Monitor for meaning by identifying where and why comprehension was lost and use

comprehension-repair strategies to regain meaning. Generate and answer questions about the text before, during, and after reading to aid

comprehension. Use questioning strategies to comprehend text. Draw, write about, or verbally describe the mental images that occur while reading.


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Organize information in a graphic organizer appropriate to the text and purpose for reading to organize information and comprehend text.

Use pre-, during, and after-reading tools designed to activate and record prior knowledge to understand text (e.g., prediction guides, KWL charts, DRTA).

2.1.7 Apply comprehension monitoring strategies during and after reading: summarize grade-level informational/expository text and literary/narrative text. Create a summary including the main idea and the most important text-based facts, details,

and/or ideas from informational/expository text (e.g., newspaper or magazine articles). Summarize the plot/message in culturally relevant literary/narrative texts. Select, from multiple choices, a sentence that best summarizes the story or selection. Organize information using a graphic organizer appropriate for summarizing

informational/expository text and literary/narrative text.

Component 2.2 Understand and apply knowledge of text components to comprehend text.2.2.4 Apply understanding of text organizational structures. Recognize and use previously learned text organizational structures (simple listing,

sequential order, description, compare and contrast, chronological order) to aid comprehension.

Identify and use text written in the text organizational structures of cause and effect and order of importance to find and organize information and comprehend text.

Differentiate between text organizational structures of informational/expository text and literary/narrative text.

Component 2.3 Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.2.3.1 Analyze informational/expository text and literary/narrative text for similarities and differences and cause and effect relationships. Find similarities and differences within and between texts using text-based evidence (e.g.,

facts and opinion in newspaper vs. poetry; authors’ points of view in different works). Identify and interpret cause and effect relationships within a text using evidence from the

text (e.g., how the transcontinental railroad influenced the development of the West). Select, from multiple choices, a sentence that tells how two text elements are alike or

different (e.g., character, setting, information). Select, from multiple choices, a sentence that explains or describes cause and effect

relationships (e.g., what caused something to happen, what was the result of an action).


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Component 2.4 Think critically and analyze author’s use of language, style, purpose, and perspective in informational and literary text.2.4.5 Understand how to extend information beyond the text to another text or to a broader idea or concept by generalizing. Generalize after reading multiple texts (e.g., how characters show bravery or misuse

power). Explain how information in a text could be used to solve a problem and cite text-based

examples (e.g., use information from an article about when fruits and vegetables are in season to save money at the grocery store).

Writing:1.1 Prewrites to generate ideas and plan writing.1.1.1. Applies more than one strategy for generating ideas and planning writing.1.2. Produces draft(s). 1.2.1. Produces multiple drafts.1.3. Revises to improve text. 1.3.1. Revises text, including changing words, sentences, paragraphs, and ideas.1.4. Edits text. 1.4.1. Applies understanding of editing appropriate for grade level1.5. Publishes text to share with audience. 1.5.1. Publishes in more than one format for specific audiences and purposes.1.6. Adjusts writing process as necessary. 1.6.1. Applies understanding of the recursive nature of writing process.1.6.2. Uses collaborative skills to adapt writing process.1.6.3. Uses knowledge of time constraints to adjust writing process.2.1. Adapts writing for a variety of audiences. 2.2.1. Demonstrates understanding of different purposes for writing.2.3. Writes in a variety of forms/genres.2.3.1. Uses a variety of forms/genres.3.1. Develops ideas and organizes writing.

3.1.1. Analyzes ideas, selects a narrow topic, and elaborates using specific details and/or examples.3.1.2. Uses an effective organizational structure.3.2. Uses appropriate style.3.2.2. Uses language appropriate for a specific audience and purpose.3.2.3. Uses a variety of sentences.3.3. Knows and applies writing conventions appropriate for the grade level. 3.3.2. Spells words appropriate for the grade level accurately.3.3.3. Applies capitalization rules.


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Science:1.2. Structures: Understand how components, structures, organizations, and interconnections describe systems.1.2.1. Analyze how the parts of a system go together and how these parts depend on each other.1.2.4. Understand that Earth's system includes a mostly solid interior, landforms, bodies of water, and an atmosphere.1.3.8. Understand that living things need constant energy and matter.1.3.10. Understand that that an organisms ability to survive is influenced by the organisms behavior and the ecosystem in which it lives.2.1. Investigating Systems: Develop the knowledge and skills necessary to do scientific inquiry.2.1.1. Understand how to ask a question about objects, organisms, and events in the environment.2.1.2. Understand how to plan and conduct simple investigations following all safety rules.2.1.3. Understand how to construct a reasonable explanation using evidence.2.1.4. Understand how to use simple models to represent objects, events, systems, and processes.2.1.5. Understand how to report investigations and explanations of objects, events, systems, and processes.2.2. Nature of Science: Understand the nature of scientific inquiry.2.2.1. Understand that all scientific observations are reported accurately and honestly even when the observations contradict expectations.2.2.3. Understand why similar investigations may not produce similar results.2.2.4. Understand how to make the results of scientific investigations reliable.2.2.5. Understand that scientific comprehension of systems increases through inquiry.3.1. Designing Solutions: Apply knowledge and skills of science and technology to design solutions to human problems or meet challenges.

3.1.1. Understand problems found in ordinary situations in which scientific design can be or has been used to design solutions.3.1.2. Understand how the scientific design process is used to develop and implement solutions to human problems.3.1.3. Analyze how well a design or a product solves a problem.3.2. Science, Technology, and Society: Analyze how science and technology are human endeavors, interrelated to each other, society, the workplace, and the environment.3.2.4. Understand how humans depend on the natural environment and can cause changes in the environment that affect human’s ability to survive.


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ELD Listening and Speaking Standards

EALR 1: The student uses listening and observation skills to gain understanding.Component 1.1 – The student will focus attention.Component 1.2 – The student will listen and observe to gain and interpret information.

Respond to multi-step directions and to questions. Use descriptive sentences to retell stories in detail including characters, setting, and plot Use context to determine appropriate meaning of multiple meaning words.

Component 1.3 – The student will check for understanding by asking questions and paraphrasing.

Use descriptive sentences with some content vocabulary to paraphrase.

EALR 2: The student communicates ideas clearly and effectively.Component 2.1 – The student will communicate clearly to a range of audiences for different purposes.

