wet soils and water loving plants - lsu agcenter89611ef1-c5e8-431e-9d… · wet soils and water...

Wet Soils and Water Loving

Plants

47

LSU AgCenter • 4-H Youth Wetlands Program • 2013

Grade Level

Upper Elementary

Middle School

Duration

50-55 minutes

Setting

The classroom

Vocabulary

Organic

Inorganic

Hydric Soils

The Dirt on Soil Teacher Instructions

Focus/Overview

This lesson focuses on the many factors contributing to

wetland loss in Louisiana. Although natural processes have

led to wetland loss, various human factors have expedited the

problem.

Learning Objectives

The students will:

Discover what and where soil comes from and why

soil is important in Louisiana wetlands

Distinguish the difference between inorganic and

organic materials

Observe differences in wetland and upland soils

GLEs Science

4th – (SI-E-A1, A2, A3, B1), (ESS-E-A1, A5)

5th – (SI-M-A1, A2, A7, A8), (ESS-M-A4, A7)

6th – (PS-M-A3, A8)

7th – (LS-M-A4)

8th – (ESS-M-A4, A8)

English Language Arts

4th – (ELA-1-E5, E6), (ELA-4-E2, E5)

5th – (ELA-1-M1) , (ELA-7-M1, M4), (ELA-4-M1, M2, M4, M6)

6th – (ELA-1-M1, M3), (ELA-7-M1), (ELA-4-M1, M2, M4, M6)

7th – (ELA-1-M1, M3), (ELA-7-M1, M4), (ELA-4-M1, M2, M6)

8th – (ELA-1-M1), (ELA-7-M1, M4), (ELA-4-M1,M2, M6)

Materials List

Organic objects – sticks, leaves, tree bark, feather, earthworms, flowers, fruits and

vegetables (teacher provides)

Inorganic objects – rocks, foam, plastic bag, marbles, crayons, markers and

envelope (some provided in box but more can be added to this collection)

Small plastic zipper-seal bags (teacher provides)

Flour (teacher provides)

Sugar (teacher provides)

Crayons (colors provided in kit may not be all needed)

Scissors (3 pairs provided)

Three soil samples (teacher should collect as many different soil colors

and textures that they can find)

Index cards (1 pack of 100 provided)

48


Hole punch

Tape

Magnifying glasses (5 provided)

Background Information

Learning about soil is important to many people. Farmers and gardeners need to know

what nutrients are in the soil to determine what will best grow there. Construction

companies and homebuilders need to understand the soil to know how to best build roads,

buildings and homes so they will not sink or slide. Soil scientists and water scientists

need to understand things like how much water can move through the soil into the

groundwater and what can be added to the soil to improve its makeup.

So what is the difference between soil and dirt? Dirt is soil out of place! It is the dead

stuff that you find under your fingernails, on the bottom of your shoes and on your car

tires. Soil is ALIVE with lots of solids, liquids and living organisms that help plants to

grow. Soil is considered the protective layer that covers the Earth, made up of minerals

(inorganic matter), organic matter (produced by plant and animal decay), air and water.

Mineral soils are made up of inorganic material that generally is thought to come from a

type of rock. The material from which the soil forms determines the physical properties

of soil, including color, texture and structure. Soil texture is determined by the amount of

sand, silt or clay found in the soil. The size of the particles determines soil type. Sand is

the largest particle, feels gritty and is known to many because it is found on the beach.

Silt particles are the middle size and feel like flour. They can hardly be seen without a

microscope. Clay particles are the smallest, are invisible to the naked eye and feel slick

and gummy when wet. The amount of each of these particles in soil determines the

amount of water the soil can hold. Some soils are better able to absorb and hold moisture

than others.

Most people think all soils are brown, but that is not true! Soils vary in color depending

on their makeup and where they are found. The color is simply the coating on the soil

particles – similar to the colored shell of an M&M candy. Soil color is one of the easiest

physical soil properties to see and helps determine whether or not an area is considered a

wetland habitat.

Wetland soils, also called hydric soils, are waterlogged for several months during the

year and only allow specially adapted plants to grow there. There are two major types of

wetland soils: organic (contain more than 10 percent of decomposed plants and animals)

and mineral (contain little or no decomposed plants and animals). Wet, organic soils

look like black or dark-brown muck. Mineral soils usually are gray, greenish or bluish-

gray. By reading the color of the soil, scientists can tell how long or how many times an

area has been wet.

Follow these hints when looking at wetland soils:

Reddish/brown colors indicate little waterlogging; probably soils found in more

upland areas.

49


Black mucky soils indicate there is a lot of organic matter that has not completely

broken down due to the presence of water.

Grayish and greenish soils indicate a lot of waterlogging.

Splotchy soils indicate varying wet and dry periods, meaning some water has

been there but you must explore more to determine whether or not this is a

wetland area.

Definitions:

Organic – pertaining to or derived from living organisms

Inorganic – not composed of organic matter; not living

Hydric soil – soil that formed under conditions of saturation, flooding or ponding long

enough during the growing season to develop anaerobic (no oxygen) conditions in the

upper part

Advance Preparation

1. Make copies of worksheets for students.

2. Gather organic and additional inorganic materials for Part 1.

3. Make texture bags as follows:

a. Use three sandwich-size, zippered-seal bags:

i. Pour 1 tablespoon of sugar into a bag and seal it (this represents

sand).

ii. Pour 1 tablespoon of flour into another bag and seal it (this

represents silt).

iii. Pour 1 tablespoon of flour and 1 tablespoon of water into the third

bag. Mix the flour and water and seal the bag (this represents clay).

Procedure

Part 1

1. Review with class the background information on soils.

2. Pass out the Organic Versus Inorganic worksheet to each student.

3. Show students the table of materials you have set up at the front of the class with

various objects.

4. Tell the students you will hold one of these items at a time for everyone to see.

5. As you hold the item, have students write whether they think the object is organic

(is alive or was alive) or inorganic (is not alive and never was alive).

6. Once you have been through all of the objects and every student has completed

his or her worksheet, discuss why the students chose the categories they did. Feel

free to challenge the students if there are varying opinions!

Part 2

1. Review the background information about soil textures with the class.

2. Pass around the bags of the different soil “textures.” Tell students to close their

eyes and feel the samples through the bags.

a. For a messier option, you also can allow them to reach into the bag if you

choose to do so.

50


3. Discuss what differences they feel and why those differences might be important

to Louisiana wetlands. The following questions can help in this discussion:

a. Ask students which particle they think is largest? (Sand) Smallest? (Clay)

b. Which particles do they think would hold more water? (Clay because of

the smaller particles that absorb more)

c. What particle do they think would stay put during a hurricane? (Clay soils

are heavy and are not easily lost to erosion)

d. What particle do they think would be washed away with large waves or a

hurricane? (Sandy or silty soils tend to wash away easier)

Part 3

1. Review with students the background information on soil colors and what they

help us to identify.

2. Pass out Soil Color Worksheet.

3. Have students color in the circles with the specific colors listed on top of the

circle. These colors are separated by wetland and upland soils.

4. Students should then cut out the dark circle from the middle of the chart.

5. Tell students that they are now going to examine different soils to determine

whether or not the soils are from a wetland area.

6. Break off small sample(s) of each soil that was provided. Pass sample(s) around

to each student and have them place the sample behind the hole that was cut out

of the chart.

7. Holding the chart in one hand and the sample in the other, students should try to

match the soil color to one of the colored circles on their charts.

a. If the color matches the top of the chart, it is a wetland soil.

b. If the color matches the bottom of the chart, it is not a wetland soil.

8. Feel free to collect soils from your area to provide students with more samples to

match. Pick upland and wetland soils to allow more options.

9. Once everyone has matched the soil colors, pass out three index cards to each

student.

10. Students should use a hole punch to make a small circle in the center of three

index cards.

11. Students should cover one side of the hole with clear tape then turn the card so the

sticky side of the tape is facing up.

12. Each student should label the cards A, B and C.

13. Using the soils provided (or any others collected locally), sprinkle a small amount

of each sample on the sticky side of the tape and place another piece of tape over

the sample – making one slide.

a. Repeat this for all soil samples.

14. Then have students use a magnifying glass to carefully examine each soil sample.

15. Students should record observations on each slide and determine which one they

think is from a wetland area.

Blackline Masters

1. Inorganic Versus Organic

2. Soil Colors

51


Resources

Do you dig wetland soil?

WOW!: The Wonders of Wetlands. 2003: Environmental Concern Inc and The Project

WET International Foundation.

What is in a wetland soil? Wetland Stewards Program Lesson 2.

http://www.fitzwerc.org/wlinks/mslessons.htm#Less2

52



Youth Wetlands Program provided by LSU AgCenter

The Dirt On SoilStudent Activity SheetName

Inorganic Versus OrganicDirections: Examine each item the teacher holds up and decide which is organic and which is inorganic. List each item below in the column that you choose for it.

Organic Items(is alive or was alive)

Inorganic Items(is not alive and was never alive)

53


The Dirt On SoilStudent Activity SheetName

Soil Colors Directions: Use crayons to color the circles below with the colors listed above the circle. When you are finished, fold the sheet in half and cut out the black circle. To determine if the soil sample comes from a wetland area, hold the chart in one hand and the soil sample in the other. Place the soil sample behind the hole and try to match the color to one of the circles you colored on the chart. If it matches the top colors, it is a wetland soil!

54


The Dirt on Soil in the T-3 Format

What You Say What You Do What The Students Do

Today we will be learning

about soils and why they are

important.

Lead a discussion with

questions like:

Can anyone tell me the

difference between soil

and dirt?

Where does soil come

from?

Does anyone know the

difference between organic

and inorganic?

Can anyone name three

types of soil textures?

