Module IB: The Food Web
Session 3: Nature’s Nursery
This lesson is based upon work supported by the National Science Foundation under Cooperative
Agreement Number HRD 0638793. Any opinions, findings, and conclusions or recommendations
expressed in this material are those of the author(s) and do not necessarily reflect the views of the
National Science Foundation.
Permission is granted to copy these materials for educational, non-commercial purposes provided
the source is acknowledged.
Meadowlands Environment Center - MarshAccess © Copyright 2009
A New Jersey Meadowlands Commission Facility operated by
Ramapo College of New Jersey
Module IB: The Food Web
Session 3: Nature’s Nursery
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Science Content
Definition of food web, plankton,
life cycle.
Concept of metamorphosis
(changing body type)
Concept of population balance
Science Tools
Models of marsh food web species
Microscope
Balance
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Meadowlands Content
Life cycles of Meadowlands species
Specific species in the
Meadowlands marsh food web.
Documentation
Journal sheets
- Life cycle stages
- Weather Observations
- Dragonfly nymph cocoon model
Instructional Objectives:
Participants will learn / be able to:
 Life cycles of creatures that use the marsh as their nursery
 Population balances of prey/predator species
Activities:
Introduction via PowerPoint (25 minutes)
Basic habitat
Water properties
Food web structure found in the meadowlands marsh.
Record in journals
Universal Instructional Design (UID) – PowerPoint color contrast, font and size meet accessibility
standards; white space, no more than 6 lines of text, no more than 6 words per line, images have alternate
text tags. Copy of PowerPoint available in color (1 or 2 slides per page) in a 3-ring binder. Use of sound
field system; assistive listening devices for those with hearing impairments or attention difficulties.
Educator reads and describes images on slides. Participants manually record in journal (writing names or
using pre-printed labels).
Life Cycle (60 minutes)
Images of species found in the Meadowlands marsh
Hike out to dock to obtain live specimens
Examine life cycle specimens through the microscope
Record in journals
Universal Instructional Design (UID) – Educator reads and describes images on slides. PowerPoint color
contrast, font and size meet accessibility standards; white space, no more than 6 lines of text, no more
than 6 words per line, images have alternate text tags. Copy of PowerPoint available in color (1 or 2 slides
per page) in a 3-ring binder. Educator will demonstrate (on oversize laminated journal sheet) placement of
picture and text labels; and use the journal sheet to demonstrate the life cycle of example marsh food web
creatures. Use of sound field system; assistive listening devices for those with hearing impairments or
attention difficulties. Educator verbally explains and physically demonstrates entire microscope operation
and observation process to participants. Educator explains, demonstrates, and assists participants in
obtaining specimen sample, putting sample on observation tray, and locating specimen as needed (based
on ability and limitations of participants). Educator places sample for use with Ken-a-vision or
microscope camera. Participants manually record in journal (writing names or using pre-printed labels).
Interactive Activities (35 minutes)
Create a model of a dragonfly nymph (instructions below)
Hands-on sustainability experiment (instructions below)
Universal Instructional Design (UID) – Educator will verbally describe and physically demonstrate all
activities related to creating the model. Educator will verbally describe and physically demonstrate all
activities related to the sustainability experiment.
Balance Experiment
 Participants will break up into small groups (4 or less).
 Using a two pan balance, participants will place several blocks representing prey species from the
food web on one pan.
 They will then place blocks representing a predator from the food web on the other balance pan.
The predator blocks will be heavier than the prey blocks, so a few predator blocks will weigh the
same as many prey blocks.
Dragonfly nymph model instructions
 Educator / staff will assist the participants as needed.
 Each participant will be given a small amount of clay to shape into a tapered cylinder.
 The clay is then attached to the end of the plastic dragonfly nymph head/thorax; creating the
abdomen section.
 The dragonfly nymph is then rolled in a container of multi-colored fish tank gravel. This mimics
the debris shell that the real dragonfly nymph creates. The debris shell provides protection and
camouflage to the nymph.
 Participants can then color the head and thorax section of their model with markers / crayons.
 Next, pipe cleaners are added as legs, and the model is complete.
The dragonfly is being used as an example of a creature that uses the estuary as its nursery, but the adult
does not live in the water of the estuary. The midge is more common in the marsh, but will be less well
known by participants and staff. The dragonfly is more easily recognized by most people, but its life
cycle is less well known.