Use descriptive sentences to participate in social conversations with peers and adults. Use descriptive sentences to tell a story, inform, explain, entertain, and persuade.

Component 2.2 – The student will develop content and ideas. Develop a topic or theme; organize thoughts around a clear beginning, middle, and end; use transitional sentences and phrases to connect related ideas; and speak coherently and compellingly.

Connect sentences using the words and, and then, after and but

Component 2.3 – The student will use effective delivery. Adjust speaking strategies for a variety of audiences and purposes by varying intonation, pitch, and pace of speech to create effect and aid communication.Component 2.4 – The student will use effective language and style. Use language that is

grammatically correct, precise, engaging and well-suited to topic, audience, and purpose.

Use simple sentences to share information with class, using appropriate volume.

EALR 3: The student uses communication strategies and skills to work effectively with others.

Component 3.1 – The student will use language to interact effectively and responsibly with others.Component 3.2 – The student will work cooperatively as a member of a group.Component 3.3 – The student will seek agreement and solutions through discussion. Freshwater Ecosystems Level 5 WA 6Lisa Davis, Susan Finkbeiner, Jarra Scott, Will Syrie - Project G.L.A.D (07/07 JB)

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Use simple sentences to actively participate in social and academic conversations on unfamiliar topics.

Demonstrate turn-taking in a conversation and a group discussion, responding appropriately to nonverbal cues.

Use simple sentences to explain ideas clearly in-group discussions, including personal experiences.

Begin to use established group rules and assume various assigned roles to further progress of a group.

Use simple sentences to brainstorm solutions to problems.

ELD Writing StandardsEALR: The student writes clearly and effectivelyComponent 1.1- The student will develop concept and design

Choose and maintain focus on topic Use simple sentences to write:

a narrative with a beginning, middle, and endan expository paragraph about one topic

Use basic transitions

Component 1.2- The student will use style appropriate to the audience and purpose

Use simple sentences to write paragraphs for different purposes Begin to choose appropriate words to convey meaning and express voice to different

audiences Begin to use simple figurative language and idiomatic language

Component 1.3- The student applies writing conventions

Write simple sentences with inconsistent word order and subject/verb agreement Begin to edit writing for punctuation, capitalization, and spelling

EALR 2: The student writes in a variety of forms for different audiences and purposesComponent 2.1 – The student will write for different audiences.Component 2.2 – The student will write for different purposes.

Write simple sentences to tell a story, inform, entertain, reflect, question, and record information

Distinguish among appropriate ways of writing to different audiences


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Component 2.3 – The student will write for different audiences.Component 2.4 – The student will write for different purposes.

Use simple sentences to write in a variety of forms (essays, narratives, journals, poems, reports, explanations, memos, experiments)

Revise own writing for appropriate audience Use picture dictionary to correct spelling

EALR 3: The student understands and uses the steps of the writing process.Component 3.1 – The student will pre-write – generate ideas and gather information.

Use pictures and modeled graphic organizers to generate ideas for simple stories

Component 3.2 – The student will revise– elaborate on a topic and supporting ideas.

Create rough drafts which include simple and descriptive sentences

Component 3.3 – The student will revise- collect input and enhance text and style.

Revise own writing for appropriate audience Offer feedback on other’s writing

Component 3.4 – The student will edit- use resources to correct spelling, punctuation, grammar, and usage.Component 3.5- The student will publish- select a publishing form and produce a completed writing project to share with chosen audience.

Use picture dictionary to correct spelling Publish selected writing in appropriate format

EALR 1: The student understands and uses different skills and strategies to read.Component 1.1: Use word recognitions skills and strategies to read and comprehend text.

Use words and/or phrases to participate in a discussion of a story listened to or read.

EALR 1: The student understands and uses different skills and strategies to read.Component 1.2: Use vocabulary (word meaning) strategies to comprehend text.

Component 1.3: Build vocabulary through wide reading. Component 1.4: Apply word recognition skills and strategies to read fluently.


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Use new vocabulary in simple sentences to discuss, prior knowledge, illustrations to predict and confirm word meaning and concepts from literary and informational texts.

Use words and/or phrases to participate in discussions of short, illustrated stories and show understanding of vocabulary.

Use descriptive sentences to discuss prior knowledge, pictures, illustrations, context, and diagrams to clarify word meanings and concepts.

Use new vocabulary in own oral and written communication. Integrate new vocabulary from text into written and oral communication across content

areas. Use simple sentences in discussion or on a graphic organizer to connect prior experience

and knowledge to characters, events, and information within a text. Use simple sentences to retell story in sequence and to identify story elements. (also 2.1.5) Use simple sentences to describe images from story in literary text. Identify information from charts and graphs. Use appropriate graphic organizer to connect current issues, prior experience and

knowledge to characters, events, and information across texts.

EALR 2: The student understands the meaning of what is read.Component 2.3: Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text.Component 2.4: Think critically and analyze author’s use of language, style, purpose, and perspective in informational and literary text. Use gestures to indicate and draw pictures to represent cause and effect relationships and

compare and contrast in simple short texts read aloud. Use a word, gesture, or drawing to group objects with common attributes. Use words or phrases to identify the simplest forms of literary devices (e.g., simile,

metaphors, and alliteration).

EALR 3: The student reads materials for a variety of purposes.Component 3.1: Read to learn new information.Component 3.2: Read to perform a task.Component 3.3: Read for career applications. Follow simple text directions composed of pictures, single words, or phrases to perform a

task.

EALR 3: The student reads materials for a variety of purposes.Component 3.4: Read for literary/narrative experience in a variety of genres. Use drawings, word, or gesture to respond to or distinguish between two genres (e.g.,

fiction and non-fiction). Use simple sentences to identify and discuss the culture and/or traditions described in a

piece of literature. Use specialized vocabulary to compare and contrast cultures and traditions from a variety

of literature.


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EALR 4: The student sets goals and evaluates progress to improve reading.Component 4.1: Assess reading strengths and need for improvement.Component 4.2: Develop interests and share reading experiences. Use word, phrase or gesture to indicate preference for certain books read aloud.

