1. Introduce importance of wetlands via excerpts from Mitsch & Gosselink text.
2. Discuss the constructed wetland at Pennswood Village.
Questions for Students:
a. What inputs reach the constructed wetland? Where are they coming from? What might they contain?
b. How do nutrients and water leave the wetland?
Why might a constructed wetland be more important now that 25 years
ago? 50 years ago? How has Lower Bucks County changed in the past 25
years? 50 years?
Run simulation for wetland flooding a.
3. Students will be broken into small groups and select one model to contruct.
Students should hypothesize what will happen to both flow rate and pollution in their constructed model.
Students should construct the model.
Students will add 500mL of polluted water to each bucket separately.
Record the time it takes for the peak discharge as well as total
5. Test collected water for salinity.
6. Observe any color changes.
Repeat for a total of three trials. Average the times and salinity measurements.
7. Students will share their information with the class.
Students should write a lab report explaining the results.
For homework students should review previous notes from nutrient cycles
and read article "Effects of Typha latifolia transpiration and
harvesting on nitrate concentrations in surface water of wetland
9. Students should write down 2-3 questions on the research to bring to the following class.
for Students: a. How might nitrogen be entering the wetland? b. What
can be done about the increased nitrogen in the system?
Walk to constructed wetland. Discuss the path of water through the
wetlands. Allow students to observe the structures present in the
wetlands. Make notes/sketches of both physical and biological aspects
of the wetland.
11. Take special note of the vegetation found in different regions.
For homework students should review nutrient cycling in wetlands. Handout from Mitsch & Gosselink.