Use the information at the

beginning of the lesson and

the General Wetlands

Information at the front of

the curriculum binder to fully

explain soils, specifically

wetland soils.

Talk about what they know

about soils and those soils

found in wetlands.

We are going to play a little

game to determine what you

know about where soils come

from. Everyone should have

received the “Organic Versus

Inorganic” worksheet.

Pass out Organic Versus

Inorganic worksheet

(Activity No. 1.)

Take worksheet.

At the front of the class you

will see a table full of various

objects from nature, around

the house, around school and

so forth. As I hold up these

items one at a time, you need

to determine whether it is

considered an organic object

or inorganic object.

Point to table at front of class

and answer any questions

about organic and inorganic

(using background

information).

Listen and observe table with

objects.

Write the object under the

column where you think it

belongs – based on whether it

is inorganic or organic.

Hold up objects one at a time

and allow time for students to

observe and record their

answers.

Look at items and fill in

correct columns on

worksheets.

Now that we have gone

through all of the items, let’s

go through your answers all

together. Be sure to tell us

Hold up items again one at a

time and solicit answers from

the class.

Look at items and provide

organic or inorganic answer

for each one.

55


why you chose the column

you did.

So, if soil comes from

different materials (inorganic

and organic items), do you

think some soils feel different

from others?

Lead a discussion on soil

textures using background

information.


about soils and soil textures.

Can anyone tell me the

three different soil

textures?

Which one is the smallest

particle? Largest? Middle?

I am going to pass around

“soil” bags so you can feel

the difference in these three

textures. Close your eyes

when you feel the bags so

you can really imagine you

are working in the field trying

to determine what type of soil

you have.

Pass around soil bags and

have students feel the

different textures.

Close their eyes and feel the

soil bags.

Now, tell me what

differences you felt in the

three soil textures.

See Procedural Step No. 3 (in

Part 2) for questions to lead a

discussion on soil textures

and the importance to

Louisiana wetlands.

Discuss differences in

textures and answer

questions.

So now we know where soil

comes from and what it feels

like, but there is one more

difference you might notice

in different soils?

COLOR!

Use background information

to discuss soil color and the

importance to Louisiana

wetlands.


about soils and soil colors.

As I pass out the Soil Color

Worksheet, everyone should

read the instructions at the

top and then select the correct

crayons to color in the circles

on the sheet.

Pass out the worksheet and

direct students to art supplies

with crayons.

Take worksheet and select

crayons to color the circles.

56


As you start to color the

circles, observe the

differences in the top and

bottom of the sheet. The top

colors represent soil colors

you would find in wetland

soils, and the bottom colors

represent those soils found in

nonwetland areas.

Assist students in coloring

their sheets.

Color circles using crayons.

Once you have finished

coloring all the circles on

your sheet, cut out the black

circle found in the middle of

the chart.

Pass out scissors and assist

with cutting.

Cut out dark circle in middle

of chart.

We are now going to examine

some different soils to

determine whether or not

they are from a wetland area.

This is the same procedure

used by soil scientists when

they are in the field It is a

technique known as the

Munsell Color Chart.

Break off small samples of

each soil provided and pass

them out to a few students at

a time.

Take soil sample.

You should hold the chart in

one hand and the sample in

the other and place the

sample behind the circle that

you just cut out of the chart.

Help students correctly hold

sample and chart.

Place sample behind cutout

circle.

Now, try to match the soil

sample color to one of the

colored circles on the chart. If

the color matches one at the

top, then it is a wetland soil.

If it matches one at the

bottom, then it is not.

Help students correctly hold

sample and chart. Pass out

new soil samples, as needed.

Use chart to determine if soil

is from a wetland.

Now that we have all had a

chance to observe the

different soil colors, we are

going to take a closer look.

Pass out three index cards to

each student.

Listen and take index cards.

57


Everyone should have three

index cards. Use the hole

puncher to punch a hole in

the middle of each card. Then

place one piece of scotch tape

over the hole. Flip the card

upside down so that the

sticky side of the tape is

facing up.

Assist students with punching

holes and placing tape.

Punch holes and place tape

over hole.

Label the cards A, B and C

(and so on if you provided

more soil samples).

Label the cards.

Using a very small pinch of

soil, sprinkle the soil onto the

sticky piece of the tape. Then

place another piece of tape on

top of the soil. You have just

made a slide!

Assist students with soil

sample and applying second

piece of tape.

Sprinkle soil samples onto

tape. Then place second piece

of tape over it.

Once you have made all three

(or more) of your slides, use a

magnifying glass to examine

the soil sample. What do you

see?

Write your observations

about the soil on your card

next to the sample.

Assist with magnifying

glasses and pass them

around, as needed.

Examine soil with

magnifying glass and record

observations on index card

slides.

Which soils do you think

came from a wetland area?

Where might you find

some of these soil

samples?

Lead discussion to finish

activity and allow students to

take their slides home.

Talk about what they learned

today about where soils come

from, soil texture and soil

color.

58


Grade Level

Upper

Elementary

Middle School

High School

Duration

50-55 minutes

Setting

The classroom

Vocabulary

Spanish moss

Over-harvesting

Supply

Demand

Consumer

Spanish Moss Teacher Instructions

Focus/Overview

Students will learn about Spanish moss, the history of its exploitation and

why this plant is important to Louisiana. This lesson will engage students

in taking common Spanish moss and developing a product humans would

use but one that would not be harmful to the environment.

Learning Objectives

The students will:

Learn about supply and demand

Create a human-needed, environmentally friendly product out of

Spanish moss

Use marketing skills to “sell” the design to classmates

GLEs Science

4th – (E-1A-ES), (E-1B-E1), (LS-E-C2)

5th – (SE-M-A4)

6th – (SE-M-A6, A8)

7th – (SE-M-A2, A4)

8th – (SE-M-A8, A10)

High School – (SE-H-A4, A7, A9, B5, D4), (SE-M-A4)


4th – (ELA-1-E5, E6), (ELA-4-E2, E5)

5th – (ELA-1-M1), (ELA-4-M1, M2, M4, M6), (ELA-7-M1, M4)

6th – (ELA-1-M1, M3), (ELA-4-M1, M2, M6), (ELA-7-M1)

7th – (ELA-1-M1, M3), (ELA-4-M1, M2, M6), (ELA-7-M1, M4)

8th – (ELA-1-M1), (ELA-4-M1, M2M M6), (ELA-7-M1, M4)

High School – (ELA-1-H1), (ELA-4-H1, H2, H4, H6), (ELA-7-H1)

Materials List “Haunted Waters, Fragile Lands, Oh! What Tales to Tell” video

Markers (1 pack of 10 is provided)

Construction paper (1 pack provided)

Foil (1 roll provided)

Glue (3 bottles provided)

Scissors (3 pairs provided)

Pencils (1 pack of 24 provided)

Moss (teacher provides – can be purchased in craft section of Walmart or other

craft stores)

Additional arts and crafts materials may be found in your classroom. Feel free to

use what you have available.

59



Spanish moss (Tillandsia usneoides), also known as graybeard, is a flowering plant in the

pineapple family. This moss has threadlike stems with small greenish-blue leaves that

grow on tree limbs and can get up to 20 feet long. It is common in the southeastern part

of the United States – commonly growing on bald cypress trees in the wetlands of

Louisiana.

Many people that Spanish moss is a parasitic plant, meaning that it takes valuable

nutrients from the tree it lives on and eventually leads to the death of the tree. But that is

incorrect! Spanish moss is an epiphyte. Epiphytic plants grow upon or attach to living

plants but do not absorb the nutrients from those plants. Epiphytic plants like Spanish

moss rarely kill the trees they live on, although they may lower a tree’s growth rate by

reducing the amount of light to a tree’s own leaves.

As mentioned in the video, many products from Louisiana wetlands have been used

commercially, and the harvesting of some natural resources has aided the destruction

of valuable marshlands. Due to heavy demand from consumers, Spanish moss was

over-harvested for years and used as a stuffing material in automobile seats, furniture

and mattresses. Over-harvesting is harmful to an ecosystem because it depletes the

species to very low numbers and may drive it to extinction.

Spanish moss can be a sustainable material for use in commercial products, but that’s

possible only if companies are conscious of the harmful effects over-harvesting can

cause. Today, the U.S. Department of Agriculture enforces regulations for the harvesting

of Spanish moss in many states, allowing some companies to use the plant in upholstery,

as a packing material, in gardens and for flower arrangements.

Definitions:

Spanish moss (Tillandsia usneoides) – also called Florida moss, long moss or graybeard.

Spanish moss is not a true moss. It is an epiphytic plant, which grows on another plant

but does not rely on the host plant for nutrients; epiphytes make their own food.

Over-harvesting – occurs when a type of resource (such as an animal or a plant) is too

widely consumed.

Supply – the quantity of a commodity that is in the market and available for purchase or

that is available for purchase at a particular price.

Demand – the desire to purchase, coupled with the power to do so.

Consumer – a person or organization that uses a commodity or service.

Advance Preparation

1. Set up video for class to watch: “Haunted Waters, Fragile Lands, Oh! What Tales

to Tell.”

60


2. Make copies of student activity sheet for each group of four students.

Procedure

1. Discuss with the class what they learned about Spanish moss from the video.

2. Review the background information about Spanish moss and supply/demand.

3. Divide students into groups of four or less. Each group should have all of the

materials needed for this lesson at its station.

4. Tell students that as a group they are to create a human-needed product using the

moss sample provided. This product must not be of such high demand that the

population of Spanish moss is put in jeopardy of over-harvesting. They must also

come up with ways to offset the harvesting done and ensure well-managed

harvesting of the plant (e.g., rotation of harvest, thinning rather than complete

harvesting of area, determine eco-friendly/sustainable ways to grow it and

planting live oak trees for future security of population).