VI. VOCABULARYclassification producer germinate consumer ecosystem photosynthesis respiration observation stable predator food chain pollutionvariable balance swamp prey generalist specialistdecomposer scavenger evaporation condensation precipitation watershed water table leach environment organism habitat carbon dioxide oxygen climate omnivore carnivoreherbivore microorganism wetland flora fauna water cycle energy aquatic control group hypothesis variable marshinterdependent relationship symbiotic relationshipcontamination toxic tertiary synergy

VII. RESOURCES AND MATERIALS – Teacher Ecosystems – Carolina Biological Supply Company, 1996 Ecosystems – The National Academy of Sciences and the Smithsonian Institution, 2004 Come Back, Salmon Sierra Club, 1992 Life on Earth Little, Brown & Co. 1979 Aquatic Habitats: Exploring Desktop Ponds Regents of the University of California,

1998

RESOURCES AND MATERIALS – FictionPond Year Kathrn LaskyThe Raft Jim LaMarcheThe Wump World Bill PeteThe Lorax Dr. Suess

RESOURCES AND MATERIALS – Non-fictionRiver of Life, Miller; Clarion BooksRiver Discoveries, Wadsorth; Charlesbridge PublishingThe Drop in my Drink, Hooper/ Coady; Penguin GroupPond Donald M. Silver, Patricia Wynne, Patricia J. WynnePond Life: A Golden Guide from St. Martin's Press, Reid; Golden Press, 1967 Pond Scum, SilberbergPing: A Frog in Search of a New Pond, GoldPond, MorrisonPond and River (Eyewitness Books Series), Parker; DK Publishing, 1988Animals of Rivers, Lakes and Ponds, DonovanAt the Pond, Schwartz; Creative Teaching Press, Inc. 1997


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Near One Cattail: Turtles, Logs and Leaping Frogs, FredericksBy Lakes and Rivers, PaulExploring Freshwater Habitats, Snowball;Biology of Freshwater Wetlands, Van Der ValkPond Animals, GalkoBiology of Lakes and Ponds, Bronmark, Hansson;ABC of a Summer Pond, Friedman;Swamp, Silver, Wynne; McGraw Hill, 1997Marshes and Swamps, Gibbons; Holiday House 1998Magic School Bus Gets Eaten: A Book about Food Chains , Relf; Scholastic Books A River Ran Wild: An Environmental History, Cherry; Harcourt Brace & Co. 1992Freshwater Habitats (Watts Library): Life in Freshwater Ecosystems, ToupinFreshwater Pond, HibbertAlgal Ecology: Freshwater Benthic EcosystemBioassessment of Freshwater Ecosystems: Using the Reference Condition ApproachBailey, Reynoldson, Norris;Lipids in Freshwater Ecosystems, Arts;Biological Monitoring of Freshwater Ecosystems, Loeb;Who Eats What?: Food Chains and Food Webs, Lauber; Harper Collins 1995Food Chain Frenzy (Magic School Bus Chapter Books Series #17), CapeciWhat Are Food Chains and Webs? Kalman, Langille;RolypolyologyCricketology

RESOURCES AND MATERIALS – PoetrySong of the Water Boatman and the Other Pond Poems, Joyce SidmanJoyful Noise: Poems for Two Voices Paul FleischmanThe Earth is Painted Green: A Garden of Poems About Our Planet Scholastic

PEOPLE/COMMUNITYFranklin Conservation District

TECHNOLOGYVHS, Living on the Edge, Tom Horton Chesapeake Bay Foundation, 1992http: //ga.water.usgs.gov/edu/earthrivers.htmlhttp: //www.twingroves.district96.K12.il.us/wetlands/rivers/rivers.htmlhttp: //42explore.com/rivers.htmlhttp: //www.infovisual.info/01/028_en.htmlhttp: //en.wikipedia.org/wiki/ecosytemhttp: //library.thinkquest.org/11353/ecoystems.html


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http: //www.hps.gov/archive/ever/eco/index.htmlhttp: //www.danielwilson.uklinux.net/ecologyhttp: //www.certifiedaquascapecontractor.com/ponds.phphttp: //en.wikipedia.org/wiki/Aquadic_ecosystehttp: //www.mnp.nl/mnc/i-en-1147.htmlhttp: //www.qrg.northwestern.edu/projects/marssim/simhtml/info/whats-a-carnivore.htmlhttp: //www.qrg.northwestern.edu/projects/marssim/simhtml/info/whats-a-omnivore.htmlhttp: //www.qrg.northwestern.edu/projects/marssim/simhtml/info/whats-a-herbivore.htmlhttp: //www.qrg.northwestern.edu/projects/marssim/simhtml/info/whats-a-decomposer.htmlhttp: //www.qrg.northwestern.edu/projects/marssim/simhtml/info/whats-a-pollinator.htmlhttp: //www.qrg.northwestern.edu/projects/marssim/simhtml/info/whats-a-plant.htmlhttp: //www.arcytech.org/java/population/facts_foodchain.html



ECOSYSTEMSLevel 5

UNIT PLANNING PAGES

I. FOCUS/MOTIVATION Cognitive Content Dictionary with signal word Observation charts Big Book: What is a Fresh Water Ecosystem? Poetry Realia – Finished Ecocolumn Ecologist Awards Personal interaction Inquiry Charts “How Living Things Depend on Each Other” Read aloud A River Ran Wild, Come Back Salmon

II. INPUT Pictorial Input – The Riverbank Environment Comparative Pictorial Input – Watershed model: healthy vs. unhealthy Graphic organizers – United State’s freshwater bodies with Washington inset map Six Kingdoms of Living Things Narrative input The Raft 10/2 lecture with primary language Newspaper interest pieces Read aloud-Expository text-National Geographic

III. GUIDED ORAL PRACTICE Chants/Poetry

The Food Chain Bugaloo The Pollution Here There Producers and Consumers? Yes Ma’am The Ecosystem Sound Off I Can Spell Ecosystems

Process Grid: Expert Groups sharing process grid information Exploration Report Mind Mapping T-graph/team points Picture file cards Sentence Patterning Chart “animals” Team Tasks (Anything modeled by teacher) Home School Connection


UNIT PLANNING PAGESPage 2

IV. READING/WRITINGA. Total Class

Cooperative strip paragraph: responding, revising and editing “Pollution” Narrative – Story Map Listen and Sketch River Discoveries Found Poetry: Blue Heron Poetry Frame and Flip Chant DRTA Memory Bank

