Module IIA: Natural and Human History of the NJ Meadowlands
Marsh
Session 1: Natural Features of the Meadowlands
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 IIA: Natural and Human History of the NJ Meadowlands
Marsh
Session 1: Natural Features of the Meadowlands
Science Content
 Introduction to natural and man-made features: description, vocabulary, processes
 How features impact the environment
 How cartographers provide us with knowledge about a geographic area through creating and studying maps
 Orienteering
 Making and testing hypotheses
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Meadowlands Content ago ago
Natural features of the
Meadowlands marsh area
Natural and human history in the marsh area
Impact of humans on the
Meadowlands marsh environment
- Meadowlands “natural” environment 500 years
- Meadowlands environment 50 years
- Meadowlands environment today
Science Tools and Technology
 Maps, aerial views
 Compass
 Digital Camera
 Hand-held recorders
 Computer and ejournaling software
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Documentation
Natural Features journal
Map of Northeastern NJ
Map of Meadowlands area
Digital photographs
Picture journal ejournal
Instructional Objectives:
The participants will learn that:
 Natural features are created by natural processes and consist of creeks, streams, rivers, lakes, estuaries, oceans, mountains, woodlands, etc.
 Man-made features are created artificially and consist of dams, reservoirs, landfills, highways, buildings, trains, etc.
 Natural and man-made features exist throughout our Northern New
Jersey communities and have a direct impact on our environment.

 Natural and man-made features in the Meadowlands have a direct impact on the environment in and around the Meadowlands
Environment Center.
 A map is a visual and/or tactile representation that shows an areas surface features such as geographic features, roads, cities, and other details.
 Cartography is a branch of science involving the creation of maps.
 A cartographer is a scientist who creates and studies maps.
 Maps are used to understand location, direction, and changes in geographic information.
The participants will learn how to:
 Look at a map and identify a river, ocean, estuary, lake; indicate where the Meadowlands marsh area is located.
 Use a compass to determine North.
 Use a map to navigate the Marsh Discovery Trail and locate key natural features.
 Use a digital camera to take pictures of key natural features.
Activities:
Introduction to Natural Features (60 minutes)
Content via PowerPoint
Content via large map/model
Recording of content on maps/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. Educator verbally describes, physically indicates, and labels natural and man-made features on large map/model. Participants manually record in journal, use pre-printed labels, or verbally record data using handheld recorder. Journals with Verdana font and 18 pt. size, with visual and text descriptors, peel off response labels, large print, uncluttered design with white space.
Fieldwork: (40 minutes)
Instruction on process and procedures for using a map as a tool.
Instruction on using a digital camera as a tool.
Hike to various areas of park.
Exploration of area and location of features through orienteering.

Recording of additional features on maps/journals.
UID – Educator verbally describes and physically demonstrates how to orient oneself by using a map and a compass while in classroom and at field sites.
Educator verbally describes and physically demonstrates how to use a digital camera as a tool while in classroom and at field sites. Visual and written instructions provided to supplement verbal instructions and demonstration.
Participants manually record results in journal, use pre-printed labels, or verbally record data using hand-held recorder. Journals with Verdana font and 18 pt. size, with visual and text descriptors, peel off response labels, large print, uncluttered design with white space.
Making hypotheses about the origination of identified features (10 minutes)
UID – Participants work in small groups to examine features and discuss origination. Educator displays pictures of features that participants identified in field. Educator verbally describes pictures displayed and verbally describes where the features were located while in the field. Educator elicits verbal and demonstrative responses.
Extrapolating how identified features impact our environment. (10 minutes)
UID – Educator displays pictures of features that participants identified in field. Educator verbally describes pictures displayed and verbally describes where the features were located while in the field. Educator elicits verbal and demonstrative responses.
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 – Shorter walking route to field sites; more time to move from site to site; shortened program. Limit number of features for more simple location and hypothesis.
Materials – Simplified maps/journals with images and single word descriptors; large size peel off picture and/or text labels for recording information in journals; “foot prints” to indicate location and direction for

taking digital photos; Dycem to keep materials in place; tactile model of content area.
Equipment/Assistive Technologies – Talking compasses; compasses on lanyards; a variety of digital cameras with hand straps and carrying cases.
Teaching Strategies – Use simple vocabulary; frequently repeat concepts; speak slowly; ask multiple choice questions (only giving them two options); use specially designed communication boards and flip books for non-verbal demonstrative responses; physically demonstrate how to use various tools; allow additional time to execute activities. Break down information into small chunks. Instruct participants on purpose and use of equipment (for example, cameras) before introducing the equipment in the STEM content activity.
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 or in a fieldwork group, one educator per group). If possible, train partner staff first on all modules which enables them to better assist their participants.
Mobility Disabilities
Learning Environment – Shorter walking route to field sites; more time to move from site to site; shortened program. Alternate indoor classroom setting from where many features are visible (e.g. Visitor Center).
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 – Writing lap boards; portable tables placed at outdoor field sites; talking compasses; compasses on neck lanyards; a variety of digital cameras with hand straps and carrying cases.
Teaching Strategies – Ask open-ended questions; ask some multiple choice questions; allow extra time to respond either verbally or with personal communication device; use specially designed communication boards and flip books for non-verbal responses; allow 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
Materials - Journal and other documents created with high-contrast and 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 - Tactile models of Northeastern New
Jersey map and local environment map; Hand lenses on neck lanyards; and large foldable magnifiers. Talking compasses; compasses on neck lanyards.
Tape recorders to verbally record data. Braille embosser and Braille translation software for converting text documents into Braille; Braille labels for map; Indiana University software for converting PowerPoint into accessible formats.
Teaching Strategies - Educator reads what is on each PowerPoint slide, and verbally describes relevant pictures in detail. Hand-on-hand assistance with identifying content features on tactile maps and model. Detailed verbal descriptions throughout program.
Deafness and Hearing Loss
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. Talking compasses on neck lanyards.
Teaching Strategies – Use of interpreter 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 – Shorter walking route to field site; more time to move from site to site. Alternate indoor classroom setting from where many features are visible (e.g. Visitor Center).
Materials - High level, high interest journals with large font, visually organized with a great deal of white space separating text, images, and answer boxes. Communication boards with text and images serving as memory prompts, or for use in non-verbal demonstrative response.
Equipment/Assistive Technologies – Handheld magnifiers; large foldable magnifiers; sound field and assistive listening devices; tools with different types of handles / grips. Writing lap boards; portable tables placed at outdoor field sites; talking compasses; compasses on neck lanyards; a variety of digital cameras with hand straps and carrying cases.
Teaching Strategies – Slower pace of instruction (especially with those individuals with aphasia), slower walk to the outdoor sites, 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.