Grade Level/Subject: Grade 5 Science Date/Period: Ongoing

Title: Final Project: Wetland Creation Lesson #: 1

Lesson Objective/Rationale (What is the point of the lesson? What should leaners be able to
do at the end of the lesson?) Students will create their own wetland creature that lives in an
Alberta Wetland Ecosystem. Students will use all the knowledge gained in the unit to produce a
final product that will be on display during the Science Walk. By the end of the lesson, students
will know what an organism needs to live a wetland, its habitat, its role in a food web/chain,
its life cycle and adaptations it needed to survive. Students will be creating an accompanying
brochure on what people can do to save its creature.

Outcomes (What are learners expected to know? Refer to the provincial Program of Studies)

5-10 Describe the living and nonliving components of a wetland ecosystem and the
interactions within and among them.

Students will:

1. Recognize and describe one or more examples of wetland ecosystems found in the local area;
e.g., pond, slough, marsh, bog, fen.

2. Understand that a wetland ecosystem involves interactions between living and nonliving things,
both in and around the water.

3. Identify some plants and animals found at a wetland site, both in and around the water; and
describe the life cycles of these plants and animals.

4. Identify and describe adaptations that make certain plants and animals suited for life in a
wetland.

5. Understand and appreciate that all animals and plants, not just the large ones, have an
important role in a wetland community.

6. Identify the roles of different organisms in the food web of a pond:

o producers-green plants that make their own food, using sunlight

o consumers-animals that eat living plants and/or animals

o decomposers-organisms, such as molds, fungi, insects and worms, that reuse and recycle
materials that were formerly living.

7. Draw diagrams of food chains and food webs, and interpret such diagrams.

8. Recognize that some aquatic animals use oxygen from air and others from water, and identify
examples and adaptations of each.

`
 9. Identify human actions that can threaten the abundance or survival of living things in wetland
ecosystems; e.g., adding pollutants, changing the flow of water, trapping or hunting pond
wildlife.

10. Identify individual and group actions that can be taken to preserve and enhance wetland
habitats.

Recognize that changes in part of an environment have effects on the whole environment.

Assessment (What do you want learners know now?)

Formative assessment introduce checklist & rubric along the way. After each concept is
taught, students are given the opportunity to think of the concept in relation to their creature.
Immediate feedback will be given at each step before moving onto the next concept.
Summative assessment students will be graded against the rubric on the final project piece.

Differentiation (What accommodations and modifications are necessary to support diverse

learners? Does your plan offer open-ended opportunities for diverse learners?)
GROUP A: Students will collaborate in groups to create their creature.
GROUP B: Students will work in large group discussions to choose from set criteria to create
their creation.

Resources/Materials (What resources need to be prepared and available for various

elements of the lesson?)
Interactive Journals & Notebooks, markers, pencil crayons, paper, trifolds or poster paper for
final product

Time Teaching Activities Learner Activities

Allotted (What will you do? How will you (What can we see students
(How adjust the lesson for depth and doing?)
much pace?)
time will
you
allow?)
Introduction/ 5 During lesson one, students will Students will be setting up
Hook (What is Minutes be introduced to the final project: their notebooks into sections:
in it for the creation of a wetland creature Notes & Information
students? Why that will be on display at the end Planning for Final
should they of the unit as part of a Science Project
want to learn Walk. They will advertise to the
this? What do school as other grades will be
they already invited to view their work.
know?) GROUP A & B: Students will work
as individuals, or groups up to 3.

Students will be signing

contracts
Questions & Comments

`
Activities 30-40 PART I: WETLAND
(What will min ECOSYSTEM
students be each -GROUP A: Students will
doing i.e., the Part collaborate in their groups to
step by step determine which wetland
activities?) ecosystem their creature will live
in: Bog, Marsh, Pond, Slough,
Fen.
-GROUP B: As a group, we will
determine what wetland
ecosystem the creature will live
in. Group Discussion and Vote on
-Students will complete the PART
I: Wetland Ecosystem sheet that
will be included in your notebook
in the Planning for Final Project
Section. Students will use their
notes and information sheets to
complete this work.
-Notebooks will be reviewed and
approved before moving onto
next section.

PART II: WETLAND CREATURE

AND ADAPTATIONS
-GROUP A: Students will
collaborate in their groups to
determine 5 adaptations their
creature possesses.
-GROUP B: In a large group, we
will complete a list of
adaptations and explanations.
Students will choose 3
adaptations their creature
possesses.
-Students will complete the PART
II: Wetland Adaptations sheet
that will be included in your
notebook in the Planning for Final
Project Section. Students will
use their notes and information
sheets to complete this work.
-Notebooks will be reviewed and
approved before moving onto
next section.

PART III: FOOD CHAIN/WEB

-Students will be working in their
groups to incorporate their
creature into a food web.
-Things to consider

`
 What other animals/plants live in
your ecosystem? (look to the
notes on what lives in your
chosen ecosystem)
-Label the other plants/animals
in your food chain/web, including
if the animal/plant is a producer,
consumer, decomposer

PART IV: POSTER

-Students will create a poster or
trifold display of all their
information.
-Students will be given the
checklist below to ensure all the
criteria are met

PART V: BROCHURE TO SAVE

YOUR CREATURE & ITS
ECOSYSTEM
-Students will be creating a
brochure on what individuals or
groups of people can do to save
their creature & wetlands!
Closure (What
have students
learned and
how will it link
to future
learning? How
do students
reflect on that
they have
learned?)

`
Reflection/Self Assessment (What went well? Why did it go well? How did it contribute to
student learning? In what ways might you change the lesson to increase student learning?
Why? How does this inform the next lesson?)