B. Small Group: Anything modeled by teacher Team tasks ELD preview/review Ear-to-ear reading Labeling of charts Focused reading Flexible reading groups

-ELD group frame retell with all inputs-Cooperative strip paragraph with struggling/emergent -Clunkers and Links with SQ3R

Big books Expert groups – Lake, Pond, River, Marsh, Swamp

(Flora, Fauna, Characteristics, Dangers/threats and Pollutants)

C. Individual Learning log Journals Personal response All team tasks into individual tasks Sustained Silent Reading

D. Writer’s Workshop Mini Lesson Write- includes planning Author’s chair Conference Publish


UNIT PLANNING PAGESPage 3

V. EXTENDED ACTIVITIES Field Trip- McNary Wildlife Refuge Guest Speaker Construct Ecocolumns Experiments with Ecocolumns (pollution) Technology- Internet Research Reader’s Theater Art Music

VI. CLOSURE/EVALUATION/ASSESSMENT Portfolio assessment: Teacher and self-assessment Assessment of personal process grid Team presentation

-Teacher/student rubric Personal Explorations Science night: parents attend, kids present the unit Home/School Connection Letter Home Science notebook Processing the charts and learning logs (especially inquiry) Student-made tests Jeopardy/Family Feud Team/Class Social Action Plan



ECOSYSTEM: GRADE 5SAMPLE DAILY LESSON PLAN

DAY 1:

FOCUS/MOTIVATION Super Scientist Awards- 3 standards Cognitive Content Dictionary with Signal Word: interdependence Observation Charts Inquiry Chart Big Book – What is a Freshwater Ecosystem? Portfolios

INPUT Graphic Organizer: US Map with Washington inset

-10/2 lecture-ELD review-Learning Log

Input Chart: River Ecosystem with Food Chain -Personal Interaction

- Ecoli: spinach, hamburger (“How has the recent food contamination affected you?”)-10/2 Lecture

-Learning Log -ELD review of River Ecosystem Chant

GUIDED ORAL PRACTICE T-Graph for social skills Picture file

-Free exploration-Classify/categorize-Exploration report

Chant

INPUT Narrative-“The Raft”

-Learning Log-ELD review

READING/WRITING Writer’s workshop

- Mini Lesson – Getting started- Write- Author’s Chair


SAMPLE DAILY LESSON PLANPage 2

CLOSURE Journals Process charts Home/School Connection

DAY 2:

FOCUS/MOTIVATION Cognitive Content Dictionary: habitat Process Home/School Connection Review Input with word cards Big Book Review Narrative with Word Cards and Conversation Bubbles

INPUT Graphic Organizer- Compare/Contrast Watershed Model (pollution)

- 10/2 lecture with primary language-Learning Log-ELD review

Chants

READING/WRITING Poetry-highlighting, sketch, picture file cards

GUIDED ORAL PRACTICE Picture File-classify by pollution, human impact, flora, fauna Groups share one category Personal Interaction

-Think about your impact on water systems

READING/WRITING Flexible Groups-Expert Groups

-Team Tasks Writer’s workshop

- Mini Lesson -Write-Author’s Chair

CLOSURE Read Aloud- Come Back Salmon Process inquiry Journals Home/School Connection

SAMPLE DAILY LESSON PLAN


DAY 3:

FOCUS/MOTIVATION Cognitive Content Dictionary: microorganism (“very tiny”- with fingers) Process Home/School Connection Review comparative with word cards

GUIDED ORAL PRACTICE Poetry- Chant/Sound Off Sentence Patterning Chart (SPC)

-Reading/Trading Game-Flip Chant

Chants-highlight/sketch, picture file cards

READING/WRITING Expert Groups

- Team Tasks- Oral Team Evaluation

GUIDED ORAL PRACTICE Mind Map Process Grid

READING/WRITING Cooperative Strip Paragraph

-respond-revise-edit

Writer’s Workshop-Mini Lesson – -write-Author’s Chair (start conferencing later)

CLOSURE Process inquiry Journals Home/School Connection



DAY 4:

FOCUS/MOTIVATION Cognitive Content Dictionary: “Stumper Word” student selected Process Home/School Connection Learning Logs

-Sketch and label a five-part food chain found in a river ecosystem Poetry/Chants

INPUT Story Map of Narrative

READING/WRITING Flexible Group Reading

- Clunkers and Links/At or Above - Group Frame/ELD Story Retell (Narrative)

Team Tasks Reading/Writing Workshop Read Aloud- A River Ran Wild

-10/2 lecture-Learning Log-ELD review

Strip Book Listen and Sketch- River Discoveries

CLOSURE Oral Book share groups Turn in learning logs for assessment



DAY 5:

FOCUS/MOTIVATION Cognitive Content Dictionary: “Stumper word” student selected Process Home/School Connection Chants/Poetry

INPUT Introduce Social Action Plan

- Team presentations- Team process grid

GUIDED ORAL PRACTICE Venn diagram, herbivores/carnivores

-10/2 Lecture -Learning Log

-ELD review

READING/WRITING Flexible Group Reading with Coop Strip Paragraph/Struggling-Emergent Readers

-Team Tasks; evaluation and presentation Ear-to-Ear reading with Poetry Booklet Found poetry- “The Great Blue Heron” National Geographic

READING/WRITING WORKSHOP Mini lesson Write Author’s Chair Publish

CLOSURE Presentations/publishing Focused reading with personal Cognitive Content Dictionary Letter Home Process Inquiry Chart Share action plans Process week- “What helped you learn?” Thank You bookmark


A freshwater ecosystem is…

*The environment or surroundings of an aquatic system with drinkable water, or water with almost no salt content.

*It’s a habitat, a place where organisms such as fish, amphibians, aquatic plants, invertebrates and birds live.

It’s the relationship between organisms and their environment.



*A lake or pond, a river or stream, a swamp or marsh.

*There are large and small organisms, water and soil.

*Don’t forget people!




*Made up of generalists and specialists.

*Generalists are animals not choosy about what they eat or where they live.

*Specialists are animals who have specific diet or habitat requirements.




*A food web of producers and consumers.

*Producers collect energy from the sun to make their own food from carbon dioxide in the air.