5. The students can use any of the arts and craft supplies to make the product. (These

items include foil, construction paper, markers and more.)

6. As students work on their products, they should consider the following and

answer the questions on their student activity sheets.

a. How will this product help make the lives of humans easier?

b. Who will use this product? (i.e., age group, gender)

c. How much should this product cost?

d. How could you advertise this product?

e. Is this product harmful to the environment?

f. How will this product affect the marshlands?

7. After they have created their products and completed their worksheets, each group

must come up with an advertisement they will present at the front of the class.

The skit must include the product name, who the product targets, how they will

use sustainable practices and the price of the product.

a. A possible option is to video these advertisements and show to parents or

other groups at a later date. Also, other classes can be brought in to vote

on the best product and advertisement.

Blackline Master

1. Spanish Moss

Resources

BTNEP: Barataria-Terrebonne National Estuary Program, “Haunted Waters, Fragile

Lands, Oh! What Tales to Tell,” 4-6 video guide.

University of Florida 4-H Forest Ecology. Accessed October 15, 2008.

http://www.sfrc.ufl.edu/4h/Spanish_moss/spanmoss.htm.

The Money Instructor. Accessed November 5, 2009.

http://www.moneyinstructor.com/wsp/supplydemand.asp

61

http://www.sfrc.ufl.edu/4h/Spanish_moss/spanmoss.htm

http://www.moneyinstructor.com/wsp/supplydemand.asp

Spanish MossStudent Activity SheetName


Spanish MossWelcome to the world of environmental economics! Your job today as a group is to come up with an idea on how to use Spanish moss as a viable economic product. By using Spanish moss your product will be more eco-friendly and cause less harm to the environment.

Here are some questions to answer in order to help your group brainstorm some ideas on your Spanish moss product.

1.) How will this product help make the lives of humans easier?

2.) Who will use this product? What age groups is this product going to help?

3.) What is the cost of this product? Will it be cost effective? (Will the construction of this product cost more than the actual product itself?)

4.) Now it is time to think about the advertisement of this product. How will you advertise your new Spanish moss product? Try to draw a billboard or a magazine advertisement of your new product!

6.) Is the product harmful to the environment?

7.) Now to tie this all together to the marsh. How will this product affect the marshlands?

Now your group is on your way to becoming an eco-friendly business. Good luck with your Spanish moss product!

62


Spanish Moss in the T-3 Format

What You Say What You Do What the Students Do

Have students watch the

video “Haunted Waters,

Fragile Land, Oh! What

Tales to Tell.”

Sit back and watch the

video.

Read background

information and decide

what you would like to

highlight to the students.

What did you learn from the video? Class discusses.

Go over background information of

Spanish moss that you chose.

Read background material

from lesson plan.

Go over basic concepts of

marketing:

• Consumer – target group to sell to

• Supply – how much of your

product you plan on selling.

• Demand – how much is needed.

Now you’re going to create a

product using your moss samples.

The product must be

environmentally friendly and

important to humans.

Assign students to groups

of no more than four; make

sure each group has

materials needed.

Brainstorm an idea and

build a prototype.

Remind students to keep the Four

Ps in mind:

• Product - how will this product

make our lives easier?

• Placement - who will use this

product (gender, age, etc.)?

• Price - how much will this product

cost?

• Promotion - how will we advertise

this product?

Is this product harmful to the

environment; how will it affect the

marshland?

Create an advertisement

for their product using

construction paper and

markers.

Tell the students to create a quick

presentation on their product using

the prototype and their

advertisement.

Students will present

their product to the class.

63


Grade Level

Upper Elementary

Middle School

High School

Duration

50-55 minutes

Setting

The classroom

Vocabulary

Sea Level

Sea Level Rise

Subsidence

Relative Sea Level Rise

Soil Compaction

Displacement

Losing Ground: Subsidence Teacher Instructions

Focus/Overview This lesson focuses on the loss of Louisiana wetlands to a process

known as subsidence – the sinking of the land. Although this is a

natural process, various human factors have exaggerated the problem.

Learning Objectives

The students will:

Distinguish the manmade and natural causes of sediment loss.

Define sea level and sea level rise and determine why this is

important to the state of Louisiana.

Define subsidence and the effect on Louisiana, resulting in

relative sea level rise.

Identify extraction of products from the ground as a cause of

increased subsidence.

GLEs Science

4th – (SI-E-A1, A2, B1)

5th – (SI-M-A4, A7),(SE-M-A4), (ESS-M-A7)

6th – (SE-M-A6, A8)

7th – (D-2-M), (SE-M-A1, A4)

8th – (ESS-M-A10, A8)

High School – (SI-H-A1, A3, B1), (LS-H-DH), (SE-H-A7)


4th – (ELA-1-E5, E6), (ELA-4-E2, E5), (ELA-5-E6)

5th – (ELA-1-M1) , (ELA-7-M1, M4), (ELA-4-M1, M2, M4, M6)

6th – (ELA-1-M1, M3), (ELA-7-M1), (ELA-4-M1, M2, M4, M6), (ELA-5-M1)

7th – (ELA-1-M1, M3), (ELA-7-M1, M4), (ELA-4-M1, M2, M6), (ELA-5-M1, M2)

8th – (ELA-1-M1), (ELA-7-M1, M4), (ELA-4-M1, M2, M6)

High School – (ELA-1-H1), (ELA-7-H1), (ELA-4-H1, H2, H4, H6)

Social Studies

4th – (G-1A-E2), (G-1B-E1, E3), (G-1D-E4)

5th – (G-1A-M2)

7th – (G-1A-M2)

8th – (G-1A-A1, M2), (G-1B-M3, H1)

Materials List “Vanishing Wetlands, Vanishing Future” Video

Plastic cups (one per student – teacher provides)

Ice cubes (teacher provides)

Wooden sticks/Popsicle sticks (1 stick per student)

Permanent marker (1 pack of 4 is provided)

64


Ruler

Soil/dirt from outside (teacher provides)

Scissors (3 pairs are provided)

Balloon (one for each group of two students)


Sea Level

The ocean is not flat. Water is influenced by many forces, including winds, tides, large and small

waves, glacier melt and rainfall, which determine height of the sea around the world. Generally

speaking, sea level is the point where the ocean meets the land – or the level of the ocean surface.

Because of all the contributing factors listed above, sea level is not a constant number.

By understanding sea level, we can determine if the oceans are rising or falling over time. It is

thought that a worldwide rise in sea level has been occurring for the past several decades. Although

this is a natural process, the concern is that global warming and other weather changes caused by

humans might be exacerbating this rise in sea level. Global warming causes sea level to rise by

expanding ocean water, melting mountain glaciers and eventually causing polar glaciers to melt or

slide into the oceans.

Subsidence

Land subsidence is a gradual settling or sudden sinking of land caused by the underground

movement of Earth’s materials. Subsidence is due to soil compaction and a loss of support below

ground. In other words, when water is taken out of the soil, the soil collapses, compacts and drops.

Historically in Louisiana, subsidence was offset by the accumulation of new sediments into the

wetlands during flooding from the Mississippi River. Because the levee system was constructed to

eliminate these floods, new sediments do not accumulate, and subsidence gains the advantage.

Subsidence rates vary locally and regionally. In the United States alone, an area roughly the size of

New Hampshire and Vermont combined has been directly affected by subsidence. Although a

natural process, land subsidence often is exacerbated by human activities, such as the removal of

groundwater and petroleum from under the Earth’s surface. This certainly is true in Louisiana. The

amount of canals dug for oil and gas exploration in coastal Louisiana is thought to speed up this

process of subsidence.

Because of the difficulty in separating the effects of subsidence and sea level rise on Louisiana

wetlands, scientists have combined the two rates into a term known as "relative sea level rise."

Average rates in other parts of the world are 1-2 millimeters per year. Due to the combined sea level

rise and subsidence rates, however, Louisiana is sinking at a greater rate of 2.1 to 9.4 millimeters per

year. This is a concern in Louisiana, because coastal areas will be flooded, people will lose their

homes, some freshwater resources will become too salty to use and habitat loss will occur.

See General Wetlands Information at the front of the binder for more information on subsidence.

65


Definitions:

Sea level – The ocean surface; the mean level between high and low tides.

Sea level rise – Long-term increases in mean sea level.

Subsidence – Sinking or settling of soils so that the surface is disrupted.

Relative sea level rise – The combined rates of sea level rise and subsidence in Louisiana. The

effects of subsidence and relative sea-level change are the most critical environmental and cultural

issues facing southeastern Louisiana.

Soil compaction – Air pockets in the soil collapse under the weight of the soil above.

Displacement – Occurs when an object is immersed in a fluid, pushing it out of the way and taking

its place.

Advance Preparation

1. Have “Vanishing Wetlands, Vanishing Future” video set to sediment loss section.

2. Gather all materials and make copies for students.

Procedure

Part 1

1. View the “Sediment Loss” section of the “Vanishing Wetlands, Vanishing Future” video.

2. Pass out the Causes of Sediment Loss student activity sheet.

3. After students have completed the concept map, have students share their maps and discuss

what they now know about levees, spoil banks and sediment loss.

4. Lead students in a discussion about the concepts learned in this activity.

Part 2

1. Break students into groups of two and pass out a student activity sheet to each group.

2. Give each group two plastic cups and have them label the cups like this:

a. One cup should have two ice cubes in it and be labeled sea ice.

b. The other cup should be left empty and be labeled glacier ice.

3. Students should fill both cups half full with water and make sure the water level is even in

both cups.

4. Mark the water level of both cups on the side with a marker.

5. Have the students place two wooden sticks (not touching) across the top of the cup with no

ice, labeled glacier ice.

6. Ask the students to place two cubes of ice on top the sticks.

7. On their worksheets, have students predict the outcome and suggest reasons for the outcomes

they predict.

