Age/Grade Level
Grades 9 & 10
Subject Area
Ecology
Time Allotted
2 ½ weeks
Unit Description
This unit has been developed to teach students the values of the salt marsh habitat. This will
include the learning the different types of organisms that live in the marsh and how the marsh acts
to protect other environments from pollution.
Unit Goals
The following expectations and indicators are part of the core learning goals in Biology provided by
the Maryland State Department of Education (MSDE).
Expectation 3.5 The student will investigate the interdependence of diverse living organisms and
their interactions with the components of the biosphere.
Indicator 3.5.1 The student will analyze the relationships between biotic diversity and abiotic
factors in environments and the resulting influence on ecosystems.
Assessment limits:
 Abiotic/Biotic factors
 space
 soil
 water
 air
 temperature
 food
 light
 organisms
Relationships
 predator — prey
 parasite — host
 mutualism
 commensalism
 competition
Indicator 3.5.2 The student will analyze the interrelationships and interdependencies among
different organisms and explain how these relationships contribute to the stability of the ecosystem.
Assessment limits:
 diversity
 succession
 trophic level (producer; consumer: herbivore, carnivore, omnivore, scavenger; decomposer)
 niche (role of organism within an ecosystem)
 pyramid (energy, biomass)
Indicator 3.5.3 the student will investigate how natural and man-made changes in environmental
conditions will affect individual organisms and the dynamics of populations.
Assessment limits:
 depletion of food
 destruction of habitats
 disease
 natural disasters
 pollution
 population increase
 urbanization
Indicator 3.5.4 The student will illustrate how all organisms are part of and depend on two major
global food webs that are positively or negatively influenced by human activity and technology.
Assessment limits:
 oceanic food web
 terrestrial food web
Expectation 3.6 The student will investigate a biological issue and develop an action plan.
Indicator 3.6.1 The student will analyze the consequences and/or trade-offs between technological
changes and their effect on the individual, society, and the environment. They may select topics
such as bioethics, genetic engineering, endangered species, or food supply.
Indicator 3.6.2 The student will investigate a biological issue and be able to defend their position on
topics such as animal rights, drug and alcohol abuse, viral diseases (e.g., AIDS), genetic engineering,
bioethics, biodiversity, population growth, global sustainability, or origin of life.
Specific Learning Objectives
1. List 3 of each of the following groups of plants &animals and construct a collage using images
collected:
a. Wading birds
b. Ducks & Geese
c. Song birds
d. Predatory birds
e. Mammals
f. Producers (plants)
g. Reptiles
h. Invertebrates
2. Construct a food web of the saltwater marsh identifying different trophic levels.
3. Describe how different abiotic factors that influence the marsh habitat.
4. Discuss the loss of marshland in the Chesapeake Bay.
5. Explain how the salt marsh helps protect the local environment.
Characteristics of the students


This unit is designed for middle or high school students enrolled in environmental science or
level 1 biology.
The unit can be completed individually or in pairs depending on the availability of computers
and/or tablets.
Prerequisite Level of Performance and Knowledge



Since this a specific habitat, students should know the following terms from the previously
studied biomes
o Trophic levels
o Consumer
o Producer
o Abiotic/Biotic
o Food web
Reading and comprehension skills should be should be at the 6th grade level.
Students should be able to navigate through a series of web pages to find information.
Classroom Layout and grouping of students


Students will need access to Internet accessed computer or tablet. Preferably they will work
in groups of 1 or 2 students per device.
An interactive whiteboard will make presentations and discussions more meaningful.
Introductory procedures
The DVD below will be used to create interest and then through a brainstorming session develop
an outline of some of the ideas students would like to explore.
Materials and media (any resource, persons or materials: be as specific as
possible. Identify resource, its availability, how it is to be used and why).
1. Wetland Biomes: Essential and Endangered DVD – available from the Discovery Store
(http://store.discoveryeducation.com/product/show/50799 )
2. Year on Earth 2-Pack DVD – available from the Discovery Store
(http://store.discoveryeducation.com/product/show/48734 )
3. Computer w/ Internet access (2 students per computer)
4. Notebook 10 and Microsoft Office software - Worksheets and activities can be completed
and printed for evaluation.
Visuals
#
3
Description of
Visual/Webpage
Introductory
webpage
Marsh Plant
webpages
Reptile webpage
4
Bird webpage
1
2
Purpose of Visual
All of these original pages will be used to
guide students through the unit. Each page
will incorporate photography, constructed
images (banners), and linked video.
Unit
Objective
Objective #
Objective #
1f
Objective #
1e&g
Objective #
1a-d
State
Standard
Expectation
3.5
Expectation
3.5
Expectation
3.5
Expectation
3.5
5
Mammal webpage
6
Invertebrates
webpage
Food Web
webpage
Collage Activity
7
8
9
Salt Marsh in a Pan
Activity
10 Health of the Salt
Marsh Activity
11 Buffers webpage
Activity designed to construct a food web
using Notebook 10 software.
Activity designed to construct a collage of
salt marsh images
Lab procedure instruction used to show
environment benefits of a salt marsh.
This image is used to guide students to
understanding what factors can affect the
salt marsh.
This is an image designed to foster critical
thinking about the relationship of the salt
marsh to man’s activities.
12 Videos for the
above pages
Objective #
1d
Objective #
1h
Objective #
2
Objective #
1
Objective #
5
Objective #
3 &4
Expectation
3.5
Expectation
3.5
Expectation
3.5
Expectation
3.5
Expectation
3.5
Expectation
3.5
Objective #
4
Expectation
3.5
Objective #
1, 2, 3 & 4
Expectation
3.5
Assessment and evaluation of learner understanding
1.
2.
3.
4.
5.
6.
Students will complete a formative worksheet on the animals and plants of the saltmarsh.
Students will construct a food web by using either drawings or images.
Instructor will evaluate student during the activities.
Student will construct a visual collage of salt marsh images.
Student will construct a functioning model of a salt marsh
Students will be given a summative assessment at the conclusion of the unit.
Relate assessment instruments to previously stated standards and/or
learning objectives
1. Worksheets to be completed as the webpages are explored (Objectives 1 & 3)
2. Food Web development (paper, computer, or whiteboard) (Objective 2)
3. Summative Test (Objectives 1 – 4)