*Consumers eat other organisms to get the energy and materials they need to grow and survive.




*Made of herbivores, carnivores and omnivores.

*Herbivores eat only plants.

*Carnivores eat only meat.

*Omnivores eat a combination of both plants and animals.




*A series of interconnected food chains.

*It begins with a producer, which is eaten by a consumer, which is eaten by another consumer and so on.

*Example:Plant ―›Cricket ―›Frog ―› Snake




*A place of interaction between living and non-living things.

*All parts are connected.

*If something happens to one element, the other living and non-living things in the ecosystem are affected.




*Affected by pollution.

*Pollution can be natural or human made. Some common types of pollution are acid rain, road salt runoff and fertilizer leaching.

*Pollution leads to water and soil contamination as well as species extinction.




*A sensitive environment.

*It is people’s responsibility to do their part to protect this delicate ecosystem.

*What can you do to help preserve fresh water ecosystems?




Carnivore Herbivore

NarrativeAdapted from

THE RAFT by Jim LaMarche

1.) “There’s nobody to play with,” Nick complained.” She doesn’t even have a TV.” It was going to be a long summer. Dad was working at a new plant for the summer. So Nick was going to Grandma’s. “Remember she’s not your normal kind of grandma,” dad said.” She calls herself a river rat; she’ll have plenty for you to do!”

2.) Dad was right. Grandma found plenty for Nick to do. He stacked the firewood, helped her clean the gutters and change the spark plugs on her truck. The afternoon was almost over when she handed Nick a cane pole, bobber and some red worms. “Fish fry tonight!” she said. “That river’s full of colorful trout, drop your line near the cattails and you’ll find them.” Down at the dock Nick looked things over. The cattails were too close to shore-there couldn’t be any fish there. Nick went to the end of the dock and threw his line out as far as he could. He then sat down to wait and wait and wait. The bobber never moved. “There’s no fish in this lousy river!” he said out loud. They had hamburgers for dinner.

3.) The next evening Grandma said, “Give it another try. I’ll bet you catch something.” Nick threw his line into the water and stretched out on the dock to wait and fell asleep. The loud chirping and chattering of birds woke Nick. A flock of swallows moved toward him hovering above something floating on the water. It drifted downstream closer and closer until it finally bumped Freshwater Ecosystems Level 5 WA 36Lisa Davis, Susan Finkbeiner, Jarra Scott, Will Syrie - Project G.L.A.D (07/07 JB)

against the dock. Although it was covered with leaves and branches, Nick could tell it was a raft. “Why was it floating by itself down the river?” Nick wondered. He reached down and pushed aside some of the leaves. Beneath them was a drawing of a rabbit. It looked like ancient cave paintings-wild and free like he had seen in books. Clearing more of the leaves away, Nick discovered a bear, a fox, and a raccoon-all with the wild look of the rabbit. Nick wondered who had drawn them and where they had come from. Nick ran up to the cottage and asked Grandma for some rope. “There’s some in the shed,” she said, “help yourself.” Nick ran back to the raft and pushed it into the reeds along the river’s edge, then tied it to the dock so it wouldn’t drift away. All the while birds flew overhead swooping down toward the raft as though if it were a friend. A crane waded through the reeds to it. A turtle swam up from the bottom of the river.

4.) Nick was down at the dock the next morning when Grandma appeared with a lifejacket and long pole. “Let’s go,” grandma said as she tossed the lifejacket, pushed off the river bottom, and moved into the smooth current.They poled the raft up the river and slowly drifted back down. The swallows kept them company, soaring, swooping and singing.

5.) After the first ride with grandma, Nick had little time for anything else but rafting the river. He poled up and down the river wondering what flora and fauna he would see. One morning he spied three raccoons along the shore and a turtle climbed aboard and spent the morning sunning itself. Another afternoon he saw a family of foxes slip though the trees along the river.


6.) When the weather became too hot and sticky to sleep indoors, Grandma helped Nick put a small tent on the raft. One night a noise woke him up. There in the moonlight stood a huge buck drinking at the edge of the river. The next morning Nick asked Grandma for some paper to sketch on. She brought out a big sketchpad and a pouch filled with pencils and crayons. “I’ve been saving these for you,” she said. “Better take these too.” She held out a snorkel and mask. “Never know what you might see in the river.”

7.) The sun was hot the next day so Nick poled into the shade of a willow to wait and see what animals the raft would bring. It wasn’t long before a great blue heron whooshed down with a crayfish in its bill. Nick grabbed a pencil and began to sketch. He felt invisible as the heron ate its lunch right in front of him. Then the heron preened its feathers, looked up the river and flew off.

8.) One day Nick poled upriver farther than he had ever gone. Near a clump of cattails he startled an otter family. They dove underwater and played around the raft. Nick remembered the snorkel and the mask. He slipped them on and hung over the edge of the raft watching the otters play, chasing fish, and each other.

9.) Somehow on the river it seemed like summer would never end. But of course it did. On Nick’s last day he woke up extra early and crept down to the dock. The air was cool and a low pearly fog hung over the river. Nick untied the raft and quietly drifted downstream. Ahead of him, through the fog, Nick saw two deer moving across the river, a doe and her fawn. When they reached the shore, the doe leaped easily across the steep bank, then turned and waited for her baby. But the fawn was in Freshwater Ecosystems Level 5 WA 38Lisa Davis, Susan Finkbeiner, Jarra Scott, Will Syrie - Project G.L.A.D (07/07 JB)

trouble. It kept slipping down the muddy bank. The doe returned to the water to help, but the more the fawn struggled, the deeper it became stuck in the mud. Nick pushed off the river bottom and drove the raft hard into the muddy bank. He stepped into the ankle-deep mud and whispered to the fawn, “I won’t hurt you.” Nick placed his arm around the fawn. Gradually, it stopped struggling. He pulled again and again. Slowly the fawn eased out of the mud and Nick carried the fawn up the bank to its mother.

10.) Quietly Nick returned to the raft. He watched the doe nuzzle and clean the baby. Nick knew what he needed to do. He pulled out a stubby crayon from his pocket, and drew the fawn in all its wildness, onto the old gray boards of the raft.

