Introducing the Importance of Wetlands as a Natural Filter and the Impact of Pollutants on Wetlands
Students will be introduced to wetlands and view the impact of pollutants on various aspects of the ecosystem. By incorporating class discussion, students will ask questions about the constructed wetland on campus and learn about previous research done on the role of nutrients in a wetland ecosystem. Students will construct models in both flood control and nutrient removal.
I ran an experiment this summer that looked at the impact of nitrates on Typha (cattail) growth and how biomass removal impacts nitrate cycling in a wetland ecosystem based on the article "Effects of Typha latifolia transpiration and harvesting on nitrate concentrations in surface water of wetland microcosm". I will explain my project to the class using PowerPoint presentation and discuss the process of research with my students.
Objectives
Students will be able to evaluate different local impacts on a constructed wetland.
Students will read an article published in a scientific journal and discuss.
Students will gain an understanding of the role of wetlands in filtering and slowing runoff after a rain event.
Students will make observations about a constructed wetland adjacent to campus.
Materials
Article "Effects of Typha latifolia transpiration and harvesting on nitrate concentrations in surface water of wetland microcosms." WETLANDS, Vol. 23
Handouts from Mitsch and Gosselink’s Wetlands
Procedure
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?
c. 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.
4.  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 discharge.
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.
8.  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 microcosms."
9.  Students should write down 2-3 questions on the research to bring to the following class.
Questions for Students: a. How might nitrogen be entering the wetland? b. What can be done about the increased nitrogen in the system?
10.  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.
References
Martin, J., E. Hofherr, and M.F. Quigley. 2003. Effects of Typha latifolia transpiration and harvesting on nitrate concentrations in surface water of wetland microcosms.
 
Wetlands 23: 835-844. Mitsch, W.J. and J.G. Gosselink. 1993. Wetlands 2nd edition. Van Nostrand Reinhold. New York, NY, USA.
State Standards
1.1.1- The student will recognize that real problems have more than one solution and decisions to accept one solution over another are made on the basis of many issues.
1.5.6- The student will read a technical selection and interpret it appropriately.
2.5.1- The student will investigate various physical cycles found in the natural world.
3.5.3- The student will investigate how natural and man-made changes in environmental conditions will affect individual organisms and the dynamics of populations.
4.5.2- The student will conclude that the starting materials of the chemical industry such as petroleum, are limited resources and decisions must be made about their wise consumption.
6.1.1- The student will demonstrate that matter cycles through and between living systems and the physical environment constantly being recombined in different ways. At least — nitrogen cycle carbon cycle phosphorus cycle (rock/mineral) hydrologic cycle
6.3.2- The student will evaluate the interrelationship between humans and water quality and quantity. At least — fresh water supply point source/nonpoint source pollution waste water treatment thermal pollution Chesapeake Bay and its watershed eutrophication human health
6.3.3- The student will evaluate the interrelationship between humans and land resources. At least — wetlands soil conservation mining solid waste management land use planning human health
6.3.4- The student will evaluate the interrelationship between humans and biological resources. At least — food production/agriculture forest and wildlife resources species diversity/genetic resources integrated pest management human health
Lesson Resources