8. Let the ice cubes begin to melt and have students check the water level every five minutes

and record this on their activity sheet (a clock or stopwatch must be visible).

9. At the end of 30 minutes, have students mark the new elevations.

66


10. Teacher Information:

a. The water elevation in the cup that initially had the ice cubes in it (labeled sea ice)

should not have changed. This represents ice already existing in the water, such as an

iceberg, that would not affect sea level if it melted.

b. The water elevation in the cup that had the ice cubes later added to it (glacier ice)

should have changed. These cubes represent glaciers that are located on the land

(above the water) that would contribute to sea level rise when they melted.

11. Lead a discussion about rising sea level due to global climate change using the following

questions:

a. Why might we in Louisiana be concerned about sea level rise? (People living in

coastal areas could lose their homes, cities could flood, salt water intrusion could

damage freshwater ecosystems, etc.)

b. Using what you know on the water cycle, does increased rainfall add to sea level rise?

Why or why not? (Rainfall is part of the water cycle. As water evaporates from oceans

and rises into the atmosphere, it cools, condenses, forms clouds and eventually

precipitates, falling back to Earth as rain, snow, sleet, etc. Ultimately, the water that

evaporates from the Earth will return to the Earth. Thus, sea levels will not rise as a

result of precipitation.)

c. What can we do to help slow the process of global warming and sea level rise? (This

refers to human use of fossil fuels – some answers might be to take public transit

instead of driving; eat local foods; turn off lights and electrical equipment when not

in use; plant a tree; and reduce, reuse and recycle.)

Part 3

1. Review with the class the background information about subsidence. Explain to students that

subsidence can be related to the removal of underground materials, such as oil and gas.

2. Divide students into groups of two.

3. Give each group a plastic jug with the top quarter of the bottle cut off.

4. Cut a small hole (large enough for the tip of a balloon to fit through) about 2 inches above

the bottom of the jug.

5. Fill the bottom of the jug with soil until the soil is just below the hole cut out on the side.

6. Partially blow up the balloon to a size that can fit inside of the jug. DO NOT TIE THE

BALLOON.

7. Place the balloon into the jug and put the mouthpiece of the balloon through the hole.

(Someone must continuously pinch the mouth of the balloon to keep the air from escaping.)

8. Add approximately 4 more inches of soil to the jug (on top of the balloon, until it is

completely buried).

9. Mark the level of the top of the dirt on the jug.

10. Release the air from the balloon and observe.

11. Mark the resulting level of dirt.

12. Explain to students that the air in the balloon represented a natural gas/oil deposit under the

Earth’s surface and what they just demonstrated is what happens to Louisiana wetlands when

these deposits are removed.

13. Have the students suggest possible effects on coastal Louisiana since oil and gas exploration

began in the early 1900s. (These answers will vary but should have information about

increased subsidence; pollution; damage to wetland habitats, plants and animals from oil

spills; and damage to land from the digging of canals)

67


Extension for Activity Have older students read the article from National Geographic titled “Gone with the Water” and

discuss as a class. This article can be found at

http://ngm.nationalgeographic.com/ngm/0410/feature5/

Blackline Masters

1. Causes of Sediment Loss

2. Sea Level Rise

References

My Science Box. Katrina Case Study. Accessed July 15, 2009. www.mysciencebox.org

The Fragile Fringe: A Guide for Teaching About Coastal Wetlands. USGS NWRC. Accessed July

19, 2009. www.nwrc.nbs.gov/fringe/ff_index.html

Water Science for Schools. USGS NWRC. Accessed August 1, 2009.

http://ga.water.usgs.gov/edu/gwsubside.html.

68

http://ngm.nationalgeographic.com/ngm/0410/feature5/

http://www.mysciencebox.org/

http://www.nwrc.nbs.gov/fringe/ff_index.html

http://ga.water.usgs.gov/edu/gwsubside.html

Losing Ground: SubsidenceName Student Activity Sheet


Causes of Sediment Loss I. Read the following passage.

Several factors have led to the decrease in sediment being carried to south Louisiana by the Mississippi River. Locks and dams on the Missouri, Ohio and upper Mississippi rivers have created a situation that allows less sediment from other parts of the country to flow down-stream. Also, agricultural interests in other states have implemented conservation measures to prevent their soil from being eroded. This means less sediment reaches the Mississippi River. Land clearing also has been reduced to preserve forested areas. This also means less sediment reaches the river.

Closer to home, leveeing of wetlands, navigation canals, spoil banks from dredging and upstream diversions of the Mississippi River are causes of reduced sediment flows. None of these sediment-loss causes would be a big problem if it were not for the natural sinking of land, called subsidence. Compaction of loose sediments causes the land to sink, or subside. In the past, sediments built the land at a rate greater than the rate of subsidence and kept the land above the level of the sea. However, due to sediment loss, many areas are sinking faster than they can be replenished with sediment and are slowly sinking under water. To a lesser degree, man has also contributed to subsidence by extracting minerals, ground-water and petroleum from the ground, draining wetlands for development, and urbanizing. The more weight we place on the land and the more we take out of the land, the faster the land will compact and subside.

II. Draw a concept map below showing the causes of sediment loss. Be sure to clearly distinguish manmade and natural causes.

69

Losing Ground: SubsidenceName Student Activity Sheet


Sea Level RiseDirections:Using your ruler to measure, record your observations of “sea level” change in the tables below. As soon as your teacher says you are ready to begin, take a measurement of the water level in each cup and write these readings in the “start” column. You will be recording measurements in both cups every five minutes over a 30-minute period.

Predict the outcome and explain why you predict that outcome: ________________________________________________________________________________________________________________________________________________________________________________________________________________________

A. Sea Ice Water level Start 5 min 10 min 15 min 20 min 25 min 30 min

B. Glacier Ice

Water level Start 5 min 10 min 15 min 20 min 25 min 30 min

Questions

A. Sea Ice1. Did the water level change as the sea ice melted?

2. How can you explain this?

B. Glacier Ice1. Did the water level change as the glacier ice melted?

2. How can you explain this?

C. Comparing Sea Ice and Glacier Ice 1. Did the ice melt at different rates? Describe what you saw.

70


Losing Ground: Subsidence

Answer Key to Sea Level Rise

Questions

A. Sea Ice

1. Did the water level change as the sea ice melted? No

2. How can you explain this? Answers should include something based on the following: Ice

already in the ocean does not contribute to sea level rise. The ice already took up the space in

the water, so when it melted, it just filled in that space. This is called displacement.

B. Glacier Ice

1. Did the water level change as the glacier or continental ice melted? Yes

2. How can you explain this? Glaciers are formed on land (above the water). When glaciers

break off into the ocean they displace existing water (just as a person displaces water when they

enter a bathtub). So when these glaciers melt, they add additional water to the system, causing

the sea level to rise.

C. Comparing Sea and Glacier Ice

1. Did the ice melt at different rates? Describe what you saw. Student answers will vary.

2. Did this experiment support your original hypothesis? Why or why not? Student answers

will vary.

71


Losing Ground in the T-3 Format



some of the reasons we are

losing ground in Louisiana

wetlands.

Does anyone know what a

wetland is?

Can anyone explain what

sea level is?

What about sea level rise?

Did you know that the

coastal marshes of

Louisiana actually are

sinking under the water?

This is a process known as

subsidence.


beginning of the lesson and

the General Wetlands

Information at the front of

the curriculum binder to fully

explain why we are losing

Louisiana wetlands. Focus on

the effects of sea level rise

and subsidence.


about Louisiana wetlands,

why we are losing them, sea

level rise and subsidence.

We are going to watch a short

video about the sediment loss

in Louisiana.

Play the “Sediment Loss”

section of the “Vanishing

Wetlands, Vanishing Future”

video.

View the sediment loss

section of the video.

As I pass out the Causes of

Sediment Loss worksheet,

everyone should read more

about the causes of sediment

loss and identify manmade

and natural causes. Then you

will draw a concept map.

Pass out the student activity

sheet titled Causes of

Sediment Loss.

Read the passage and draw

concept map.

Now that everyone has drawn

their concept maps, who

would like to volunteer to tell

me what they learned about

sediment loss?

Solicit answers. Discuss what they learned

and show their concept maps

to the class.

72


Now we are going to break

into groups to learn more

about sea level and sea level

rise. I am passing out a

worksheet that will help you

with this activity.

Break students into groups of

two and have each one go to

a station with all the

materials on it. Pass out one

worksheet to each group.

Break into groups; go to

correct station and take

worksheet.

Each group should have two

cups at its station. Using a

permanent marker, label one

cup sea ice and one cup

glacier ice.

Label both cups correctly.

I am passing out two ice

cubes to each group. These

cubes should be placed in the

cup measured sea ice.

The other cup should remain

empty.

Pass out 2 ice cubes to each

group.

Take ice cubes and place in

cup labeled sea ice.

Now, fill your cups halfway

up with water and make sure

the water level is even in both

of the cups.

Show students where they

can go to fill their cups and

assist them.

Go to allowed area to fill

cups with water.

Once back at your stations,

mark the water level of each

cup on the side with a

permanent marker.

Mark water levels on the side

of each cup.

On the cup labeled glacier ice

– the one with no ice cubes in

it – lay the two wooden sticks

across the top. Be sure the

sticks are not touching but are

close enough to rest the ice

cubes on both.

Assist students in placing

sticks.

Lay sticks across top of cup

labeled glacier ice.

73


I am now going to pass out

two more ice cubes to each

group. These cubes should be

placed on top of the sticks.

Pass out two ice cubes to

each group.

Take ice cubes and place

them on top of sticks.

Now that everyone has their

ice placed on the sticks, take

a moment to predict what you

think the outcome will be and

write this on your worksheet.