11.) After supper Nick showed Grandma the drawing of the fawn and told her the story. “It’s perfect,” she said. “But we need one more thing.” She hurried back to the cottage. When she came back, she had tubes of oil paint and two brushes. Grandma helped Nick trace the drawing with the oil paint and brushes. “That will keep it,” she said. “Now you’ll always be part of the river.” “Just like you Grandma,” Nick said, “A river rat.” Grandma laughed. “Just like me,” she agreed.


Food Chain Bugaloo

I’m in the food chain and I’m here to say,Living things need energy everyday.Eat to grow and grow to live,Then a meal for others you may give.Energy for plants and animals too,Doing the food chain bugaloo!

Green plants use energy from the sun,To make food for everyone.On land and in the water too,Providing food is what they do.Energy for plants and animals too,Doing the food chain bugaloo!

Then a snail comes poking along,Eating water grass all day long.The plant’s energy it does steal,To become a fish’s meal.Energy for plants and animals too,Doing the food chain bugaloo!

The fish eats lots ‘cause very soon,He’ll be eaten by a raccoon.Raccoon eats the fish he has found,Till one day he dies, and lies on the ground.Energy for plants and animals too,Doing the food chain bugaloo!

Finally the food web can finish the scene,Breaking down molecules from the once living thing.Returning nutrients to the earth,Allowing future plants a chance at rebirth. Energy for plants and animals too,Doing the food chain bugaloo!

So now you see in each food chain,Every death is another’s gain.Energy passed from sun to plant,Animals living on what others can’t.Energy for plants and animals too,Doing the food chain bugaloo!

By Lisa Davis/Will Syrie


Yes Ma’am!

Is this a producer? Yes Ma’am!Is this a producer? Yes Ma’am!How do you know? It makes its own food.How do you know? It uses energy from the sun.Give me some examples. Algae and seaweed.Give me some examples. Grass and plants.

Is this a consumer? Yes Ma’am!Is this a consumer? Yes Ma’am!How do you know? It gets energy from other organisms.How do you know? It eats other living things.Give me some examples. Cows and elk.Give me some examples. Coyotes and hawks.

Is this a herbivore? Yes Ma’am!Is this a herbivore? Yes Ma’am!How do you know? It doesn’t eat meat.How do you know? It eats only plants.Give me some examples. Snails and caterpillars.Give me some examples. Deer and seals.

Is this a carnivore? Yes Ma’am!Is this a carnivore? Yes Ma’am!How do you know? It only eats meat.How do you know? It eats other animals.Give me some examples. Fish and birds.Give me some examples. Cougars and sharks.

Is this an omnivore? Yes Ma’am!Is this an omnivore? Yes Ma’am!How do you know? It eats plants and meat. How do you know? It eats vegetation and other animals. Give me some examples. Chickens and raccoons.Give me some examples. Bears and people.

By: Jarra Scott Lisa Davis


I CAN SPELL

I can spell fish, FISHI can spell snake, SNAKEI can spell bug, BUG But I can’t spell ecosystem!

I can spell soil, SOILI can spell light, LIGHT I can spell air, AIRBut I can’t spell ecosystem!

I can spell rain, RAINI can spell food, FOODI can spell life, LIFEBut I can’t spell ecosystem!

I can spell grow, GROWI can spell root, ROOTI can spell seed, SEEDBut I can’t spell ecosystem!

Yes I can! Yes I can! E-C-O-S-Y-S-T-E-M!

By: Lisa Davis/Jarra Scott/Will Syrie


PollutionPollution here, pollution there,Pollution, pollution, everywhere!

Salt pollution burning,Acid pollution raining,Chemical pollution leachingAnd all pollution destroying.

Pollution in a habitat,Pollution near a stream,Pollution around an ecosystem,And pollution affecting me.

Pollution here, pollution there,Pollution, pollution, everywhere!POLLUTION! POLLUTION! POLLUTION!

By Lisa Davis/Susan Finkbeiner


AnimalsAnimals here, animals there,Animals, animals, everywhere!

Carnivorous animals hunting,Aquatic animals spawning,Feathered animals preening,And herbivorous animals foraging.

Animals in an ecosystem,Animals under the water,Animals on a riverbank,And animals among the flora.

Animals here, animals there,Animals, animals, everywhere!ANIMALS! ANIMALS! ANIMALS!

By Lisa Davis/Susan Finkbeiner


Sound OffWe just know what we’ve been told,Ecosystems are worth their weight in gold.Work together so all survive,Balance allows everything to survive.

Sound off: All survive!Sound off: To stay alive!Sound off: 1,2,3,4, LIVING THINGS!

Flora and fauna, micros too,Need synergy for all they do.The sun provides the energy,So plants produce with efficiency.

Sound off: Synergy!Sound off: Energy!Sound off: 1,2,3,4, LIVING THINGS!

Producers make food consumers need,Plant and grasses for their feed.All along nutrients they send,On one another they depend.

Sound off: Producers!Sound off: Consumers!Sound off: 1,2,3,4, LIVING THINGS!

If one is gone the chain is broke,Eco-balance is not joke.If one is gone another dies,Extinction happens before our eyes.

Sound off: Relationships!Sound off: Dependency!Sound off: 1,2,3,4, LIVING THINGS!

Pollution can be the thing to blame,So habitat must be kept the same.Soil, water, air it’s true,Clean and pure for me and you.

Sound off: Clean and pure!Sound off: For me and you!Sound off: 1,2,3,4, LIVING THINGS! By Will Syrie/Lisa Davis/Susan Finkbeiner


Name______________________________________

Home School Connection

Sketch and label an insect you find in or around your house. Discuss this with a family member.

Parent Signature__________________________


Name_______________________________________


With your family, find 3 things that are decomposing in your yard, garbage, or refrigerator. List and sketch all 3 things.

Parent Signature___________________________


Name_______________________________________


Sketch and write about a time you went to a lake or river with your family. Describe what you saw and did.



Name_______________________________________


Have someone in your family tell you about a place where humans changed the environment over time and what they observed. Sketch and write about what they tell you.



Nombre______________________________________

Conexión Escolar en el HogarDibuja y etiqueta a un insecto que encuentres en o alrededor de tu casa. Platica esto con un miembro de tu familia.

Firma de uno de los Padres:______________________


Nombre ____________________________________

Conexión Escolar en el HogarCon tu familia, encuentra 3 cosas que se estén descomponiendo en tu jardín, basura, o refrigerador. Lístalas y dibuja todas las tres cosas.



Nombre: ____________________________________

Conexión Escolar en el HogarEscribe sobre algún tiempo en el que hayas ido a un lago o a un río con tu familia. Describe lo que viste y lo que hiciste.

Firma de uno de los Padres: _____________________


Nombre:___________________________________

Conexión Escolar en el HogarHaz que alguien de tu familia te cuente de algún lugar en donde los humanos hayan cambiando el medio ambiente a lo largo del tiempo y lo que ellos observaron. Trasa y escribe que tu familia dicen.



Expert GroupLakes

CharacteristicsA lake is a large body of water surrounded by land on all sides. Lakes form in hollows of the earth’s surface, called basins. Its sources include rainfall or melting snow and ice that flow in from small streams or rivers. Lakes are like ponds, but wider and deeper.

FloraLakes have many types of flora. Water hyacinths and water lilies are common. Some lake plants are so small you might not know they exist. They are called phytoplankton. Larger plants like duckweed float on the surface. These plants are food for lake animals.

FaunaMany kinds of fauna live in and around a lake. A number of the same animals that live in or at the edge of a pond, river or stream can also be found in or near a lake. Freshwater fishes such as pike, trout and perch and other aquatic animals like snails and beavers make their homes in lakes. Forest animals like moose and deer use lakes for drinking water, and lakes provide water plants for moose to eat. Frogs, salamanders and other amphibians go to lakes to lay their eggs. Owls, kingfishers, herons, swans, geese, ducks and otters hunt for food in lakes.


Threat or Danger

People are the main threat or danger to a lake. People enjoy using lakes for recreation such as boating, fishing and swimming. Lakes are also used as transportation for people (ferries) and goods (barges). When people litter on the shore, or spill trash or fuel off of boats, the water gets polluted. Then the fish and plants die, upsetting the balance of the delicate ecosystem. We must all take care to preserve the beauty and value of our lakes.

Interesting FactsDid you know lakes could be man-made? A reservoir is a man-made lake. It is created when a dam is built on a river. Lake Roosevelt is a reservoir behind Grand Coulee Dam. The world’s deepest lake is Lake Baikal in eastern Russia. It is 5,315 feet deep at its deepest point. It holds more than a fifth of the world’s freshwater. It has 336 rivers flowing into it.


Expert GroupSwamp

CharacteristicsSwamps have shallow, murky, slow moving or still water. The ground is squishy and wet (like a waterlogged sponge). The air is heavy and muggy with moisture. Most swamps began as marshes where plants piled up and decayed, making more soil so trees and shrubs could grow and become a swamp.

FloraThere are many dead and decaying (rotting) plants in a swamp. Trees, bushes and shrubs can grow in the rich, moist soil. Cypress trees can also be found there. Cypress trees are huge, towering trees that bulge out at the bottom. These bulges stick out of the water and create places for snakes, birds and frogs to rest. Mushrooms lavish the moisture rich environment. These fungi help break down rotting logs into simple nutrients that plants can reuse. Moss is a plant that also flourishes in the swamp environment. The moss’s tangled leaves have special hollow cells that soak up water. As old moss dies, new moss grows on top of it.


FaunaMany dangerous animals live in the swamp. Alligators love to float just under the swampy water line with only their eyes, ear and nose showing- it is easy to mistake the alligator for a log. Cottonmouth snakes also make their home in the swamp, enjoying the murky environment. Swamps are infested with mosquitoes and other blood-sucking insects. These insects use the proteins from the blood to lay healthy eggs. They can lay nearly 300 eggs after a blood meal. Centipedes creep and toads croak the day away. Bass and sunfish can live in the murky water. Blue herons also make their home in the swamp. They use their long, skinny bills to catch their prey.

Threat or DangerSwamps can evaporate and dry up. The water levels change with the amounts of rainfall they receive. If a swamp is near drying up, all animals living there need to find another place to survive. The vegetation will die.

Interesting FactsSwamp bottoms can create smelly gas. It is gas from microscopic bacteria that live in places with next to no oxygen (like water logged soil). The gas is in the water too. It smells like rotten eggs! You can see the gas bubbles rise and burst at the surface of the water in a large megaburp. The burp can lift large chunks of moss along with it. The chunks can be large enough to form an island on the swamp’s surface. After wind and birds drop seeds on these moss islands, plants start to go.


Expert GroupMarshes

CharacteristicsMarshes are wetlands. They are made up of soaked, wet ground or are covered with shallow water over a muddy bottom. They are found in open, wide lowlands, along seacoasts, and around ponds, lakes and riverbeds. Some marshes are found in the kettleholes left behind from receding glaciers. In order to be called a marsh it must remain wet (not dry up) at least half the year. Typically, a marsh does not have very deep water. From the mud, plants take root to send their stems, leaves and flowers up above the water. In the deepest marshes, floating plants with some leaves submerged, take the place of algae or duckweed.

FloraA freshwater marsh is home to many grassy plants such as reeds, cattails, duckweed and rushes. There are no trees or woody plants. The plants can live there because they require a lot of water to survive. Freshwater marshes have been compared with other organism’s kidneys for their ability to clean up the water supply.

FaunaA variety of birds, insects and mammals can live in a marsh. Muskrats and minks coexist with salamanders and turtles. Numerous kinds of fish such as golden shiners swim in the shallow waters and feed on insects and duckweed. Geese and cranes can feed on the mosquitoes and dragonflies. In addition, freshwater marshes have been crucial to the survival of over one-half of the nation’s migratory birds.


Threat or DangerMarshes are vital storage places for one of Earth’s most precious resources, water. While storing large amounts of water, these areas reduce the chance of flooding in other places. Also, their plant life helps to stop the erosion of the surrounding land. Many kinds of plants and animals need wetlands to survive. When wetlands are filled with dirt to create more land to build on, they are destroyed forever. Many acres of marshes have already been destroyed. Some scientists believe that more than one-third of the endangered and threatened animals and plants in the United States depend on wetlands to survive.

Interesting FactsWetlands have been around since the beginning of the Earth and make up six percent of the Earth’s land area. Two-thirds of all wetland areas in the United States are found in Alaska. The largest marsh in the world is found in Florida. It is called the Florida Everglades and covers about 4,000 square miles. Sadly, less than half of the 215 million acres of wetland that were in the continental United States still exist.


Expert GroupPonds

CharacteristicsA pond is a small lake, and its water is still which means that it does not move with a current. A pond is an ever-changing world of swimmers, divers, rowers, crawlers, climbers, and skaters. It is where plants grow in, on, and out of water. Over time a pond can fill up with dead plant material and turn into a marsh. Ponds can be natural or man-made. Some farmers make ponds so their animals have water to drink. Some people build ponds because they are pretty attract interesting animals to their yards. Even beavers make ponds.

FloraLots of flora can grow and thrive in a pond environment because the water is shallow enough for the sun to warm and penetrate it. Grass like sedges and cattails grow around the edges of ponds. Water lilies seem to float on the water, but they actually have roots in the mud at the bottom of the pond. Duckweed, water lettuce, and water hyacinth float free with their roots hanging down in the water. Algae float on the water, too, but it is hard to see unless there is a lot of it. You might notice a greenish look to a pond, which means that it has a lot of algae.

FaunaPonds provide a perfect habitat for many kinds of fauna. Crayfish, catfish, and sunfish live in ponds. Many other animals live in or near ponds or come to drink the water and hunt for food. Amphibians such as salamanders and frogs begin their lives in ponds. Deer come drink and eat green plants. Raccoons come for a drink and hunt many pond animals like frogs, fish, and duck eggs. They also eat plant roots and berries. All kinds of birds live near a pond including herons, kingfishers, geese, swans, and ducks. Ducks love duckweed that floats on the pond, but they also eat insects and water animals. Water striders and mosquitoes are just a few of the insects that love this moist, wet environment. Snails eat the algae.


Threat or DangerBecause ponds are not fed continuously by river or streams, they can become very shallow as dead plants and silt build up causing the bottom mud to thicken into soil. This causes the pond to become a marshy meadow. Droughts are a major threat to ponds. Without replenishing rains ponds will quickly dry up through evaporation. A spring, feeding the pond, may also dry up destroying the pond forever. When the rains stop, so does the life of the pond. Another danger to a pond is humans. Too many ponds are just thought of as holes in the ground with water, and are not taken care of like other water habitats. People throw debris and garbage into them, which harm the animals.

Interesting FactsPonds can freeze in the winter, but interestingly enough it is that same layer of ice that insulates the animals from the harsh winter winds and temperatures. The animals that live there have to adapt to survive. Pond birds usually leave and migrate south to warmer climates. Frogs, turtles and insects hide in the mud at the bottom of the pond. All these creatures winter in a deep sleep. They hardly breathe and their hearts barely beat. The little energy they need comes from stored body fat.


Freshwater Ecosystems

Type Characteristics Flora Fauna Threat/ Danger

Interesting Facts

River

Lake

Pond

Marsh

Swamp


Freshwater Ecosystems

Type Characteristics

Flora Fauna Threat Danger

Interesting Fact

River

-A moving body of water that flows from its source to the sea/ocean-Source is on high ground where river starts, then fed by ground water and rain water

-green algae on bottom -cushion moss on rocks-feeds on cattails near the banks-trees-over hanging brush

Trout, salmon, crayfish, deer, river otter, bank swallows, herons

Pollution: sewage, chemicals from factories, oil spill from boats or tankersDam: sediment stops, habitat changes

-River water is never clear, it carries mud, leaves and other bits and pieces.-May be as many as 5 kinds of sharks that live in rivers-Rivers “meander” swing side to side snake like

Lake

-a large body of watersurrounded by land on all sides-wide and deep-form in hallows called basins-Source: rainfall, melting snow & ice from streams or rivers

water hyacinths, water lilies, duckweed, phytoplankton

pike, trout, perch, snail, beaver, moose, deer, frog, salamander, owl, kingfisher, heron, swan, geese, duck, otter

-people -people litter on the shore-people spill trash and fuel into the water-pollutants cause fish and plants die-upsets the ecosystem

-can be man-made- reservoir is a man made lake, created when a dam is built on a river-deepest lake is Lake Baikal in eastern Russia/5315 feet deep-Lake Baikal holds 1/5 of the worlds freshwater-336 rivers flow into Lake Baikal

Pond

-a small lake, a still body of water-ever changing-can fill up with dead plant material and turn into a marsh-natural or man-made by farmers, people, or beavers

grass like sedges, water lilies, duckweed, water lettuce, water hyacinth, algae

Crayfish, catfish, sunfish, salamanders, frogs, deer, raccoon, heron, kingfishers, geese, swans, ducks, water striders, mosquitoes, snails

-shallow- plants and mud build up, bottom mud thickens into soil, pond becomes a marshy meadow-drought/evaporation-humans-debris/garbage-harm animals

-freeze in winter and insolate the animals from the harsh wind and temperatures-in cold weather, pond birds migrate south to warmer climates- frogs, turtles & insects hide in the mud at the bottom of the pond to


survive.

Marsh

-soaked, wet ground covered by shallow water around edges of lakes, rivers, ponds, kettleholes-must remain wet at least ½ a year

grassy plants, reeds, cattails, duckweed, rushes

-No trees or woody plants

Geese, crane, muskrat, salamander, mosquito, water striders, turtle, dragonfly, mink, Golden shiners,migratory birds

-stores large amounts of water/ reduces flooding-plants stop erosion-plants/animals need wetlands to survive-Often drained or filled by people for farm land or construction /development

-make up 6% of Earth’s land-2/3 found in Alaska-Florida Everglades is the biggest marsh in the world- 4,000 sq. miles-less than half of the wetlands of US still exist

Swamp-Shallow, murky water-slow moving, still water-ground squishy and wet-air muggy-plants pile up and make more soil

rotting/decaying plants, trees, brushes, shrubs, cypress trees, moss, mushrooms/fungi

alligators, cottonmouth snake, dragon fly, mosquito, toad, blue heron, muskrat, bass, sunfish, centipede

-can evaporate and dry up-water levels change-animals must leave-vegetation will die

-swamp bottoms create smelly gas-the gas is made by microscopic bacteria-gas bubbles rise a burst as a mega burp-large chunks of moss lift off the bottom and form islands/plants grow on the islands


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