I enjoy writing and reading books.
Wetlands are places that filter water from nearby streams, river or hills. Their purpose is important for helping the nearby wildlife grow and mature. They filter water, provide homes for birds and animals while being a wonderful place to see and visit. Many groups of people have restored and created some of the biggest wetlands in the world. Some examples are; The Glacier Ridge Restoration, Snake River Gravel Mine Restoration and many more. Our school has taken inspiration from all these wetlands and have decided to work on making our own wetland, starting from the fall of 2016. In three years, we have made huge amount of progress on restoring the wetland and its terrain. Now, we look back on all our progress and evaluate what we have accomplished. We have conducted many questions with oncoming answers as well as the question ‘Do you think we have met our water and habitat goals?’ which we will answer today. We asked many people and have gotten many answers, which we will share today.
In order to starts, we have taken observations from our own wetland then compared it to other wetlands when they were still in their early stages. Their first step of their project was funding. Funding is a way to get money by public fundraisers, websites, adds and more. Getting money helps buy and use tools, materials and workers. After funding, the people then dug out their area, making sure to dig up any dry or toxic parts that was in the dirt. In the early stage of our wetland, we also decided to dig up the soil because of the garbage and toxins in the soil. Plus, that could have interfered with growth and expansion of the plants. That would set a massive setback for growing and cleaning the water that will flow through the wetland. After funding, the Glacier Ridge Restoration team mapped and started to make way for the water to run on. They needed a way for the water to go because their area was flat, not having any way for a stream to run through.
However, our wetland already came with a path for a small stream could run through because of a sewage pipe providing water to the area, shaping the ground for the water to flow. This is an example of one thing that does not connect with each wetland. The last observation is the placement and growth of the plants. In the Glacier Ridge project, the team mapped out the different parts of the are then planted plants that would help restore the small area that it was planted at. With the help of students, our wetland mapped the area and water lines and by the end of June of 2017, was able to plant. Looking back at the progress, we had concluded that our goals were met and accomplished but we were unsure. We decided to interview and check with the other classes, including a few people from the 3rd grade. Our first interview was with the 3rd graders.
We first started with “Do you like helping/working at the wetland?” as heard in the interview. Then, we asked “What’s your favorite thing to do at the wetland?” The last question is “Do you think you're making an impact by helping out with the wetland?” This question was the question that was the most important question. One of responses was, “Yes. Because before there was a lot of trash and things so by helping, we get to clean everything out.” The second answer was, “Yes. We help and improve the wetland by cleaning it.” Their answers show that they think the wetland is getting cleaner, especially from the beginning of them working on the wetland which was earlier in the year of 2018. The second interview that we did was with 5th graders, one girl and one boy. This time however, the questions were more different due to the 5th graders having spent the longest working on the wetland and because of that, the 5th graders having the most experience.
The list of questions we asked the 5th graders were “Do you enjoy helping/working at the wetland? What's your favorite thing to do at the wetland? Do you know the difference between a park and wetland? If someone who has no experience on a wetland wanting to work on a wetland asked you for advice, what would you tell them?” as heard in the voice recording. The last question of the list was to help other younger generations that were going to be working on the wetland and possibly others who are starting to help give a chance for them to get advice from other with more experience on the topic. One of them stated that there was a lake type of area in the wetland, indicating that the wetland has gotten additional water from the filtering and collecting of polluting water nearby.
We later asked the 5th graders their opinions on the wetland and if they think the wetland is improving. One of them said “Yes, because of the decreasing amount of pollution.” Then, we decided to test the water pollutants, sampling from the inlet and outlet of the wetland. The main pollutants we measured was copper, nitrate and phosphate. Copper is a pollution from car breaks when people slam on the breaks, shredding the break and its metal. Copper can kill fish if consumed and kill whales due to their food eating the copper bits. Nitrate is deadly due to it being about to make rotten food, fish waste, and decomposing plant matter. Nitrate can pollute waters and kill off fish, just like Copper. Phosphate is a phosphatic acid, able to kill off plants and other animals. This is a graph of our levels of copper, phosphate and nitrate, the safety levels being, 1.3 for copper, 5-8 for nitrate and 10 for phosphate.
Finally, since we have made and have been working on a wetland to help clear pollutions, we wanted to share advice in case if you wanted to help and work on a wetland with your community. If you want to help out, its best to start small then slowly work your way through. Do research and make sue to have some knowledge about what you are doing. We have had a conclusion that we have reached our current habitat goal and water goals.
