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A Marsh-ian Restaurant (Grades 2)

Master Teacher

Suzanne Decker

Overview

This lesson is designed to familiarize students with a marshland habitat. Even students who live near a marshland often are unfamiliar with the vast number of plants and animals that are a part of this habitat. Students will experience a visit to a marshland through video and observe characteristics of the habitat, identify the animals present, and be able to discuss the balance of nature.

SC Math/Science Standards Met

Area I

Strand 1: B, C
Strand 2: C
Strand 3: C
Area IV

Strand 2: A

Learning Objectives

The students will be able to:

describe a marshland habitat
compare the similarities and differences of frogs and toads
describe how the balance of nature works

Materials

paper plates

ITV Series

Kratts' Creatures, Lesson #133, "Marsh-mania"

Previewing Activity

1. Just like Mark and Chris Kratt, the class will imagine they too have become strand-ed in a marshland. Have students predict what animal life they will encounter as they work their way through the marshland. Record predictions on a chart. Tell students that the marshland has been called "the greatest restaurant in the natural world." Have students discuss what this means in small groups. Each group will arrive at a meaning and record their idea on a paper plate. Plates can be displayed at a center or on a bulletin board labeled "Marsh-ian Restaurant."

Focus for Viewing

To give students a specific responsibility for viewing, ask them to focus on information that will help explain the statement that marshlands have been called "the greatest restaurant in the natural world." Students should be ready to discuss the characteristics of the marshland and how the balance of nature works.

Viewing Activities

Begin video at start. You may want to fast forward through the theme song. Begin viewing again when the title "Marshmania" appears. Stop the tape where the narrator says, "Here's to the marsh—the greatest restaurant in the world." Remind students that we have attempted to define this statement and will confirm and add to our ideas during our viewing.

Forward the tape to the frame showing the sun rising over the water with some deer wading. View tape until the you hear, "and with an abundance of food comes an abundance of creatures." Stop here and have students list possible creatures found in the marshland.

Continue watching and have students give a "thumbs up" each time a creature from the list is shown or mentioned.

Stop the tape when the cartoon character tsark appears. Discuss the creatures of the marshland that were just seen. Any surprises? Emphasize the huge variety.

Forward the tape to where the guys are wading in the water. As they watch, have students continue with "thumbs up" as more creatures appear.

Stop the tape when you hear, "So the joint's just jumping with amphibians like the salamander."

Forward past the salamander segment to the frame of one guy. Continue viewing until you hear "…tadpoles, but are they frogs or toads?" Pause the tape and assign small groups or individuals to listen for the following information: What are the differences between frogs and toads when looking at their eggs, sounds, bodies, skin, teeth, legs, movement?

Continue viewing until the guy falls out of the tree into the water. Stop here to discuss the information gathered. List the characteristics of frogs on the frog shape and the characteristics of toads on the toad shape. (See Activity 1 and Activity 2.)

Forward to the large cartoon fish eating a smaller fish. This segment describes the balance of nature. Have students watch until they hear "Wait a minute—if it works for the muskrat…" Discuss how the muskrat affects the balance of nature.

Forward to the frame where the guys dive headfirst into the water—after the heron segment. Continue watching until the end of the show.

Discuss the balance of nature. How did the introduction of the seek a deer upset the balance? What good came out of their introduction to America?

Post-Viewing Activities

1. Return plates and let each group discuss the statement again. Have each group revise the meaning and share and discuss.

2. Have students draw, label, and explain a marshland habitat mural. As part of their drawing and explanation, students will discuss the balance of nature.

Extensions

1. Science: Draw and explain a food chain present in the marshland.

2. Language Arts: Write a letter to a restaurant owner explaining how serving diamondback turtles upsets the balance of nature.

Have students design posters for or against the introduction of the seek a deer. Students will give a two-minute presentation for their chosen side.

3. Social Studies: Locate and map marshland areas in your community.

4. Math: Experiment with a balance scale. Weigh a variety of classroom items and try to achieve a balance.