Integration through delineation (Pymatuning Wetlands 2015, Day 13)

Doing it themselves.  The Pymatuning wetlanders conducting a wetland delineation, applying some of their knowledge toward solving an applied problem.

Doing it themselves. The Pymatuning wetlanders conducting a wetland delineation, applying some of their knowledge toward solving an applied problem.

The Pymatuning wetlanders learned about the role of wetlands in the broader earth system this morning, with a focus on biogeochemical cycles and climate change. This was followed by a quick overview of federal laws that protect wetlands, particularly the history and controversy surrounding the Clean Water Act.

We headed to Hartstown Swamp in the late morning, where the students were tasked with conducting an actual wetland delineation along a transect from the swamp to the upland.  They received little to no help from me, and had to self organize, determine what data to collect, and then carry it out. They did a fantastic job, and integrating and applying their knowledge of wetland plants and soils. They have come a long way; in fact, just a couple weeks ago most of them struggled to provide a definition for the term “wetland.”  Their data from along the transect was used to construct the diagram below, and we will discuss these results in the morning.

Hydrology, soils, and vegetation data along a transect adjacent to Hartstown Swamp. Gray bars indicate areas that the students identified as wetland.

Hydrology, soils, and vegetation data along a transect adjacent to Hartstown Swamp. Gray bars indicate areas that the students identified as wetland.

What plant is that?

What plant is that?

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Posted on June 17, 2015, in Teaching, Wetland Ecology & Management (PLE) and tagged , , , . Bookmark the permalink. Leave a comment.

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