Program Modifications/ Adaptations
Following are specific accommodations/adaptations and strategies found effective, and currently in use or
being tested for use by specific disability groups in this program module.
Cognitive Disabilities
Content – Simplified program content.
Learning Environment – Elimination of outdoor activities.
Materials – Simplified journals with images and single word descriptors; large size peel off picture and/or
text labels for recording information in journals.
Equipment/Assistive Technologies – N/A
Teaching Strategies – use simple vocabulary; frequently repeat concepts; speak slowly; ask multiple
choice questions (only giving them two options); and physically demonstrate how to use microscope.
Break down information into small chunks. When necessary, demonstrate, hand-over-hand, how to do an
activity. Have participants work with a partner. Group subdivided into smaller groups (4 at a table, one
educator per table). If possible, train partner staff first on all modules which enables them to better assist
their participants.
Mobility Disabilities
Learning Environment – Elimination of outdoor activities based on mobility issues.
Materials - Larger journal page size attached to large clip board; large print and peel off labels. Dycem to
keep materials in place on table surface.
Equipment/Assistive Technologies – Educator / assistant aids in journal and model completion. Height
adjustable tables for wheelchair users or those with physical access issues.
Teaching Strategies – open-ended questions, some multiple choice questions, extra time to respond either
verbally or with personal communication device; specially designed communication boards and flip
books for non-verbal responses; additional time to execute activities. Participants subdivided into small
groups (4 at a table) with one educator and an assistant. Flexible approach to all activities (e.g. eliminating
activities or re-calculating time spent on each portion of the program; developing new methods for
accomplishing physical tasks based on trial and error, participant or chaperone suggestion)
Blind and Low Vision
Learning Environment – Shorter walking route to field sites; more time to move from site to site;
lengthened program; alternate indoor classroom.
Materials - Journal and other documents enlarged to Verdana 20 pt.; documents converted to Braille;
PowerPoint offered in a binder, with one slide per page; PowerPoint available in electronic, accessible
formats for personal viewing following the scheduled program.
Equipment/Assistive Technologies - Tape recorders to verbally record data. Braille embosser and Braille
translation software for converting text documents into Braille; Indiana University software for converting
PowerPoint into accessible formats. Microscope attachment to project image onto wall screen.
Teaching Strategies - Educator reads what is on each PowerPoint slide, and verbally describes relevant
pictures in detail. Hand-on-hand assistance with activities. Verbal description of animals in food
web/chain, including color, shape, physical characteristics, etc.
Deafness and Hearing Loss
Learning Environment – Seating and activities arranged to accommodate need for lip reading and sign
language presentation.
Materials/equipment – Sound field and assistive listening devices. Written and visual step by step
instructions for all procedures and activities. Journals with peel off picture and/or text labels for recording
information.
Teaching Strategies – Use of interpreter(s), who has been provided with key vocabulary ahead of time.
Educator speaks slowly and clearly, to accommodate interpreters, and those who lip read; educator stands
in a central, front of room location so all participants who lip-read can clearly see the face of the educator.
Educator physically demonstrates how to use various tools/equipment, waiting between steps for
interpreter to complete translation, and to wait for any questions. Participants break up into small groups
(4 or less) during activity, with assistant working with each group, and interpreters moving from group to
group as needed. Educator refers to simplified and standard text and visual step-by-step instructions.
Age-Related Limitations
Note: All materials, equipment, assistive technologies, and teaching strategies described above would be
implemented based on the functional ability /disability (cognition, mobility, hearing, vision) of the
participant.
Content: High level, age appropriate content, closely related to expected life experiences of participants.
Learning Environment – N/A
Materials - High level, high interest journals with large font, visually organized with a great deal of white
space separating text, images, answer boxes. Communication boards with text and images serving as
memory prompts, or for use in non-verbal response.
Equipment/Assistive Technologies – Sound field and assistive listening devices.
Teaching Strategies – slower pace of instruction (especially with those individuals with aphasia), allowing
extended time to ask and answer questions. Use of whiteboard to write down key concepts during
lecture/discussion phase of program. Relating science content to life experiences. . Participants break up
into small groups (4 or less) during activity to encourage interaction and participation.