This lesson will be the culminating lesson to the unit so students will examine and evaluate their role in the protection of Hawaii's fragile environment.

• Survival
• Interdependence
• Change

• All things depend on each other to survive
• The kind of change, whether positive or negative, will determine survival.

• Earth Science
• Environmental Science
• Computer Technology

• Language Arts
• Geography
• Math

Students will be able to:

• Practice and demonstrate how changes and stimuli affect the wetlands of Maui and the animals in it
• Deduce three (3) ways wetlands can be destroyed.
• Formulate three (3) ways that destruction of the wetlands can be prevented or avoided
• Appraise by destroying a wetland what their role is in the protection of Hawaii's wetlands

• Participate in discussion in a relevant way.
• Use literature to build a larger understanding of one's world.
• Publish quality pieces appropriate to grade level.
• Illustrate that living things have definite life cycles, growth patterns, and behaviors.
• Demonstrate an understanding that every species is directly or indirectly interdependent with others in the ecosystem.
• Demonstrate an appreciation for the environment and develop an awareness of environmental issues.

Students will have:

• Identified location, characteristics, different terminology connected with the wetlands. (See lesson plan by Master Teacher Michele Lawler at http://www.wnet.org/nttidb/lessons/ma/wetldma.html)
• Identified animals of Kanaha Pond wetlands that are affected by change and stimuli
• Asked an expert questions on e-mail either from "Ask the Expert" on Internet or Maui County or State of Hawaii scientists how wetlands were formed and have been destroyed; maintained communication with a wetland expert via e-mail familiarizing students with environmental issues
• Become familiar with migration patterns of animals at Kanaha Pond wetlands
• Built a model wetland as a group
• Practiced developing questions and interviewing techniques for wetlands guest speaker.

• Video camera
• Chart paper and markers

Pre-made wetlands (dirt & water, etc. - see http://www.wnet.org/nttidb/lessons/ma/wetldma.html)

• one small aluminum disposable roasting pan
• a piece of florist foam to fill a two to three inch space the entire width of the pan
• modeling clay or home-made baker's clay - enough to fill about a third of the pan
• assorted leaves, twigs, pine cones, etc. to simulate wetland vegetation
• paper for students to make small drawings of wetland animals
• crayons or colored pencils
• glue
• small popsicle sticks or toothpicks to attach the animals to water
• watering cans or tin cans with holes punched in the bottom
• Destruction scenarios on slips of paper
• Appropriate materials to accomplish their "destruction":

1. aluminum foil (makes a good parking lot)
2. salt (a good toxic to dump)
3. building blocks (houses)
4. knife (to remove part of it)
5. felt (can become a beautiful lawn)

• Review from previous lessons, what makes what they built a wetland; teacher will record on chart paper.
• Students will write about their wetlands focusing on how it looks to them and the feeling they have about it. Have them imagine they are in it for a day, and what would they do.
• Hook question: "What would happen to Hawaii's wetlands and the animals in them if nobody cared about them?" Teacher will record answers on chart paper.

Activity: destroy the wetland

(Variation of lesson plan by Michele Lawler at http://www.wnet.org/nttidb/lessons/ma/wetldma.html, locally adapted)

1. Have a guest expert come to the classroom and discuss what destruction has occurred to Kanaha Pond in the past, what the current trends are of the political discussions are on Kanaha Pond (articles in Maui News) possible impacts (Sierra Club comments)

2. Students will work in pairs and be given a different real life scenario of things that humans have done to wetlands:

• make it into a parking lot,
• turn it into a toxic dump, put condos on it,
• drain it and build on it,
• take away 1/2 of it for building,
• dredge a channel through it for access to the lake, etc.
• build an extended airport runway
• Agriculture, e.g., after cane harvesting if there is heavy rain before replanting; when watering fields with reclaimed water what happens to the animal life.

3. Give them appropriate materials to accomplish their "destruction" (see "Materials" above ).

4. When they have finished "developing" their wetland, have them do some more writing about how they feel about the "progress" that has been made in their wetland. Have them describe how they would spend a day in their wetlands now, and how they feel about it, relating to animal destruction.

• "How would your animal survive?"
• "Where would they live?"
• "How would this affect migration?"

5. Finally, give them more water and have them "rain" on their development. Most will experience flooding, the animals that were not moved out by the development will most likely be washed away, and those that used salt (particularly if you color it), will notice that it has gone into the lake. Now they get to do the final writing about how they feel about their wetland now, how they would like to spend a day in it, and their feeling about preserving wetlands.

Students will discuss:

• Three (3) ways that destruction of the wetlands can be prevented or avoided
• What their role is in the protection of Hawaii's wetlands

Will be determined by their conclusions. Some possible culminating activities are:

• School newsletter advocating further investigation into issues at Kanaha Pond Wetlands
• Adopt an animal in Kanaha Pond - collaborative project
• Create a "Save Hawaii's Wetlands" dramatization to be shown to parents and community
• Role play animals in Kanaha Pond and have them debate issues in the wetlands
• Create a Kanaha Pond awareness questionnaire and graph the results on Clarisworks for Kids
• Come up with an action plan utilizing the result of the questionnaire in a slideshow format to be shared with school
• "Adopt" a wetland.
• Write to County of Maui officials about preserving the area for the flora and fauna.
• Visit Kanaha Pond on a regular basis, whenever their parents go to Costco, to see the changes.

 Below are ideas from Michele Lawler at http://www.wnet.org/nttidb/lessons/ma/wetldma.html

Language Arts: creative writing. Have the students be an animal or a plant in Kanaha Pond before, during and after development of the airport extended runway. (From Master Teacher Michele Lawler)

Social Studies: The social studies ramifications of a wetland study are endless, particularly if the class decides to "adopt" a wetland. Meeting with public officials who protect wetlands, as well as loggers and developers, is an excellent lesson in civic responsibility. Also, discussions about what a wetland is are interesting. It really is not as simple as Bill Nye makes it out to be. Mapping important wetlands in your area is a good lesson in geography.

Art: There are so many animals and plants in the wetlands, and so many different names for wetlands, that an alphabet book done in watercolors is really effective.

Science: To demonstrate the filtering ability of a wetland, take some dirt and put it in a pan, tilt the pan, and let water run down in. Then take a plot of grass and dirt taken from the edge of a wetland, and pour "dirty" water through the grass. The liquid that comes out will be considerably cleaner that what you poured on it, in spite of the fact that it ran through dirt!

• Reflection journal writing
• Use of Scientific method (e.g., predicting, observation)
• Student project
• Self-evaluation

Again, mahalo (thank you) to Master Teacher Michele Lawler from WNET School at WNET Station, an NTTI (National Teacher Training Institute for Math, Science, and Technology)site. Information at NTTI is at: http://www.wnet.org/wnetschool/ntti/index.html.

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