Wetlands Marshes, National Park Service.https://www.nps.gov/piro/learn/nature/wetlands.htm
Principles of Wetland Restoration Source
Wetlands Types and Classifications
by Leo, I enjoy doing origami and I play baseball and soccer.
We asked 3rd, 4th, and 5th graders at S.T.E.M. questions on the wetland to get information about how much students knew about the wetland so we could figure out what the wetland educators need to teach them. We found that most of the students knew a lot about the wetland and want to improve it by adding more special plants to clean out harmful bacteria. We were required to ask at least 1 scaled question and a few other questions that we thought were good, such as what do you enjoy about our wetland and why? We interviewed about 18 students in all.
The graph below represents the percentage covered on plot two over the course of three months. The pictures are of the plot over the course of the three months.
"Water is life. Land is blessing. Water and Land are existence. So can we agree wetlands are pretty awesome?'' Isaac.K
Plant Coverage Changing by Season. November 2018 through April 2019
Writing any kind of paper can be a challenge. Writing a paper structured upon data gathered by 11-year-olds can also be a lot harder.
MAKING THE PAPER
Making this paper was hard because of the inconsistency of the data we’re trying to gather. Charts are only completed in 3 out of the 8 months we worked on the wetland, so there was not a lot of data to pick through. Another reason it was hard to gather consistent data was bad handwriting of several of people that plotted the data. That mixed things up because it became hard to tell the difference between a 4 and a 9.
I chose plot 2 because it was a good middle ground with an average amount of water. Then, I proceeded to draw a graph. It was hard to tell what graph would work the best, so I chose a bar graph. Now it was time to go places!
Making the graph was a confusing procedure. First, I had to look at the data, to figure out the actual numbers for plant coverage. Then I had to convert the coverage of the plot into a percentage, to make the number more understandable. Finally, I drew the graph itself. Marking a percentage line all the way up to 100%, I marked the points on the line. Then I drew a conclusion.
April had a bit more plants growing than in November. April had approximately 12.5% of the plot covered, June had around 6.25% covered, and November only had around 7% covered by the plants. April won out over November by 5.5%, and June lost to November by 1%. The outcome of this was kind of obvious, because fall doesn’t grow as much plants as spring in general.
My conclusion is that it’s kind of hard to grow plants in the fall. And easier to grow them in the spring. So, I didn’t learn much straight-up information, but there are things that could be better about determining that. For example, this chart doesn’t measure height. Basically, you can grow plants better in spring than in fall. I think it pays to know how our wetland is doing so we can fix it, or improve it. It's also important to graph this information so we can see information we might have passed up before, and so we can see it clearer.
STEM 5th Grade students, Research Data 2018/19.
I'm Isaac and I like thicc grapes with infinity stones
This graph shows a question we asked 3rd, 4th, and 5th graders we asked "on a scale from one to ten how much do you enjoy the wetland"
This page consists of interviews about the wetlands that we did with the 5th, 4th, and 3rd grades, this post consists of voice memos and a video of a 5th grade student. A picture of a 5th grade student. We asked them a few questions and put them in to videos and voice memos.
Over the past three years the 5th graders have been working on the Delridge wetland. In third grade we went to the wetland and went to study how it worked. in 4th grade we went to the wetland and planted. And now in 5th grade we are continuing to study the way the wetlands work
we interviewed 3rd, 4th, and 5th grades about the wetland and what they were doing to help.
|we did a interview on the 4th grader about the wetland and the salmon|
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|this interview is from a 5th grader and we asked her what she enjoyed about the wetlands|
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Solaris S. Hsiao - Griffin
I enjoy going out into the wild. that's why I am happy to be working on this experiment for the Delridge wetland. I also love all things art.
Myra Elizabeth Hapgood
I love playing Roller Derby and going to SCHOOL!
This is a map of the different plots in our wetland. The plots that are circled in blue are the plots that you see in the graph bellow this paragraph.
This graph that you see is the answer to the question "How have our plants, in plots 3,6,8, and 11, progressed from November to April." We chose these plots because they are in different spots in our wetland. Meaning some places get more H20 (water) than others do.
The colored rectangles show how much estimated plant coverage of the plots in square Ft. We are comparing the different plots in different seasons like winter and spring to see if the plots change drastically. My partner and me thought that it was good to see in plot 3 that from November to April the plant coverage grew, but we thought it was strange that the plant coverage in plot 11 plummeted down and there was less coverage in April.