Discuss with group and fill

out predicted outcome on

worksheet.

Stand your ruler next to the

cup and measure the water

level in inches (or whatever

you choose). Record this

number in the START

column for both cups.

Assist students with

measuring water level.

Use rulers to measure water

level and record on

worksheet.

When I say GO, the clock

will start and each of your

groups will take a reading

every 5 minutes for the next

30 minutes. I will call out

TIME, and that is when you

should take your reading.

Record any important

observations you want to

discuss at the end of the

experiment.

Say GO when you are ready

for the clock to start. Every 5

minutes, yell TIME and assist

students in recording their

water levels. This should

continue for 30 minutes, and

then you should stay TIME to

finish experiment.

Observe changes in water

level and record

measurements every 5

minutes for 30 minutes.

Now, as a group, answer the

remaining questions on your

worksheets.

Answer questions on

worksheets.

Once everyone is finished

with the worksheet, tell me

what did everyone see? Was

your predicted outcome

correct?

Use Procedural Steps No. 10

and No. 11 to lead discussion

about what the students

observed and about the rising

sea level and what students

can do to slow down this

process.

Talk about what they learned

and what they can do to help

slow the rising sea level.

74


Sea level rise is happening

everywhere but is a huge

problem in Louisiana when

combined with another

natural process that occurs

here, subsidence.

Can anyone tell me what

subsidence is?

Why would this increase

sediment loss in Louisiana

wetlands?

Use background information

to discuss subsidence.


about subsidence in

Louisiana.

In your same groups of two,

we are going to conduct an

experiment on sediment loss

due to subsidence.

At each station should be the

following materials: clear

jug, balloon, scissors and

soil.

Discuss the sinking or

settling of soil so that the

surface is disrupted, creating

a shallow hole and, in turn,

contributing to the altering of

the coastline.

Using these materials, we

will do an experiment to

determine how extracting

materials from underground

affects the surface elevation

of the land.

Demonstrate how the jugs

need to be cut a quarter of the

way from the top and how a

2-centimeter-diameter hole

needs to be cut about two-

thirds from the bottom.

Students cut their jugs in the

same fashion.

Fill bottom of container with

soil until it is just below the

hole.

Fill bottom of container with

soil until it is just below the

hole.

Blow up the balloon to a size

that fits in the jug, but do not

tie the balloon. Hold the

mouthpiece and insert it in

the hole with balloon inside

the jug. Be sure to keep the

balloon sealed; don’t let the

air out yet. Then fill the

remainder of the jug with soil

Blow up the balloon to a size

that could fit in the jug (do

not tie the balloon ). Hold the

mouthpiece and insert it in

the hole with balloon inside

the jug. Then fill the

remainder with enough soil to

bury the balloon. Mark the

soil elevation on the side of

75


so the balloon is buried.

Mark the soil elevation on the

side of the jug with a

permanent marker.

the jug with a permanent

marker.

Watch what happens as you

release the air slowly. Mark

the new soil elevation on the

side of the jug with a

permanent marker.

Release air from balloon,

observe and mark new

elevation.

How does this activity model

extracting minerals and

petroleum from the ground?

Initiate discussion about the

effects of extracting minerals.

Answer and discuss.

How does this type of

extraction increase the rate of

subsidence?

Initiate discussion about how

subsidence is affected by

extraction.

Discuss subsidence rate.

76


Grade Level

Upper Elementary

Middle School

Duration

50-55 minutes

Setting

The classroom and

outdoors

Vocabulary

Dichotomous Key

Scientific Name

Genus

Species

Getting to Know a Plant Teacher Instructions

Focus/Overview

This lesson is designed to introduce students to the parts of a plant

and to how these parts function. Using a dichotomous key, students

will learn how to identify wetland plants that are frequently used in

Louisiana wetland restoration projects.

Learning Objectives

The students will:

Identify the parts of a plant and learn how they function

Understand the use of a dichotomous key

Identify unknown wetland plants using a dichotomous key

Learn key wetland restoration plants used in Louisiana

GLEs Science:

4th – (SI-E-A1, A6), (LS-E-A1, A3, A5, B2)

5th – (SI-M-A1, A3), (LS-M-A4, C1, D1), (SE-M-A7)

English Language Arts:

4th – (ELA-1-E1, E5, E6), (ELA-2-E1-E6), (ELA-3-E1, E2), (ELA-4-E1, E5), (ELA-5-E3, E6)

5th – (ELA-1-M1), (ELA-2-M1, M2), (ELA-3-M2, M3, M4, M5)

6th – (ELA-1-M1, M3), (ELA-2-M1, M2, M6), (ELA-3-M2, M4, M5, ELA-4-M1, M2, M4, M6)

Materials List

Crayons/markers/colored pencils (1 pack of each provided)

Small garden shovel (teacher provides)


Like people, every plant has unique characteristics that can be used for identification purposes.

For example, you may know that your friend is short and has blond hair and a birthmark. Based

on these features, you are always able to pick your friend out of a photograph or a crowd of

students. The same is true for plants. Every plant has unique characteristics that allow someone

to identify the plant.

A dichotomous key (DI-COT-TO-MUS) is a tool that can be used to identify plants. This type

of key is used for all sorts of plants, ranging from trees to flowers, as well as for animals, rocks,

fish and more! A dichotomous key contains a series of choices that lead the user to the correct

name of something. "Dichotomous" means "divided into two parts." Therefore, a dichotomous

key will always give two choices in each step. Eventually, when enough questions have been

answered, the identity of the plant, animal or object is revealed.

77


When identifying plants, most plants have both a common name and scientific name. This may

be a little confusing, but the system of giving scientific names to plants resulted from the fact

that scientists also were confused. So many plants had different common names. People in

different places or people who spoke different languages referred to the same plants by different

common names. In 1758, Carl Linnaeus, a Swedish biologist, proposed a universal system for

naming all living things. That system provides two names for a species: a family name (generic

name or genus name), which always has a capital letter as the first letter, and a personal name

(specific name), which is always in lower case letters – both are underlined or italicized.

Even people have a common and scientific name – each member of a family has a last name

(surname) that identifies the family and a first name (specific or personal name) that identifies an

individual member of the family.

The identification of plants by this scientific name is essential in determining whether or not an

area can be called a wetland habitat. Wetland plant species are different from plants located in

other areas because they are specially adapted to survive in areas with water and low levels of

oxygen. Before students determine if a plant resides in a wetland habitat, however, they must

first be able to identify each part of a plant.

The three most familiar parts of a plant are the roots, stems and leaves.

Stems are used to support the plant and transport water and food throughout the plant.

Leaves are the “factories” of the plants – where raw materials (such as sunlight and water) are

changed into usable food for a plant (through photosynthesis). Blades are individual parts of a

leaf.

The roots of the plant are the vegetative parts that grow primarily underground and are used to

transport water from the surrounding ground to the rest of the plant. The primary root is the first

root that is produced by the germinating seed. Lateral roots extend horizontally from the primary

root and allow for more water uptake.

The nodes of the plant are where the leaves latch onto the stem. Internodes are like nodes; but

they hold buds that will grow into leaves. The petiole is the small stalk that attaches the leaves to

the stems. Finally, the apical bud is the primary bud of the plant; all other buds are produced

below the apical bud.

Definitions:

Dichotomous key – a tool used for the identification of organisms (and some objects) based on a

series of choices between alternative characters

Scientific name – the Latin name given to an organism, consisting of a genus and species

Genus – the major subdivision of a family or subfamily in the classification of organisms

Species – a class of individuals having some common characteristics or qualities

78


Advance Preparation

1. Gather materials and copy activity sheets for students.

2. Before beginning Activity 2, conduct a walk around your school grounds to locate an

area outside that has a variety of plants. If available, locate a wetland-like area around the

school to perform this activity.

Procedure

Part 1

1. Review with your class the background information on wetlands (see the General

Wetlands Information in the front of binder), plants and a dichotomous key.

2. Pass out Parts of a Plant sheet.

3. Ask students to study the Parts of a Plant activity sheet and guess the role of each

plant part. Write important points from this discussion on the board.

4. Using the background information, share with students what each plant part is used

for and why it is important.

5. Ask students to give their opinions about what plant part they think is the most

important (there is not one correct answer).

6. After this discussion, allow students to fill in the blanks of each part on their

worksheets and review them as a class.

Part 2

1. Pass out a blank sheet of white paper and a writing utensil to each student and prepare

students to go outside for this portion of the activity. (If you have selected to use

garden shovels, bring these along, too.)

2. As a class, walk to your selected area outside and have each student pick a plant from

the area. Encourage students to pick other species besides grasses! If a student selects

a plant growing in the ground, he or she may dig up the plant but must collect the

roots as well as the body of the plant.

3. Once everyone has collected a plant, return to the classroom.

4. Using colored pencils or markers, have each student draw his or her plant on a piece

of paper and write down three reasons why he or she selected that plant.

5. Have the students label the parts of their plants as best they can.

6. Using the background information, explain to students what a dichotomous key is and

how it is used.

7. Pass out Plant Collection Dichotomous Key sheet.

8. Using one student’s plant as an example, review with the class how to use a

dichotomous key.

9. Let students use the dichotomous key worksheet to classify their plants.

10. After everyone is finished keying out their plants, ask for volunteers to present their

plants, tell why they chose them and go over the parts of their plants.

Part 3

1. Divide class evenly into 13 groups.

2. Pass out one Plant Identification Sheet to each group.

3. Tell the students to look at the picture of the plant and then read the plant’s description.

4. Based on information found on the Plant Identification Sheet, tell students to use the

Dichotomous Key sheet to find the plant’s scientific name.

a. Students must capitalize the genus name and underline both the genus and species

name (ex. Spartina alterniflora).

