Wetland Field Trips

Reprinted from The Wild Times Teacher Connection v3n1, Fall 1997.

This is the first in a series of articles that appeared in The Teacher Connection on ideas, tips, and techniques for planning and carrying out field trips to related topics in The Wild Times.

Part I: Wetland Field Trips
Part II: Winter Field Trips
Part III: Nocturnal Field Trips

Wetlands occur all around the world with the exception of desert and arctic regions. These areas are characterized by fresh, salt, or brackish water, and can occur seasonally or year-round. As a result, the plant species that grow in wetlands are water tolerant or specific to very wet conditions. Wetland residents include animals from the very simple one-celled organisms, to macro-invertebrates, to mammals and birds spend part to entire life cycles in these wet areas. It is to these wetlands that this field trip takes us.

Once you have located a wetland area, it is important to first determine that the area is public land. These include federal, state, county, or local parks, wildlife preserves or reserves. Call the proper agency to make sure the onsite activities you have planned are appropriate for the area. It is usually possible to obtain useful background information about these areas and the species that inhabit them from local rangers, naturalists, Audubon Society, or other nature groups.

Pre-Site lessons should begin with a description of wetlands including photographs, videos, or film strips of the types of wading birds the students may encounter during the field trip. Types of food, nesting sites, and migratory patterns are just a few of the topics that students will be interested in learning about. Students can brainstorm as to which other animal species will also inhabit your wetland area.

Field Trip Equipment

insect repellent
hand nets
plastic sheets or large plastic basins (about 1 square meter)
boots or old shoes
specimen containers - transparent plastic containers or cups
spoons or tongue depressors
magnifying glasses
binoculars
field guides (Golden Books, Peterson, and Audubon Society all publish appropriate field guides)
clipboards
notebooks
pencils

Optional

water quality test equipment (ie: dissolved oxygen, nitrate, phosphate, pH, chloride)
thermometers
still cameras and film
video cameras and tape
audio recorders and tape
art supplies

When you first arrive at the field trip destination, have the students describe how the area fits the wetland classification. Explain the type of wetland it is (e.g. marsh, bog, forested pond, stream, or lake, vernal pond, etc.) and the source of the water (e.g. tidal, rain, groundwater, etc.). Point out and identify, or have the students identify, a few of the plant species including trees, bushes, grasses, and sedges. Common names for plant and animals are usually specific enough for the exercise. Most students tend to be intimidated by the Latin genus-species names.

Have the students take a few water samples in the small plastic cups. Using magnifying glasses, make a quick search for small insects and other invertebrates. Collect samples from various depths and in varying amounts of vegetation and compare the type and variety of animals found in each sample.

Netting

The actual use of nets is one of the most exciting activities for the students, and will work best with students working in groups of two or three.

Standing along the edge of the water, the students drag the nets along the bottom of the water body. On bringing the net to the surface, you are likely to catch mid-depth and surface species as well. Drain the net over the body of water and then turn its contents onto a plastic sheet or basin adjacent to the water body. Using the plastic spoons, the students can carefully spread out and sort through the netted material. They must be on the look out for any type of motion. Many species will be camouflaged and not easily seen.

Insects, fish, and amphibians that have been captured can be placed in plastic jars or cups with water for a brief time for observation. All creatures should be handled with respect and with care taken not to injure them or allow them to dry out. At this point specimens can be observed, sketched, identified, and released. It is really only necessary to identify general animal types (e.g. insects, snails, salamanders, fish, etc.). The netted materials that were emptied on the plastic sheet or basin must be returned to the water. There are bound to be many organisms too small or cryptic to be seen.

The students will see where wading birds live and netted examples of the food they might eat. The final step is to actually observe one of these birds. This could be the most difficult activity of the field trip. All the planning in the world cannot guarantee that a crane, egret, heron, or other wading bird will accommodate a large group of noisy students. If the students are unable to locate any wading birds, even with the aid of binoculars, you might try moving to another area of the wetland which has not been disturbed. Often, working in smaller groups will help facilitate this.

After packing your students and equipment on the bus, it might also be possible to see wading birds walking through the wetlands that border roads. If this is the case, a longer, more scenic route back to school might be in order. Of course, if all else fails, there is always a visit to the local zoo which might have large, graceful wading birds as part of the collection.

Pat is a member of The Wild Ones Advisory Council and teaches science at Indian Mills Memorial School, Shamong, NJ.

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