This is the worksheet we used to gather plant coverage DATA out in the wetland. We tried to be exact, but because of human error some of our data plots are in-accurate.
STEM 5th grade students, Research Data, 2018/2019
STEM 5th grade students, Research Data, 2018/2019
I like video games
I like playing sports and video game.
our research question was name 6 animals that are in our wetland and what
animals we want in our wetland
We have been studying the Delridge wetland. it is a type of marsh and we have seen mallard ducks living there and raccoons near the wetland. This blog talks about 6 different types of animals that live in the wetland and animals we want to live in our wetland.
Animals we have seen.
In biome expedition it says ‘’Mallard Ducks range from 20 to 26 inches long and a wingspan of 32 to 39 inches.’’. To tell the different genders you look at the top of their head if its bold green or blue it’s a male if its light brown its female. Young mallard ducks ride on their ride on their mothers back or follow in a straight line. The Mallard Ducks eat plants, dragonflies, flies, crustaceans and worms.
Raccoons range from 4 to 20 pounds and 23 to 27 inches long. Raccoons will consume just about anything including trash if they live close to humans. They will get into gardens as well. They are very skilled in getting food including smashing melons so that they can get to the insides of them. What they will feed on depends on their location. They gorge in the spring and summer to build up reserves of fat for the winter. Common items include mice, eggs, some small lizards and insects. If they are able to be around water, they have been seen washing their food off before they consume it. Plenty of their food comes from in the water including frogs and crayfish. They will also consume fruit and plants.
They are excellent swimmers and they love to swim.
Study.com says ‘’Some of the thing's worms eat are dead plants alive plants dead animals' animal poop and other microscopic animals.’’. after they eat, they grind it up and digest it and pass it as waste and feed the soil and plants. Worms move through the soil for food and reproduction and they come to the surface when it rains.
The black-capped chickadee is a small, nonmigratory, North American songbird that lives in deciduous and mixed forests. It is a passerine bird in the tit family Paridae. It is the state bird of Massachusetts in the United States, and the provincial bird of New Brunswick in Canada.
they Mostly insects, seeds, and berries. Diet varies with season; vegetable matter (seeds and fruits) may be no more than 10% of diet in summer, up to 50% in winter. Summer diet is mostly caterpillars and other insects, also some spiders, snails, and other invertebrates; also eats berries. In winter, feeds on insects (especially their eggs and pupae), seeds, berries, small fruits. Will eat fat of dead animals.
Animals we want to see.
Tiger Salamander will hibernate for the winter and then emerge again in the spring. The temperatures are going to affect the time of year when they hibernate and when they are active again. They tend to live solitary other than when they are moving for mating. The males are very aggressive when it comes to mating. Sometimes males will imitate females so that they can get closer to the females without other males knowing about it. This is a way for those that aren’t strong enough to take on the mature males to be able to have a chance to mate. Sometimes it will work but often the females will avoid mating with such males. Worms, insects, frogs, and even other salamanders are part of the diet for them. They tend to eat at night when it is cooler. They are very aggressive when it comes to hunting. They are fast and they are calculated so they almost always get their prey. When they are in a larvae stage, they will eat very small fish such as minnows.
The great blue heron makes various croaking sounds. They can use them to communicate such as calling for a mate or for defending territory and every out of curiosity to see what is going on in their habitat. The great blue heron creates their nest in trees that are very tall. This allows them to be able to offer safety for their offspring from various types of predated. They tend to live inland. There are plenty of food choices for the great blue heron. Most of their diet consists of small fish. They also consume shrimp and crab. They may dine on rodents' amphibians and, small reptiles. They have excellent vision that allows them to find their prey. They move very quickly so they often have the element of surprise on their side.
in the wild, they eat grubs, spiders, worms, insects, slugs, snails and other invertebrates. If your toads are wild-caught, try offering them what they eat in the wild. Adult toads should be offered three to six food items every other day. American toads are mainly nocturnal. They are most active when the weather is warm and humid. They are solitary, congregating only at breeding ponds in the early summer and late spring. During the day American toads hide under rocks or logs or dig into dead leaves and soil.
These 7 animals are what live in our Delridge wetland and what we want to live in it.
Work cited page
Bio expedition June 3,2019 WWW.Bio expedition
Study.com June 3, 2019 https://study.com/academy/lesson/what-do-worms-eat-lesson-for-kids.html
STEM 5th Grade Students research Data, 2018/2019.