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5. 10-2: Understand that a wetland ecosystem involves interactions between living and non-living things, both in and around the water

5. 10-5: Understand and appreciate that all animals and plants, not just the large ones, have an important role in a wetland community

5. 10-6: Identify the roles of different organisms in the food web of a pond or wetland

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Worksheet "The Tea of Life"

Worksheet "Balancing Act"

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Watch film "The Tea of Life"  www.sacredrelationship.ca/videos

Watch film "Return to the Source"

Discussion

Partner work

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How are humans impacted by living and non-living things in a wetland?

What did you eat for dinner last night? How did that food come to us?

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Examine western and Indigenous worldviews on the "living and non-living" in wetlands ecosystems while recognizing that all plants and animals have an important role in a wetlands community as they interact with one another.

Students recognize that plants can produce their own food, recognize that all animals, and some plants, rely on other food sources.

Understand that food chains are sequential and that the preservation of a wetland relies on the natural balance within food chains and food webs.

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Formative; Worksheet

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Worksheet for acquiring and evaluating the information that is shown to them

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Pattern of a life cycle and food chains

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5.10-1: Recognize and describe one or more examples of wetland ecosystems found in the local area.

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Wetlands Classification Worksheet

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Field Trip to local wetland site and invite local Elder or Indigenous community member

Group work

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Why is it important to study an ecosystem, what if we just left it alone and not study it?

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Identify a specific wetland with the science "lens" of swamp, shallow open water, bog, fen or marsh based on an investigation of plant life, wildlife, soil conditions and water levels during a field trip to a local wetland. Identify the same wetland with the Indigenous science "lens" of utility.

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Formative; Worksheet, Participation in Discussions

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Worksheet for developing questions and evaluating the information

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Data gathered in worksheet for analyzing patterns and relations, using numbers, organizing and collecting data

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5. 10-4: Identify and describe adaptations that make certain plants and animals suited for life in a wetland

5. 10-8: Recognize that some aquatic animals use oxygen from air and others from water, and identify examples and adaptations for each

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Science Reflection Journals of their findings with the cattail

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Cattail from previous field trip will be use to learn about propagation

Worksheet "The Noble Cattail" to analyze for better understanding

Guessing Game to identify animals living in an ecosystem

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What can we learn about the wetlands when studying and examining a cattail?

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Recognize that plants, animals, insects and birds living in wetlands ecosystems have physical and/or behavioural adaptations that make them suited for life in the wetland.

Examine various wetlands species; identify and describe the adaptations that make them suited to living in a wetland.

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Summative; Science Journals and the responsibility when working with a cattail

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Journals to demonstrate the purpose of this topic and showing their clarity. They are using their background knowledge as well.

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Examining the life cycle of the cattail allows for interpretation and representation of their understanding by their actions, also how do the strategies affect the propagation process

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5. 10-3: Identify plants and animals both in and around the water

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5.10-10: Identify individual and group actions that can be taken to preserve and enhance wetland habitats

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Worksheet "The Noble Cattail"

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Cattails from field trip previous will be used

Cattail Powerpoint

Group work

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How are cattails viewed and used differently in Indigenous and western societies?

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Identify the cattail as an example of a wetland plant

Identify the function of a cattail in the ecosystem, the parts of a cattail and the function of each part.

Understand the difference between how Indigenous people and western scientists identify plants and animals.

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Formative; Worksheet

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Worksheet to make connections with the background knowledge when they went on their field trip, and showing their clarity on the topic

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Spatial visualization when drawing a cattail and using measurement

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Reflect in Science Journals on their ideas

Rough and Final drafts of letters

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Video "My Rubber Boots"

Individualized work

Computers to look up organizations that restore and protect the wetlands

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What can you do to take action to restore and protect the wetlands?

What could we write to our local MLA about the wetlands?

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Students develop a sense of responsibility to restore and protect the wetlands in Alberta.

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Letters written to an organization, MLA, or agency to tell them their idea/argument about the wetlands.

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Letters written to present their idea/argument to whom ever they decide. Communicating the meaning by determining the audience, presenting the purpose by being clear and concise with the ideas, using an effective mode.

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Students developed conclusions from their experiments and research