79


5. If time permits, allow students to trade cards to identify as many plants as they can.

6. Have the groups stand and describe their wetland plants to the class.

Blackline Masters

1. Parts of a Plant

2. Plant Collection Dichotomous Key

3. Dichotomous Key

4. Plant Identification sheets

Resources

Echkhardt Slattery, Britt. WOW! The Wonders of Wetlands. St. Michaels: Environmental

Concern Inc., 2005. Print.

http://www.kckpl.lib.ks.us/schlagle/LESSONS/KEY2TREE.HTM

http://www.educationworld.com/a_lesson/02/lp259-01.shtml

80

http://www.kckpl.lib.ks.us/schlagle/LESSONS/KEY2TREE.HTM

http://www.educationworld.com/a_lesson/02/lp259-01.shtml


Getting To Know a PlantStudent Activity SheetName

Parts of a PlantDirections: Examine the picture of the plant below. Fill in the blanks by matching the parts of the plant with their definitions.

Fill in the blank. Using the plant chart above, fill in the blanks below with the parts of the plant.

(1)___________ are used to support the plant and transport water and food throughout the plant. Most of a plant’s food is made in its (2) ____________, where plants capture and use sunlight to produce food. (3) ___________ are individual parts of a leaf. The roots of the plant are used to transport water from the surrounding ground to the rest of the plant. The (4) ____________ is the first root that is produced by the germinating seed. A (5) ___________ extends horizontally from the root and allow for more water uptake. The (6) _________ of the plant are where the leaves latch onto the stem. (7) __________ are like nodes, but they hold buds that will grow into leaves. The (8)___________ is the small stalk that attaches the leaves to the stems. Finally, the (9)___________ is the primary bud of the plant; all other buds are produced from this part of the plant.

81



Plant Collection Dichotomous Key Directions:After you have drawn your plant on a blank sheet of paper, use the following dichotomous key to identify what type of plant you have collected.

Start at number 1 and answer the questions until you discover what type of plant you have found.

1. Are stems or other parts of the plant woody and rigid like a tree? Yes……………………………………Go to 2. No…………………………………….Go to 6.2. Is the plant growing above the ground but leaning on other plants? Yes……………………………………It is a VINE. No…………………………………….Go to 3.3. Is the plant growing above the ground and standing on its own? Yes……………………………………Go to 4.4. Is the plant 20 feet tall or taller? Yes…………………………………….It is a TREE. (Stop Here) No……………………………………..Go to 5.5. Does the plant have more than one main stem? Yes…………………………………….It is a SHRUB. (Stop Here) No……………………………………..It is a sapling (young) TREE. (Stop Here)6. Is the plant a soft (herbaceous) plant like grass? Yes…………………………………………..Go to 7. No…………………………………………..Start over.7. Is the plant growing in open water that is always there, such as a pond, lake or permanent stream? Yes…………………………………………Go to 8. No………………………………………….Go to 10.8. Is the plant growing completely under water, freely floating on the surface or does it have floating leaves? Yes………………………………………..It is an AQUATIC PLANT. (Stop Here) No………………………………………...Go to 10.9. Is the plant growing with roots and part of the stem under water but the rest sticking up above the surface? Yes……………………………………….It is an EMERGENT PLANT. (Stop Here) No……………………………………….. Go to 10.10. Is the plant growing in soil that is saturated, wet, spongy or appears to have been wet at one time (remember that wetlands are not always covered by water)? Yes……………………………………….It is an EMERGENT PLANT. (Stop Here)

The plant type I found was __________________________________

82



Dichotomous Key Directions:After you have drawn your plant on a blank sheet of paper, use the following dichotomous key to identify what type of plant you have collected!

1. Are stems or other parts of the plant woody and rigid like a tree? Yes……………………………………Go to 2. No…………………………………….Go to 6.2. Is the plant growing above the ground but leaning on other plants? Yes……………………………………It is a VINE. No…………………………………….Go to 3.3. Is the plant growing above the ground and standing on its own? Yes……………………………………Go to 4.4. Is the plant 20 feet tall or taller? Yes…………………………………….It is a TREE. (Go to #13) No……………………………………..Go to 5.5. Does the plant have more than one main stem? Yes…………………………………….It is a SHRUB. (Go to #16) No……………………………………..It is a sapling (young) TREE.6. Is the plant a soft (herbaceous) plant like grass? Yes…………………………………………..Go to 7. No…………………………………………..Start over.7. Is the plant growing in open water that is always there, such as a pond, lake or permanent stream? Yes…………………………………………Go to 8. No………………………………………….Go to 10.8. Is the plant growing completely under water, freely floating on the surface or does it have floating leaves? Yes………………………………………..It is an AQUATIC PLANT. (Go to #11) No………………………………………...Go to 10.9. Is the plant growing with roots and part of the stem under water but the rest sticking up above the surface? Yes……………………………………….It is an EMERGENT PLANT. (Go to #22) No……………………………………….. Go to 10.10. Is the plant growing in soil that is saturated, wet, spongy or appears to have been wet at one time (remem-ber that wetlands are not always covered by water)? Yes……………………………………….It is an EMERGENT PLANT. (Go to #19)11. Are leaves 1 inch to 2 inches long? Yes………………………………………. Go to 12 No……………………………………….. Go to 15 12. Are leaves kidney-shaped? Yes………………………………………. It is Water pennywort (Hydrocotyle spp.) No………………………………………… Go to 1513. Are the leaves on your tree alternate or opposite?

(Picture source unknown)

83



Opposite……………………………………. Go to 14 Alternate………………………………….… Go to 17 14. Is the fruit on your tree hairy and light green? Yes………………………………It is a black mangrove (Avicennia germinans) No………………………………………… Go to 17.15. Are leaves 0.4 centimeters to 2 centimeters in length and oval-shaped? Yes…………………………………. It is water fern ( Salvinia minima)16. Does your shrub bloom in the spring with brown flowers? Yes…………………………………… It is a wax myrtle (Myrica cerifera) No…………………………………… Go to 18. 17. Is the alternate foliage tiny (1/2 to 3/4 of an inch long and 1/16 of an inch wide) or bigger (3 to 6 inches long and 1/8 to 3/4 of an inch wide? Tiny…………………………… It is a bald cypress (Taxodium distichum) Bigger………………………… It is a black willow (Salix nigra)18. Your shrub probably blooms in June or July. But is the fruit a tiny hard ball that is red to brown in color or is it bright and shiny purple to black berries? Hard ball……………………….. It is a buttonbush (Cephalanthus occidentalis) Berries…………………………. It is an elderberry (Sambucus Canadensis)19. Are the leaves on your emergent plant grass-like or broader (wide)? Grass-like……………………. Go to 20. Wide………………………….. Go to 21.20. Are the stems of your emergent grass plant hollow? Yes……………………………. It is smooth cordgrass (Spartina alterniflora) No (but the bottom of the stem is red)……… It is black needlerush (Juncus roemerianus) 21. Does your emergent grass plant have pink or white flowers? Yes…………………………. It is marsh mallow (Althaea officinalis) No………………………….. Oops, start again!22. Does your emergent plant have a flower that looks like a hotdog? Yes……………………………. It is a cattail (Typha spp.) No……………………………… Go to 23.23. Does your emergent plant have blue to white flowers with two yellow spots? Yes…………………………. It is pickerelweed (Pontederia cordata) No………………………….. Start over at No. 8.

The plant type is __________________________________________.

If trading cards, write answers here:

Plant 1 is _________________________________________________________.Plant 2 is _________________________________________________________.Plant 3 is _________________________________________________________.Plant 4 is _________________________________________________________.Plant 5 is _________________________________________________________.Plant 6 is _________________________________________________________.Plant 7 is _________________________________________________________.Plant 8 is _________________________________________________________.Plant 9 is _________________________________________________________.Plant 10 is ________________________________________________________.Plant 11 is ________________________________________________________.Plant 12 is ________________________________________________________.Plant 13 is ________________________________________________________.

(continued)

84


Getting To Know a Plant

Answer Key to Parts of a Plant

(1) Stems are used to support the plant and transport water and food throughout the plant. Most

of a plant’s food is made in its (2) Leaves, where plants capture and use sunlight to produce

food. (3) Blades are individual parts of a leaf. The roots of the plant are used to transport water

from the surrounding ground to the rest of the plant. The (4) Primary Root is the first root that is

produced by the germinating seed. A (5) Lateral Root extends horizontally from the root and

allows for more water uptake. The (6) Nodes of the plant are where the leaves latch onto the

stem. (7) Internodes are like nodes; but they hold buds that will grow into leaves. The (8)

Petiole is the small stalk that attaches the leaves to the stems. Finally, the (9) Apical Bud is the

primary bud of the plant; all other buds are produced from this part of the plant.

85



Plant Identification Sheet

Name this plant

Identification: Flower: The small white flowers have five regular parts and grow in branching clusters. They bloom in early spring and fall.

Foliage: Leaves are round in appearance and 1 to 2 inches long. They are attached vertically to the stem on small petioles. Leaves have several lobes.

Fruit: Appear on the stem, they are smaller than the leaves, and form umbels.

Trunk: Small perennial plant with creeping stems.

This plant grows on the coast and its seeds provide food for ducks and birds. Nutria eat the plant. Only one type is not eaten by wildlife. Some people say you can eat the foliage raw or cooked.

ResourcesChabreck, R.H. and Condrey, R.E. 1979.Common Vascular Plants of the Louisiana Marsh. Sea Grant Publication, Baton Rouge, La.

Reed, Daniel. 2001. Wildflowers of the Southeastern United States http://2bnthewild.com/plants/H411.htm

Photo by Kiki Fontenot

86



Name this plant

Identification:

Flower: Spring blooming tree (May to June). Dioecious. Yellow-green. Located on catkins that are 1 to 3 inches long. Flowers look like caterpillars.

Foliage: Alternate and simple leaves that are 3 to 6 inches long and one-eighth to three-fourths of an inch wide. Lanceolate shape. Margins are slightly toothed and the top and bottom sides are shiny. They have earlier new growth than other trees.

Fruit: Small cone-like structure that contains many cottony seeds. Needs a moist place to germinate before it dies, which happens quickly. Mature June to July and split at this time.

Trunk: Heavily ridged, dark bark. Branches fall off easily; however, they will root quickly (if not dead), making propagation easy.

This tree is native to North America; it likes to grow along rivers, lakes and ponds. It prefers full sunlight and wet soils but can tolerate some dry conditions. It grows very fast and upright and is considered medium-size. The branches gracefully “weep” downwards giving the tree a soft look.

Fun Facts:• Lives only 15-20 years.• Branches constantly fall off.• Tree will die as soil covers the roots formed on the trunk.• Keep away from drainage pipes

ResourcesOldenwald, N. 1996. Identification, Selection and Use of Southern Plants for Landscape Design, Third Ed. Claitor’s Pub-lishing Division, Baton Rouge, La.

http://www.cnr.vt.edu/dendro/dendrology/syllabus/snigra.htm



87




Name this plant

Identification:

Flower: At the end of the stem is a long, brown spike similar in shape to a cigar or hotdog. It can be eaten if boiled.

Foliage: Narrow, upright and 4-6 feet long.

Fruit: A fluff contains the seeds.

Trunk: A grass-like perennial herb that grows from rhizomes.

Many species of this plant provide excellent habitat and food for wildlife such as nutria and muskrats. This plant grows in fresh water and intermediate marshes in Louisiana. Some species can grow even on beaches and in the bay.

Fun Facts:• Waterfowl love to live in areas populated with this plant.

ResourcesChabreck, R.H. and Condrey, R.E. 1979.Common Vascular Plants of the Louisiana Marsh. Sea Grant Publication, Baton Rouge, La.

Reed, Daniel. 2001. Wildflowers of the Southeastern United States http://2bnthewild.com/plants/H230.htm


88




Name this plant

Identification:

Foliage: Two leaves grow from each node. They are oval-shaped with a heart-shaped base. The tips are either notched or rounded. A third leaf is under the water that separates into filaments. Shorter leaves lie flat on the waters surface while longer leaves stretch out and stick up vertically. Leaves can be anywhere from 0.4 cm to 2 cm in length. New growth is green, whereas mature leaves turn brown. White stiff hairs cover the leaf surface making a water-repellent coat. Long light-brown hairs are on the bottom side of the leaf.

Fruit: No fruit is present. This plant is considered sterile. On larger plants, however, sporocarps are formed. They are sacs that encase smaller sacs that hold microscopic spores. The spores are about 1 millimeter in size.

Trunk: None. A floating fern, with root-like structures referred to as fronds.

This non-native plant is one of only 10 species in the world all of which do not naturally grow in the United States. It is found in water with high organic content.

Fun Facts:• Only outlawed in Louisiana and Texas. Not on any other invasive species plant list for other states.

ResourcesAnonymous-University of Florida. 2002. Aquatic, Wetland and Invasive Plant Particulars and Photographs http://plants.ifas.ufl.edu/saropic.html

Jacono, C.C. 2003. USGS. http://salvinia.er.usgs.gov/html/identification1.html


89



Name this plant

Identification:

Flower: Flowers in summer and fall. Flower appears as long hanging cones at the ends of branches. It pro-duces purple pollen.

Foliage: Alternate foliage appears soft and feathery. The individual leaf is tiny, only measuring three-fourths to 1 1/2 inches long and one-sixteenth inch wide. Foliage changes color in fall appearing rusty brown.

Fruit: A seed-bearing cone. Also changes color from green to purple in the late summer and fall.

Trunk: Straight trunk reddish-brown with a fibrous bark and horizontal branches. One main trunk.

These trees are native to North America. They can live near or in water, but seedlings cannot be success-fully started in standing water. Full sunlight is necessary. This tree grows rapidly in the first years of growth. It grows pyramidal in form at an average height of 50 to 70 feet. The spread is around 30 feet. Scale is a noted problem in the spring.

Fun Facts:• The state tree of Louisiana• Swollen basal trunk commonly called knees grow around the base when tree is located in a moist environ-ment.

ResourcesOldenwald, N. 1996. Identification, Selection and Use of Southern Plants for Landscape Design, Third Ed. Claitor’s Pub-lishing Division, Baton Rouge, La.


90




Name this plant

Identification:

Flower: The flowers are tubular and small blooming from spring into early summer. They are white with four petals and about one-half inch wide. They appear in clusters.

Foliage: Opposite, simple leaves are smooth and leathery. They are shiny above with a grayish pubescent below. They have lateral veins. Their size ranges from 1 to 3 ¼ inches long.

Fruit: The fruit capsule is somewhat hairy and light green. It is 1 to 2 inches long.

Trunk: Dark and scaly bark with an inner reddish bark. Older bark grey to black. Distinct nodes are on the twigs.

This tree is an evergreen tropical. It can be found in salt marshes and flats and estuarine waters. It can reach 80 feet tall. This tree is so common there are special swamps with only this one tree in them.

Fun Facts:• Ashes from the tree can be added to water and is useful as a soap substitute.• The flowers are a good source of honey.• The wood is considered weak.• Smoke from this tree while burning makes a good smudge that keeps mosquitoes away.

ResourcesTiner, R.W. 1993. Field Guide to Coastal Wetland Plants of the Southeastern United States. The University of Massachusetts Press, Amherst.

Duke, James A. 1983. Handbook of Energy Crops. http://www.hort.purdue.edu/newcrop/duke_energy/Avicennia_germinans.html#Uses

Photo by Chris Goodson

91




Name this plant

Identification:

Flower: Subtle green to brown flowers bloom in cluster of two to eight. They grow from just above the middle of the stem and flower from March to October.

Foliage: Very stiff and sharp foliage. The leaves are grass-like and are evergreen. They are olive brown to gray.

Fruit: The fruit capsules have three sides. These are almost one-fifth inch long. The seeds inside are ribbed.

Trunk: Unbranched linear stem. The bottom portion is red. This is a perennial grass. This plant grows in very wet areas that are sometimes covered by water.

Fun Facts:• This grass grows in areas of thick mud buildup. It can withstand high tide flooding.

ResourcesTiner, R.W. 1993. Field Guide to Coastal Wetland Plants of the Southeastern United States. The University of Massachu-setts Press, Amherst.

USGS. 2001. Gulf of Mexico Tidal Wetlands http://coastal.er.usgs.gov/wetlands/gallery/grasses.html

Photo courtesy of Louisiana Sea Grant

92




Name this plant

Identification:

Flower: Summer blooming (June and July) round, creamy-white flower, 1 to 2 inches in diameter. The stamen is prominent and it is very fragrant. The flowers cluster at the end of a slender 1- to 2-inch stalk.

Foliage: Opposite to whorled simple foliage. Leaves are in groups of three and 2 to 7 inches long with smooth margins. The top portion of the leaf is dark green and shiny, whereas the bottom half is dull. The depressed veins are prominent.

Fruit: Tiny hard balls in clusters along the stems. The fruit is sometimes called “nuttlets.” They are one-fourth inch long and mature anywhere from August to November. These are still prominent when foliage is fallen; thus, this is a deciduous plant. They are reddish-brown.

Trunk: The bark is thin and smooth on young stems. As plant matures, the bark becomes scaly. Twigs are dark red-brown and have elongated lenticels. Look for D- or U-shaped leaf scars. This plant has more than one main stem.

The plant is native to Asia, Africa and North America. It grows in full sun to part shade marshy areas. Its form is upright but irregular. It is considered a medium deciduous shrub to a small tree. Its average growth is 8 feet tall and 10 feet wide but can reach heights of 25 feet. It is often found along rivers and lake edges.

Fun Facts:• Deer like to eat the foliage.• This plant attracts bees …be careful!• Insects love to eat the leaves; however, it is not necessary to spray insecticides.

ResourceOldenwald, N. 1996. Identification, Selection and Use of Southern Plants for Landscape Design, Third Ed. Claitor’s Publishing Division, Baton Rouge, La.


93




Name this plant

Identification:

Flower: Prominent flowers bloom in June and July. They are small and clustered about 10 inches across and are milky white.

Foliage: Opposite pinately compound leaves. Normally have five to seven leaflets with coarse-toothed margins. Leaves can range from oval to lanceolate shape. Prominent lenticels are found on old woody canes and on twigs. The leaves are deciduous.

Fruit: Fruit appears with the flowers. The berries are shiny and color ranges from purple to black. Fruit matures in July through September.

Trunk: Very short trunks (More than one main trunk) with few stems. The bark is smooth and brown but with age it becomes rough. Buds appear red brown and pointed.

This semi-woody shrub can also become a small tree. It is fast growing in soils ranging from very wet to somewhat dry. It grows best in full sun and wet soils. Its form is upright with an umbrella-like canopy. Propagation is possible through seeds, cuttings and root suckers.

Fun Facts:• Only certain fruits can be eaten. Some species are poisonous!• People use berries in wine and jelly.• Wildlife also enjoys the fruit. Look at fence lines where songbirds have helped the spreading of this seed.

ResourcesOldenwald, N. 1996. Identification, Selection and Use of Southern Plants for Landscape Design, Third Ed. Claitor’s Publishing Division, Baton Rouge, La.

Virginia Tech Dendrology. 2004. http://www.cnr.vt.edu/dendro/dendrology/syllabus/scanadensis.htm


94




Name this plant

Identification:

Flower: Colors range from rose and pink to white. It is about 1 1/2 inches in diameter. It blooms from August through October.

Foliage: Grayish velvety leaves with somewhat serrated margins.

Trunk: An herbaceous plant. The main stem can grow three to 5 feet tall.

A native to Europe this plant was originally brought to the United States for medicinal purposes. It is found in salt marsh areas.

Fun Facts:• The roots are the original source of …HINT: A sticky treat we use at campfires.• Used to heal upset stomachs and sore throats.

ResourcesArmitage, A.M. 2001. Armitage’s Manual of Annuals, Biennials, and Half-Hardy Perennials. Timber Press, Portland, Oregon.

Anonymous-Connecticut Botanical Society. 2004. http://www.ct-botanical-society.org/galleries/althaeaoffi.html


95




Name this plant

Identification:

Flower: Erect spikes contain blue to sometimes white flowers. The flower has six parts, and each spike con-tains small petals that have two yellow spots on them. The tubular flowers have three united upper lobes and three separated lower lobes. The spike can reach 6 inches long. Most are 3 to 4 inches long. Blooms June to October.

Foliage: Single leaf per flowering stem; however, other basal leaves occur. They are alternate and can grow to 10 inches long and 6 inches wide with lanceolate-shaped leaves, but with a wider base and very shiny.

Trunk: A perennial herb started from a rhizome roots grow in muddy flats underneath water.

A native plant to the United States grows 1 to 3 feet tall in fresh marshlands, shallow ponds and lakes. Rhi-zomes and stems are eaten by nutria and ducks enjoy the seeds. This plant usually grows in small clumps.

ResourcesChabreck, R.H. and Condrey, R.E. 1979.Common Vascular Plants of the Louisiana Marsh. Sea Grant Publication,Baton Rouge, La.

Tiner, R.W. 1993. Field Guide to Coastal Wetland Plants of the Southeastern United States. The University of Massachusetts Press, Amherst.

Photo courtesy of Louisiana Sea Grant

96




Name this plant

Identification:

Flower: The flower is a panicle with five to 30 alternate spikes that are 2 to 4 inches long. These have even smaller spikelets attached to them. The flower can be seen June to October.

Foliage: Leaves are 16 inches long and one-half inch wide. They are smooth and pointed at the end but also slightly rolled inward just at the end of the leaf. The margins are smooth and hairy.

Trunk: A perennial grass with hollow stems. Stems are fat and spongy at the base. This plant has two forms: tall and short. HINT: This plant grows half underwater and half above water!

Fun Facts:• Native on the Atlantic coast of the United States but an invasive non-native on the pacific coast of the United States.• Snow geese love this plant.

ResourcesTiner, R.W. 1993. Field Guide to Coastal Wetland Plants of the Southeastern United States. The University of Massachu-setts Press, Amherst.

Anonymous-University of Florida. 2002. Aquatic, Invasive, and Wetland Plant Particulars and Photographs.http://aquat1.ifas.ufl.edu/spaalt.html


97




Name this plant

Identification:

Flower: Blooms in spring, not very prominent. Flowers are brown. Male and female flowers are on separate plants.

Foliage: Leaves are alternate and simple. They have tiny dots on both the top and bottom sides. The tip is pointed and margins are entirely or half toothed. Crush the leaves; they have a strong scent! The branches are hairy.

Fruit: Female plants produce white wax nutlets more than one-eighth inch in diameter and clustered along the stem. They smell like bayberries when crushed.

Trunk: It is an evergreen plant with more than one main trunk.

This is a native shrub. It can grow anywhere from thickets to prairies and swamplands. However, it is found on the east coast and all throughout the Gulf States. It has a fast growth rate and can usually be found after land is disturbed. Propagate it by seeds, cuttings and root cuttings.

Fun Facts:• Wildlife, including many species of birds, eat the berries.• Early settlers used the wax from the berries to make candles.• Plants keep fleas away.• A cutting in a drawer will keep cockroaches away. • Some people use it to make duck blinds for hunting.

ResourcesOldenwald, N. 1996. Identification, Selection and Use of Southern Plants for Landscape Design, Third Ed. Claitor’s Publishing Division, Baton Rouge, La.

Scheper, J. 2003. Myrica cerifera. http://www.floridata.com/ref/m/myrica.cfm


98


Getting to Know a Plant

Answer Key to Plant Identification Sheets

Plant 1 – Water pennywort (Hydrocotyle spp.)

Plant 2 – Black willow (Salix nigra)

Plant 3 – Cattail (Typha spp.)

Plant 4 – Water fern (Salvinia minima)

Plant 5 – Baldcypress (Taxodium distichum)

Plant 6 – Black mangrove (Avicennia germinans L.)

Plant 7 – Black needlerush (Juncus roemerianus)

Plant 8 – Buttonbush (Cephalanthus occidentalis)

Plant 9 – Elderberry (Sambucus Canadensis)

Plant 10 – Marsh mallow (Althaea officinalis)

Plant 11 – Pickerelweed (Pontederia cordata)

Plant 12 – Smooth cordgrass (Spartina alterniflora)

Plant 13 – Wax myrtle (Myrica cerifera)

99


Getting to Know a Plant in the T-3 Format



about wetland plants and how

to identify them.

Does anyone know what a

wetland is?

Can anyone list some of the

plants found in wetlands?


beginning of the lesson and the

General Wetlands

Information at the front of the

curriculum binder to fully

explain Louisiana wetlands

and the plants found there.


about Louisiana wetlands and

the plants found there.

As I pass out the Parts of a

Plant worksheet, study the

drawing of the plant and try to

guess the role that each of the

parts plays to keep the plant

alive.

Pass out Parts of a Plant sheet Take activity sheet and review

parts of plant.

Can anyone tell me a part of a

plant and why it is important?

Write important points from

discussion on board.

Discuss what they know about

plant parts.

Those are some great guesses!

Now, let’s start at the top of

the plant drawing and review

what each part is and what its

function is.

Using background information

and answer key, go through

each plant part and tell student

what it is used for.

Listen to the descriptions of the

parts of a plant.

What is your opinion about

which plant part is the most

important and why?

Share what part they think is the

most important and why.

Now you will fill in the blanks

on your worksheets for each

part of a plant.

Assist students in completing

the Parts of a Plant worksheet.

They will fill in the blanks on

the Parts of a Plant worksheet.

Now that everyone has

completed the worksheet, let’s

go through the paragraph

together. Shout out the answer

for the blank as I read along!

Read the paragraph aloud with

the correct answer (see Answer

Key). If there are incorrect

answers, hold a discussion on

these.

Listen and call out answers when

prompted by teacher.

100


Now we are going to go

outside so that each of you

can collect a plant from our

schoolyard.

Lead the students outside to a

previously selected location

where they can find plants to

bring inside.

Follow you outside and begin to

look for their plants.

You may now pick a plant of

your choice. Try to pick a

plant other than grass and

make sure to dig up the entire

plant, not just to where the

stems and ground meet. Once

you have dug your plant,

move to one side so I will

know who is finished.

Aid students in collecting their

plants.

Find a plant of his or her choice

and collect it (dig it up, etc).

Now that everyone has

collected a plant, let’s return

to the classroom.

Bring students back into the

classroom.

Follow you into the classroom.

On this blank sheet of paper,

draw your plant and try to

label as many parts of your

plant as possible. Also, write

three reasons why you

selected this plant.

Hand out blank paper, writing

utensils and any art supplies

you have in the classroom.

Draw their plants on their sheets

of paper, label the parts of their

plants and write three reasons

why they selected their plant.

Now each of you will be able

to classify your plant using a

dichotomous key.

Can anyone tell me what a

dichotomous key is and

what it is used for?

Pass out the Plant Collection

Dichotomous Key worksheet.

See background information to

explain what a dichotomous

key is and how it is used.

Take the worksheet and listen to

the description of a dichotomous

key.

Who would like to help me

work through the

dichotomous key with your

plant at the front of the

classroom?

With the volunteer, work

through the dichotomous key

in front of the class.

Student volunteer will bring his

or her plant to the front of the

class and help you work through

the key. Other students will

listen and observe.

It is now your turn to classify

your plants using the

dichotomous key.

Help students classify their

plants using the dichotomous

key.

Use the dichotomous key to

classify their plants.

101


Who would like to share their

plant and its classification

with the rest of the class?

Select students to share with

class.

Volunteers present their plants

and each plant’s classification to

the class.

Now that we all know what a

plant is, what each part is used

for and how to classify a

plant, we are going to go over

a few plants that are very

important to our wetlands.

Pass out Dichotomous Key

Handout to every student.

Take activity sheet.

In groups, you are going to

identify some popular

Louisiana wetland plants

using the Dichotomous Key

handout.

Divide class evenly into 13

groups and pass out one Plant

Identification Sheet to each

group.

Break into groups and take

activity sheets.

As a group, look at the picture

of the plant on your card and

read the plant’s description.

Once you have done so, use

your dichotomous key to find

its scientific name and write it

on your worksheet.

Assist students with Plant ID

cards and dichotomous keys

(see answer key).

Read the descriptions on the

cards and then find the scientific

names of the plants using their

dichotomous keys.

Once your group has

determined the scientific

name of the plant on your

card, trade with another group

and start over with that plant.

Observe and encourage groups

to trade cards.

Once they finish their cards,

students will trade with others

and find the scientific names of

the other plants.

Who would like to share their

plant cards with the class?

Ask a few students to present

their plant cards and what they

think the scientific names are.

Ask the rest of the class if they

think each student is correct. If

not, work through the key with

the class in order to find the

scientific name for that plant.

Some students will present their

cards and the scientific names

they have found.

102

wet soils and water loving plants - lsu agcenter89611ef1-c5e8-431e-9d… · wet soils and water...

Documents