Adapted from Mount Royal University, Department of Education, Bachelor of Education Elementary, EDUC
4020 Practicum Handbook, 2016.

`
 PART I: WETLAND ECOSYSTEM
Group Names: ____________________________________________________________
ABOUT
The 5 main wetlands are pond, bog, marsh, fen, and swamp. Each wetland ecosystem
has characteristics that help define what type they are. This includes the formation,
water source, plants and soil.

TASK
Your task is to decide on a wetland ecosystem your creature will be living in. You must
choose between a pond, bog, marsh, slough OR Fen. Draw a picture of your chosen
wetland on the back.
Things to remember:
for your ecosystem:
The ecosystem must be clearly defined or labelled; your audience should not have
to guess what ecosystem you have chosen.
Explain what ecosystem you have chosen: what is looks like, what kind of plants
and other animals might be found in the ecosystem.
Your rough draft needs to be approved by a teacher.

Name 4 Characteristics of your Wetland Ecosystem

1. ____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
2. ____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
3. ____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
4. ____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________

`
 PART I: WETLAND ECOSYSTEM

The wetland ecosystem our group has chosen is: _______________________

Drawing:

`
 PART II: ANIMAL ADAPTATIONS
Group Names: ____________________________________________________________
ABOUT
All animals have adapted physically and behaviourally to allow them to use their
environment and to help them find a niche within an ecosystem.
All animals, creatures, and plants change and adapt to the places they live in. These
changes, or adaptations, give them a better chance at surviving.
TASK
Your task is to create and draw an animal or creature that has at least 5 different
adaptations that would be able to survive in an Alberta Wetland.
Things to remember:
for your creature:

Each adaptation must be labelled and clearly shown in your picture.

Explain what the adaption is, how this adaptation helps your creature and the
animal/creature that its from.
Your rough draft needs to be approved by a teacher.
Adaptations must be from real-life wetland creatures.
Adaptations:
1. Adaptation:
_________________________________________________________________________
How this adaptation helps your creature:
__________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Animal/Creature this adaptation comes from:
______________________________________________

2. Adaptation:
_________________________________________________________________________
How this adaptation helps your creature:
__________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Animal/Creature this adaptation comes from:
______________________________________________

3. Adaptation:
_________________________________________________________________________

`
 How this adaptation helps your creature:
__________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Animal/Creature this adaptation comes from:
______________________________________________

4. Adaptation:
__________________________________________________________________________
How this adaptation helps your creature:
__________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Animal/Creature this adaptation comes from:
______________________________________________

5. Adaptation:
_________________________________________________________________________
How this adaptation helps your creature:
__________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Animal/Creature this adaptation comes from:
______________________________________________

Drawing with Labels

Name of your new creature:

`
 PART III: FOOD WEB
Group Names: ____________________________________________________________
ABOUT
Food webs show how plants and animals are interconnected by different paths. Like a
spiders web, if one part is removed, it can affect the whole web. Food webs show how
plants and animals are connected in many ways to help them all survive.
TASK
Your task is to draw a food web for your wetland creature in its habitat. Include other
animals and plants that live in the ecosystem you chose.
Things to remember:
for your food web:
Include at least 5 other animals.
Include at least 3 other plants.
Include your wetland creature.
You can either draw the other animals/plants or just write the names.
Include arrows and remember there should be many arrows that will connected to
your creature and other animals/plants.
Include a label if your creature is a producer, consumer, or decomposer.

Animals in your food web:

Plants in your food web:

`
 Your Food Web

`
 SAVE THE [wetland creature]!
Protect the Wetlands Brochure
There has been a proposal by Town Council to develop a roadway that will run
right through the wetland your creature lives in. As presidents of Quacks
Unlimited it is your mission to convince Town Council to change the route of
the roadway in order to preserve the wetland. To make an effective
presentation, you have decided to create a brochure to pass out to citizens of
Crossfield to better inform them of the purpose and function of wetlands. Use
the template on the Crossfield Elementary School website to create a
brochure.

The brochure will contain the following:

Name of your Wetland Creature including small picture
Your Group Names
Brief Description of your wetland Ecosystem (use PART I)
3 points why wetlands are important
5 human actions that threaten wetlands
Description on what people can do (groups or individuals) to preserve
and enhance wetland ecosystems
3 Reasons why your wetland needs to be saved

`
 1. 3 Points why wetlands are important:
a. Wetland are important because they:

b. Wetland ecosystems benefit the world because:

c. Some of the benefits of wetlands are:

2. 5 Human Actions that Threaten Wetland Ecosystems:

a.

b.

c.

d.

e.
3. What can people do to preserve and enhance wetlands?
a. List groups/organizations that people can join

`
 b. List actions people can do individually

4. Why your wetland creature needs to be saved:

a. What would happen in your food chain if your animal went extinct?

b. What would happen to your wetland creature if the wetland was destroyed?

c. What would happen if a road went through your wetland?

`
 Group Project Contract
I will..
a. complete my assigned work/section of the project
b. be timely in nature, getting all work completed on time or
before it is due
c. complete my work with the best quality possible
d. stay on task during class time
e. persevere when the project becomes difficult, rather than
giving up
f. be a positive group member and encourage other group
members
g. be helpful to my group
h. communicate with my group members about the project,
i. share my materials with my group members for the project,
such as notes and information I find.

Signature:

If I break the contract after two or more warnings, I may be fired from my
group. I will need to re-apply to a different group, or complete the project on my
own. I understand these terms and conditions.
Signature:

`
 Group Project Contract
My Contributions
Name: _________________
Part I:

Part II:

Part III:

Part IV:

Part V: